Assessment Validation: What You Need to Know to Validate Assessments
Assessment Validation: What You Need to Know to Validate Assessments
Blog Article
RTOs face many tasks after registration, such as annual declarations, AVETMISS reporting, and marketing compliance, but validation is typically the most daunting.
Despite our extensive coverage on validation, let's re-examine the term. ASQA states that validation is a quality check of the assessment process.
In essence, validation confirms which parts of an RTO's assessment process are correct and pinpoints elements for improvement. With a solid grasp of its key components, validation becomes manageable.
According to Clause 1.8 of the SRTOs 2015, 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.
According to the standards, two types of validation are necessary.
The first type of assessment validation checks that your RTO's assessment aligns with the training package requirements in your scope.
The second validation ensures assessments are conducted according to the principles of assessment and rules of evidence.
Thus, we understand that validation is done before and after the assessment. This article highlights the first type: assessment tool validation.
Breaking Down the Two Types of Assessment Validation
An Introduction to Assessment Validation
As noted earlier and in our earlier blogs, validation is divided into two stages: (1) assessment tool validation and (2) post-assessment validation.
Pre-assessment validation, or assessment tool validation, is concerned with the first part of the clause, which ensures all unit requirements are met and that workbooks are fully compliant.
Post-assessment validation, in contrast, is about the implementation, requiring Registered Training Organisations to conduct assessments adhering to the Principles of Assessment and Rules of Evidence.
Our focus in this article will be on assessment tool validation.
How to Properly Conduct Assessment Tool Validation
Having discussed the two types of validation, let’s delve into assessment tool validation.
When is Assessment Tool Validation Conducted?
The objective of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment tools.
This means that whenever new learning resources are acquired, assessment tool validation must be performed before they are used by students.
You don’t have to wait for the next scheduled validation in your 5-year cycle. Validate new resources right away to ensure they are ready for students.
However, there are additional reasons to conduct this type of validation. Perform assessment tool validation also when you:
- you update your resources
- when new training products are added on scope
- training product updates are reviewed against your course
- learning resources get identified as a risk during your risk assessment
ASQA applies a risk-based regulation approach, expecting RTOs to do regular risk assessments. Hence, student complaints about learning resources are a good reason for assessment tool validation.
Which Training Products to Validate?
Bear in mind, this validation is meant to ensure all learning resources are compliant before use. All RTOs are required to validate all unit resources.
Resources Needed to Start Assessment Tool Validation
Learning Materials
Given that you are conducting assessment tool validation, you will need the full array of your learning resources:
Mapping tool – the primary document to check. It reveals which assessment items align with unit requirements, expediting validation.
Learner/student workbook – validate its suitability as an assessment tool. Confirm that instructions are clear and answer fields are sufficient. This is a common problem.
Assessor guide/marking guide – verify that instructions for assessors are comprehensive and clear benchmarks for each assessment item are present. Clear benchmarks are key to reliable assessment outcomes.
Other related resources – such as checklists, registers, and templates developed separately from the workbook and marking guide. Ensure they are suitable for the assessment task and address unit requirements.
Panel of Validators
Clause 1.11 describes the requirements for validation panel members, stating that validation can be conducted by one or more individuals. RTOs often require all trainers and assessors to be present, occasionally including industry experts.
Together, your validation panel should possess:
Up-to-date vocational competencies and industry skills pertinent to the unit being validated
Up-to-date expertise and skills in vocational teaching and learning
Any of the following training and assessment credentials:
TAE40116 Certificate IV in Training and Assessment or the equivalent successor
Validation instrument/template
Having a validation tool helps you with both the validation process and documentation. Using a validation tool makes it easier to look at how each assessment item maps against each unit requirement.
A validation tool is beneficial for both the validation process and documentation. It makes it easier to understand how each assessment item aligns with each unit requirement.
At the same time, it can serve as your document evidence that you have validated your resources before letting the students use them.
It also acts as evidence that you have validated your resources prior to student use.
Although ASQA does not recommend or require a specific template for assessment tool validation, numerous templates can be found online. These tools typically have validators examine the tools holistically to determine if they meet the principles of assessment.
