{Guide to Assessment Validation for the Vocational Centres within the Australian landscape A Thorough Guide

Introduction

Training Organisations handle multiple responsibilities post-registration, such as yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the evaluation process.

Principally, assessment validation is focused on identifying which parts of an RTO’s assessment methods 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 regulations specify two types of validation. The initial type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the primary type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the initial part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is related to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you get new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new resources immediately to ensure they are fit for student use.

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

- Amend your resources
- Add new qualifications to scope
- Assess 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.

Identifying Training Products for Validation

Note that this validation ensures conformity of all educational resources before use. All RTOs must validate materials for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and templates developed separately from the learner workbook and evaluation guide. Validate get more info these to ensure they fit the evaluation task and meet subject requirements.

Panel for Validation

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

Collectively, your validation panel must have:

- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Typical Mistakes

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 underpinning knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for 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 perform only half the tasks listed, it’s not compliant. Each assessment task must meet all criteria, or the student is incompetent, and the assessment method is not compliant.

Can You Be More Specific?

Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.

Double-Barrelled Questions: Avoid Them

Avoiding double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.