Assessment Validation: A Beginner's Guide to Validating Assessments
Assessment Validation: A Beginner's Guide to Validating Assessments
Blog Article
Among the numerous obligations RTOs face post-registration—annual declarations, AVETMISS reporting, marketing compliance—validation is often the most dreaded.
Although we have published several articles on validation, let’s revisit the term. ASQA describes validation as a quality review of the assessment process.
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.
Clause 1.8 of the 2015 SRTOs indicates that RTOs need to ensure their assessment systems, including RPL, are compliant with training package requirements and conducted in accordance with the Principles of Assessment and Rules of Evidence.
We are required by the standards to carry out two types of validation.
The primary type of assessment validation verifies that your RTO's assessment meets the training package requirements.
The following validation type ensures that assessments follow the principles of assessment and rules of evidence.
This means we validate assessments both before and after they are conducted. This article will cover the first type—assessment tool validation.
Defining the Two Types of Assessment Validation
An Introduction to Assessment Validation
As noted earlier and in previous blog posts, validation comprises two stages: (1) assessment tool validation and (2) post-assessment validation.
Pre-assessment validation or assessment tool validation focuses on the first part of the clause, ensuring that all unit requirements are met and that workbooks are entirely compliant.
On the other side, post-assessment validation pertains to the implementation, requiring Registered Training Organisations to adhere to the Principles of Assessment and Rules of Evidence.
Here, we will concentrate on assessment tool validation.
Procedure for Assessment Tool Validation
After reviewing the two types of validation, let’s explore the specifics of assessment tool validation.
Ideal Times to Conduct Assessment Tool Validation
The aim of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment tools.
Hence, whenever new learning resources are bought, assessment tool validation is necessary before student use.
You don't have to wait until your next 5-year validation schedule. Validate new resources right away to ensure they’re appropriate for student use.
However, there are additional reasons to conduct this type of validation. Perform assessment tool validation also when you:
- you update resources
- you add new training products on scope
- course is reviewed against training product updates
- 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.
How to Choose Training Products for Validation
It's important to remember this validation ensures that all learning resources are compliant before use. All RTOs need to validate resources for each unit.
Resources Required for Assessment Tool Validation
Study Resources
Since you are validating your assessment tools, you will require the entire suite of your learning resources:
Mapping tool – the first document you should look at. It highlights which assessment items meet unit requirements, accelerating validation.
Learner/student workbook – check its suitability for use as an assessment tool. Verify clear instructions and sufficient answer fields. This is often a 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 – might include checklists, registers, and templates created apart from the workbook and marking guide. Validate them to ensure they fit the assessment task and address unit requirements.
Validation Committee
Clause 1.11 details the requirements for validation panel members, noting that validation can be conducted by one or more people. Generally, RTOs require participation from all trainers and assessors and may include industry experts.
In total, your validation panel must have:
Vocational competencies and current industry skills relevant to the unit being validated
Current expertise and skills in vocational teaching and learning
Any of the following training and assessment credentials:
TAE40116 Certificate IV in Training and Assessment or its replacement
Assessment validation checklist/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 assists with the validation process and documentation. It makes it easier to view 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 can also serve as proof that you have validated your resources before allowing students to use them.
While ASQA does not have a recommended this site or required template for assessment tool validation, many templates are available online. These tools generally require validators to review the tools as a whole to see if they meet the principles of assessment.
Assessment Principles Checklist Yes/No/Partially Comments
1. Fair
2. Flexible
3. Valid
4. Reliable
Though these templates make validation easier, they often result in judgment errors due to limited space for comments on each assessment item.
A more detailed template is highly recommended for inspecting each unit requirement and the assessment items that align with them. Below is an example:
Element Performance Criteria Assessment Instructions Standards Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Requires Checking?
As outlined in our blog post Common Problems In Assessment Tools, your assessment tools must ensure trainers follow assessment principles and evidence rules.
Assessment Core Principles
Fairness – Does the assessment process provide equal opportunity and access to everyone?
Flexibility – Are different options available in the assessment to demonstrate competence based on individual needs and preferences?
Validity – Does the assessment test what it is meant to test? Is it a valid tool for assessing the required skill or knowledge?
Reliability – Will the assessment give the same results every time, regardless of the trainer? Will different assessors make the same decision on skill competence?
Basic 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 – Is there enough evidence to ensure that the learner has the skills and knowledge required?
Sufficiency – Is the evidence adequate to ensure the learner has the required skills and knowledge?
Authenticity – Is the assessment tool verifying that the work is the candidate’s own?
Currency – Do the assessment tools mirror current units of competency and modern industry practices?
Although these are regularly covered in VET professional development and nationally recognised training, numerous tools still struggle to meet these requirements.
To prevent employing learning resources that miss some unit requirements, be sure to follow these guidelines:
Practice What You Preach
Pay 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:
Carry out 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 in accordance with service and regulatory requirements:
diaper change
prepare bottle, bottle feed babies and clean equipment
solid food prep and feeding babies
respond to baby signs and cues appropriately
prepare and settle babies for sleep
monitor and encourage suitable physical exploration and gross motor skills 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.
Look Out for 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.
Pay attention to the numbers. In our CHCECE032 example, one unit requirement requires students to complete the tasks at least once with two different babies under 12 months old. Doing the tasks twice with one baby isn’t sufficient.
All Requirements or Not Competent
Observe the 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?
Provide More Detail
Every assessment item needs clear and specific benchmark answers to guide the assessor’s judgment on student competence. Consequently, ensure your instructions are not confusing for students or assessors. For example:
What kind of information can be included in a work package?
What details can be included in a work package?
Possible answers include:
Mandatory resources
Pertinent costs
Time assigned for activities
Allocated duties 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.
The same applies to assessment items with double-barrelled questions or questions that ask for more than one answer simultaneously. These can confuse both students and assessors, as illustrated in the example below:
Name a hazard and/or environmental concern in the work area and choose the most effective hazard control hierarchy.
Answers could include, but are not limited to:
Weather conditions – isolation of work area, engineering, PPE
Work area and ground conditions – eliminating hazards, isolating, engineering controls
People – isolation, engineering controls, administration
Structural hazards – substituting, isolation, engineering
Chemical hazards – isolation, engineering controls, administration
Equipment or machinery – isolating, use of engineering controls, administration
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 provide audit guarantees?” However, these guarantees require waiting for an audit to rectify noncompliance. This impacts your compliance history, so it’s better to take a safe and compliant route.