{Assessment Validation pertaining to Vocational Training Establishments in the context of Australia -

Introduction

Registered Training Organisations are responsible for multiple responsibilities post-registration, like yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation often stands out. While we've discussed validation in many articles, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as quality assurance of the evaluation process.

At its core, validation of assessments is designed to identify which parts of an RTO’s assessment procedures are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, is concerned with the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of assessment tool validation is to make sure that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Check new resources right away to verify they are fit for student use.

Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:

- Improve your resources
- Introduce new training products on scope
- Assess your course with training product updates
- Spot your learning resources as a risk during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Training Products Needing Validation

Bear in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and evaluation templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and meet unit requirements.

Assessment Validation Panel

Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including industry experts.

Collectively, your panel must have:

- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.

Be Careful with Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all criteria, or the student is incompetent, and the assessment tool is non-compliant.

Be Specific!

Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do get more info not mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.