Assessment Validation and You: Steps to Validate Assessments

Assessment Validation and You: Steps to Validate Assessments

Blog Article

Upon receiving registration, RTOs must manage various responsibilities like annual declarations, AVETMISS reporting, and marketing compliance, with validation being a notably arduous task.

Although we have published several articles on validation, let’s revisit the term. ASQA describes validation as a quality review of the assessment process.

Essentially, validation is about identifying which parts of an RTO's assessment process are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting.

As per the 2015 SRTOs Clause 1.8, RTOs are required to ensure their assessment systems, including RPL, meet training package requirements and follow the Principles of Assessment and Rules of Evidence.

As per the standards, two kinds of validation are required.

The primary type of assessment validation verifies that your RTO's assessment meets the training package requirements.

The second type of validation verifies assessments are conducted according to the principles of assessment and rules of evidence.

It suggests that validation takes place before and after the assessment. This article focuses on the first type—assessment tool validation.

The Fundamentals of the Two Types of Assessment Validation

Assessment Validation: An Explanation

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, often referred to as pre-assessment validation or verification, deals with ensuring all unit requirements are addressed as per the first part of the clause, ensuring complete workbook compliance.

In post-assessment validation, the emphasis is on implementation, ensuring that Registered Training Organisations conduct assessments as per the Principles of Assessment and Rules of Evidence.

We will dedicate this article to assessment tool validation.

Guidelines for Conducting Assessment Tool Validation

Having reviewed the two types of validation, let’s dive into the specifics of assessment tool validation.

When 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 need to wait until your next 5-year validation schedule. Immediately validate new resources to ensure they’re ready for student use.

Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:

- updating your resources
- adding new training products on scope
- your course includes training product updates
- your 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.

Selecting Training Products for Validation

Keep in mind, this validation ensures that all learning resources comply before use. All RTOs must validate resources for each unit.

Getting Started with Assessment Tool Validation: Resources Needed

Course Materials

Since you are validating your assessment tools, you will require the entire suite of your learning resources:

Mapping tool – start with this document. It illustrates which assessment items address unit requirements, making validation quicker.

Learner/student workbook – assess its appropriateness for use as an assessment tool. Verify clear instructions and adequate answer fields. This is often a gap.

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 – could include checklists, registers, and templates developed apart from the workbook and marking guide. Validate them to confirm they fit the assessment task and meet unit requirements.

Panel of Validators

Clause 1.11 describes the requirements for validation panel members, indicating that validation can be performed by one or more persons. RTOs often require all trainers and assessors to attend, and sometimes industry experts are invited.

Your validation panel, as a group, must possess:

Up-to-date vocational competencies and industry skills pertinent 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 its equivalent

Assessment validation form/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 aids both the validation process and documentation. It simplifies seeing 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.
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 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

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 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 Instructions Standards Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Needs Review?

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 – Are equal opportunities and access ensured in the assessment process?

Flexibility – Does the assessment provide different options to demonstrate competence according to individual needs and preferences?

Validity – Is the assessment assessing what it is intended to assess? Is it a valid tool for evaluating the required skill or knowledge?

Reliability – Will the assessment produce the same results each time, regardless of who conducts the training? Will different assessors make consistent decisions on skill competence?

Fundamental Rules of Evidence

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 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 – Are the assessment tools aligned with current units of competency and contemporary industry practices?

Although these are often addressed in VET professional development and nationally recognised training, numerous tools fail to meet these requirements.

To avoid using learning resources that leave certain unit requirements unaddressed, ensure you adhere to these guidelines:

Follow Through with Actions

Focus on the verbs used in the unit requirements and make sure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement requires students to:

Complete each of the following tasks at least once with two different babies under 12 months old in a safe environment, using age-appropriate verbal and non-verbal communication per service and regulatory requirements:

change nappies

bottle preparation, bottle-feeding babies, and cleaning equipment

prepare solid food and feed infants

respond to baby signs and cues suitably

prepare babies for sleep and settle them

monitor and encourage physical exploration and gross motor skills suitable for the age

Having students describe the process of changing nappies for babies under 12 months doesn’t meet the unit requirement. Unless it’s intended to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.

Watch Out for 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.
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 Requirements or Not Competent

Observe the lists. As noted above, if students are asked to 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

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?

Answers may include:

Necessary materials

Corresponding costs

Time allocated 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.

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 issue in the work area and choose the most effective hazard control hierarchy.

Answers may include, but are not limited to:

Weather conditions – work area isolation, engineering, PPE

Work area check here and ground conditions – eliminating hazards, isolation, engineering

People – isolation, engineering controls, administrative controls

Structural hazards – substitution, isolation, use of engineering controls

Chemical hazards – isolating, engineering, administration

Equipment or machinery – isolating, engineering, administration

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