The Fundamentals of Assessment Validation: How to Validate Assessments
The Fundamentals of Assessment Validation: How 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.
Though we've written extensively on validation, let's clarify it again. ASQA describes it as a quality assessment review.
Validation involves verifying which areas of an RTO's assessment process are correct and highlighting where improvements are needed. Understanding its key components makes the task less intimidating.
The 2015 SRTOs Clause 1.8 requires RTOs to make sure their assessment systems, including RPL, are compliant with training package requirements and conducted per the Principles of Assessment and Rules of Evidence.
According to the standards, two types of validation must be conducted.
The first type of validation ensures that your RTO's assessment meets the requirements of the training package within your scope.
The subsequent validation confirms that 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.
Defining the Two Types of Assessment Validation
An Introduction to Assessment Validation
As we mentioned earlier and in our past blogs, validation consists of two parts: (1) assessment tool validation and (2) post-assessment validation.
Assessment tool validation, known as pre-assessment validation, pertains to the first part of the clause, focusing on meeting all unit requirements and ensuring total workbook compliance.
Conversely, post-assessment validation pertains to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Our focus here will be on assessment tool validation.
Steps for Conducting Assessment Tool Validation
Understanding the two types of validation allows us to delve into the specifics of assessment tool validation.
Timing of Assessment Tool Validation
Assessment tool validation ensures that all elements, performance criteria, and performance and knowledge evidence are included in your assessment tools.
Hence, whenever new learning resources are bought, assessment tool validation is necessary before student use.
No need to wait for the next validation schedule in your 5-year cycle. Validate new resources immediately to ensure they’re suitable for students.
However, this isn't the only instance to conduct this type of validation. Perform assessment tool validation when you:
- resources get updated
- adding new training products on scope
- course is reviewed against training product updates
- learning resources are identified as a risk during your risk assessment
ASQA's risk-based regulation approach means RTOs should perform regular risk assessments. If students complain about learning resources, it's a perfect time for assessment tool validation.
What Training Products Should Be Validated?
Keep in mind, this validation ensures that all learning resources comply before use. All RTOs must validate resources for each unit.
Essential Resources for Assessment Tool Validation
Study Resources
For validation of your assessment tools, you will require the full set of your learning resources:
Mapping tool – the first document to check. It indicates which assessment items align with unit requirements, making validation faster.
Learner/student workbook – ensure it's appropriate for use as an assessment tool. Check if instructions are clear and answer fields are sufficient. This is a frequent gap.
Assessor guide/marking guide – check that there are sufficient instructions for assessors and clear benchmarks for each assessment item. Clear benchmarks are vital for 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 defines the requirements for validation panel members, stating validation can involve one or more individuals. RTOs usually require all trainers and assessors to be present, sometimes including industry experts.
Collectively, your validation panel must have:
Vocational competencies and current industry skills relevant to the unit being validated
Up-to-date expertise and skills in vocational teaching and learning
Any one of the following training and assessment qualifications:
TAE40116 Certificate IV in Training and Assessment or the equivalent successor
Assessment 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.
Using a validation tool benefits both the validation process and documentation. It makes it easier to comprehend 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.
ASQA does not provide a recommended or required template for assessment tool validation, but many templates are available online. These tools generally have validators review the tools as a whole 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 like these make validation easier, they also allow for judgment errors since there is little room for commenting on each assessment item.
It is advisable check here to use a more detailed template to inspect each unit requirement and its corresponding assessment items. Below is an example:
Element Performance Criteria Assessment Guidelines Benchmarks Assessment Instrument Rectification Recommendations
What do you Need to Check?
What to Look For?
As highlighted in our blog post Common Problems In Assessment Tools, it is essential that your assessment tools enable trainers to adhere to assessment principles and evidence rules.
Assessment Key Principles
Fairness – Does the assessment process provide equal opportunity and access to everyone?
Flexibility – Does the assessment accommodate different options to demonstrate competence according to various needs and preferences?
Validity – Is the assessment measuring what it is supposed to measure? Is it a valid tool for assessing the required skill or knowledge?
Reliability – Will the assessment yield the same results every time, no matter who conducts the training? Will different assessors make the same decision on skill competence?
Evidence Key Rules
Validity – Is the evidence showing that the candidate has 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 the evidence enough to ensure the learner has the required skills and knowledge?
Authenticity – Does the assessment tool verify that the work is the candidate’s own?
Currency – Are the assessment tools in line with current units of competency and contemporary 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 prevent using learning resources that do not address some unit requirements, ensure you adhere to these guidelines:
Walk the Talk
Pay close attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For instance, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement requires students to:
Complete each of the following activities at least once with two different babies under 12 months old in a safe environment, using age-appropriate verbal and non-verbal communication according to service and regulatory requirements:
diapering
prepare bottles, feed babies from bottles, and clean equipment
solid food preparation and feeding babies
respond appropriately to baby signs and cues
prepare babies for sleep and settle them
monitor and encourage age-appropriate physical exploration and gross motor skills
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.
Pay Attention to 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.
Notice 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 is not sufficient.
All or Not Competent
Pay attention to lists. Again, as illustrated above, if students perform just 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?
Add More Specificity
Each assessment item must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors. For instance:
What kind of information can be included in a work package?
What kinds of information can be included in a work package?
Possible answers may include:
Required resources
Relevant costs
Duration of activities
Assigned functions and responsibilities
If an assessment item requires multiple answers, specify the number of answers a student must provide. This ensures your assessment is reliable, and the evidence collected is valid.
This also applies to assessment items with double-barrelled questions or those that ask for multiple answers at once. These can confuse students and assessors, as shown in the sample question below:
Identify a hazard and/or environmental concern in the workplace and select the most effective hazard control hierarchy.
Possible answers may include, but are not limited to:
Weather conditions – isolating the work area, engineering, personal protective equipment
Work area and ground conditions – elimination, isolation, engineering controls
People – isolation, engineering, administration
Structural hazards – substitution, isolation, use of engineering controls
Chemical hazards – isolation, engineering, administrative controls
Equipment or machinery – isolation, engineering, administrative controls
Avoiding double-barrelled questions simplifies responses for students and allows assessors to judge competence accurately.
Given these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” But these guarantees require waiting for an audit before rectifying noncompliance. This impacts your compliance history, so it’s better to take a safe and compliant route.