Principles of Assessment Yes/No/Partially Comments
1. Fair
2. Flexible
3. Valid
4. Reliable
While templates of this kind simplify validation, they can introduce judgment errors due to a lack of space for comments on each assessment item.
We recommend using a more detailed template to examine each unit requirement and the assessment items that correspond to them. Here is an example:
Element Performance Criteria Assessment Instructions Standards Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Requires Checking?
As stated in our blog post Common Problems In Assessment Tools, you must ensure your assessment tools allow trainers to adhere to assessment principles and evidence rules.
Basic Principles of Assessment
Fairness – Is equal opportunity and access provided to everyone in the assessment process?
Flexibility – Does the assessment provide different options to demonstrate competence according to individual needs and preferences?
Validity – Does the assessment evaluate what it is intended to evaluate? Is it a valid tool for assessing the required skill or knowledge?
Reliability – Will the assessment yield consistent results each time, regardless of the trainer? Will different assessors make the same decision on skill competence?
Rules of Evidence
Validity – Does the evidence indicate that the candidate possesses the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
Sufficiency – Is there enough evidence to ensure that the learner has the skills and knowledge required?
Sufficiency – Is there adequate evidence to confirm the learner has the required skills and knowledge?
Authenticity – Is the assessment tool verifying that the work is the candidate’s own?
Currency – Are the assessment tools updated to reflect current units of competency and industry practices?
Despite these being frequently addressed in VET professional development and nationally recognised training, heaps of tools still have problems with these requirements.
To avoid using learning resources that leave certain unit requirements unaddressed, ensure you adhere to these guidelines:
Be Consistent with Your Teachings
Observe the verbs in the unit requirements and check here ensure they are addressed by the assessment item. For instance, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
Complete each of the following actions at least once with two different babies under 12 months old in a safe environment, using age-appropriate verbal and non-verbal communication as per service and regulatory requirements:
diaper change
prepare bottles, bottle-feed babies and sanitize equipment
prepare solids and feed babies
respond to baby signs and cues suitably
prepare and settle infants for sleep
monitor and foster physical exploration and gross motor skills appropriate for the age
Having students explain changing nappies for babies under 12 months old doesn’t directly address the unit requirement. Unless it’s meant to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Heed the Plurals!
Pay attention to the numbers. In our example on one of the unit requirements of CHCECE032, this single unit requirement 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 1 baby won’t cut it.
Mind the numbers. In our CHCECE032 example, one unit requirement asks students to complete the tasks at least once with two different babies under 12 months old. Doing the tasks twice with one baby won’t suffice.
Entire or Not Competent
Pay attention to lists. As illustrated above, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must address all requirements, or the student is not yet competent and the assessment tool is non-compliant.
Can you be more specific?
Can You Be More Specific?
Each assessment item should have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s important that your instructions do not confuse students or assessors. For instance:
What kind of information can be included in a work package?
What can be included in a work package?
Answers may include:
Needed materials
Applicable costs
Length of activities
Allocated duties and responsibilities
If an assessment item calls for several answers, specify the number of answers needed from a student. This ensures your assessment is reliable, and the evidence gathered is valid.
This applies equally to assessment items with double-barrelled questions or questions that require more than one answer at the same time. These can confuse students and assessors, as illustrated in the example below:
Name a hazard and/or environmental issue in the workplace and choose the most effective hazard control hierarchy.
Possible answers could include, but are not limited to:
Weather conditions – work area isolation, engineering controls, personal protective equipment
Work area and ground conditions – elimination, isolation, engineering
People – isolating, engineering controls, administration
Structural hazards – substitution, isolation, engineering controls
Chemical hazards – isolation, engineering, administration
Equipment or machinery – isolation, engineering, administration
Avoiding double-barrelled questions makes it simpler for students to answer and for assessors to accurately judge student competence.
Considering these requirements, you might think, “Don’t learning resource developers have audit guarantees?” However, such guarantees require you to wait for an audit to rectify noncompliance. This affects your compliance history, so it’s better to take a safe and compliant approach.