{Validation of Assessment for Vocational Education Bodies throughout the context of Australia —

Overview

Training Organisations handle multiple tasks after becoming registered, such as annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple posts, let's revisit the fundamental principles. ASQA defines validation of assessments as quality assurance of the evaluation process.

Basically, validation of assessments is dedicated to identifying which parts of an RTO's assessment process 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules specify two forms of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation ensures that assessments follow the principles of assessment and rules of evidence. This indicates that validation is carried out pre- and post-assessment. This article will concentrate on the primary type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the primary part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Scheduling Assessment Tool Validation

The aim of validating assessment tools is to ensure that all elements, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools immediately to confirm they are suitable for student use.

Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:

- Amend your resources
- Introduce new training products on scope
- Compare your course with training product updates
- Identify your learning resources as a risk during your risk assessment

The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Selecting Training Products for Validation

Bear in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate resources for each subject unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your training materials:

- Mapping Resource: The first document to review. It indicates which evaluation items meet course unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with subject requirements.

Panel for Validation

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

Collectively, your assessment validation panel must have:

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles of Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the numbers. 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.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must address all specifications, or the student is incompetent, and the assessment method is not compliant.

Be Specific!

Each evaluation task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines check here do not mislead students or assessors.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.

Assurance During Audits

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

By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.