The Basics of Assessment Validation: How to Validate Assessments
The Basics 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.
Even though we’ve written about validation several times, let's revisit its definition. ASQA calls validation 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.
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.
The standards necessitate conducting two types of validation.
The initial validation type checks that your RTO's assessments align with the training package requirements.
The following validation type ensures that assessments follow the principles of assessment and rules of evidence.
It indicates that validation occurs both before and after the assessment. The focus here is on the first type: assessment tool validation.
Understanding the Two Types of Assessment Validation
Clarifying 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.
Assessment tool validation, also called pre-assessment validation, pertains to ensuring all unit requirements are addressed, as outlined in the first part of the clause, 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 in this article will be on assessment tool validation.
The Process of Assessment Tool Validation
With a clear understanding of the two types of validation, let’s focus on 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.
Thus, whenever new learning resources are purchased, you must conduct assessment tool validation before allowing student use.
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
- new training products are added to your scope
- reviewing your course against training product updates
- learning resources are identified by you as a risk during your risk assessment
ASQA applies a risk-based approach to regulate RTOs, expecting regular risk assessments. Hence, student complaints about learning resources are a good opportunity for assessment tool validation.
Choosing Training Products for Validation
Recall, this type of validation aims to ensure all learning resources are compliant before use. All RTOs must validate each unit's resources.
What You Need for Assessment Tool Validation
Educational Resources
To validate your assessment tools, you will need the complete set of your learning resources:
Mapping tool – the initial document to investigate. It identifies which assessment items address unit requirements, helping speed up validation.
Learner/student workbook – check its suitability as an assessment tool during validation. Ensure instructions are clear and answer fields are sufficient. This is a common issue.
Assessor guide/marking guide – confirm that instructions for assessors are adequate and clear benchmarks for each assessment item are present. Clear benchmarks are crucial 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.
Validation Panel
Clause 1.11 sets out the requirements for validation panel members, stating that validation can be conducted by one or more individuals. RTOs generally require all trainers and assessors to be involved, sometimes including industry experts.
Together, your validation panel should possess:
Vocational competencies and current industry skills applicable to the unit being validated
Current 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 an equivalent successor
Validation tool/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.
Having a validation tool supports the validation process and documentation. It simplifies understanding how each assessment item maps to 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.
Additionally, it can act as evidence that you have validated your resources before they are used by students.
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.
Assessment Principles Guide Yes/No/Partially Comments
1. Fair
2. Flexible
3. Valid
4. Reliable
Although such templates ease validation, they can cause judgment errors since there’s minimal space for comments on each assessment item.
We strongly suggest using a more detailed template to evaluate each unit requirement and its corresponding assessment items. Here is an example:
Element Performance Criteria Assessment Guidelines Benchmarks Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Should Be Checked?
As we explained in our blog post Common Problems In Assessment Tools, it’s vital that your assessment tools enable trainers to follow assessment principles and evidence rules.
Core Principles of Assessment
Fairness – Is equal opportunity and access guaranteed for everyone in the assessment process?
Flexibility – Does the assessment provide multiple options to show competence according to various 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 yield the same results every time, no matter who conducts the training? Will different assessors make the same decision on skill competence?
Rules of Evidence
Validity – Is the evidence confirming 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 – Is the assessment tool verifying that the work is the candidate’s own?
Currency – Do the assessment tools reflect current units of competency and modern industry practices?
Although these are often addressed in VET professional development and nationally recognised training, numerous tools fail to meet these requirements.
To prevent employing learning resources that miss some unit requirements, be sure to follow these guidelines:
Demonstrate What You Teach
Focus on the verbs used in the unit requirements and make sure they are addressed by the assessment item. For example, in the check here 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:
nappying
prepare bottles, feed babies from bottles, and clean equipment
prepare solid food and feed babies
appropriately respond to infant signs and cues
prepare babies for sleep and settle them
monitor and encourage suitable physical exploration and gross motor skills for the age
Having students explain the process of nappy changing for babies under 12 months doesn’t meet the unit requirement. Unless it’s meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing 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.
Notice the numbers. In the 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 doesn’t meet the requirement.
Complete Compliance 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?
Add More Specificity
Each assessment item must include clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Hence, ensure your instructions are clear and not confusing for 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?
Answers may include:
Obligatory resources
Pertinent costs
Time span of activities
Allocated duties and responsibilities
If an assessment item demands multiple answers, specify the number of answers required from a student. This ensures your assessment is reliable, and the evidence obtained is valid.
This is also true for assessment items with double-barrelled questions or those that require multiple answers at once. These can confuse students and assessors, as demonstrated in the sample question below:
Name a hazard and/or environmental concern in the workplace and choose the most effective hazard control hierarchy.
Possible answers include, but are not limited to:
Weather conditions – isolation of the work area, engineering, personal protective equipment
Work area and ground conditions – eliminating hazards, isolation, engineering
People – isolation, use of engineering controls, administrative controls
Structural hazards – substitution, isolation, use of engineering controls
Chemical hazards – isolating, use of engineering controls, administration
Equipment or machinery – isolation, engineering, administrative controls
Steering clear of double-barrelled questions makes it easier 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?” But such guarantees require you to wait for an audit before rectifying noncompliance. This affects your compliance history, so it’s better to take a safe and compliant route.