Assessment Validation Essentials: Guide to Validating Assessments

With registration, RTOs must juggle many responsibilities like annual declarations, AVETMISS reporting, and marketing compliance, where validation often causes the most anxiety.Although we've written about validation many times, let’s redefine it. ASQA refers to validation as a quality review of the assessment process.Validation is the process of confirming accurate areas in an RTO's assessment process and pinpointing elements for improvement. With a correct understanding of its components, it’s less daunting.Clause 1.8 of the SRTOs 2015 mandates that RTOs ensure their assessment systems, including RPL, are compliant with training package requirements and adhere to 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 following validation type ensures that assessments follow 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 ValidationExploring the Concept of Assessment ValidationAs previously discussed in our blogs, validation involves two processes: (1) assessment tool validation and (2) post-assessment validation.Assessment tool validation, sometimes called pre-assessment validation, focuses on ensuring all unit requirements are met, in line with the first part of the clause, ensuring complete workbook compliance.On the other hand, post-assessment validation deals with implementation, ensuring Registered Training Organisations follow the Principles of Assessment and Rules of Evidence.This discussion will center around assessment tool validation.How Assessment Tool Validation is ConductedHaving outlined the two types of validation, it’s time to dive into assessment tool validation.When to Conduct Assessment Tool ValidationAssessment tool validation ensures that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment tools.This implies that any time new learning resources are obtained, assessment tool validation must be done before student use.You don’t need to wait until the next scheduled validation in your 5-year cycle. Immediately validate new resources to ensure they’re ready for student use.Still, this isn't the sole reason for conducting this type of validation. Conduct assessment tool validation when you:- updating your resources- your new training products get added on scope- course gets reviewed against training product updates- when learning resources are identified as a risk during your risk assessmentThe Australian Skills Quality Authority's risk-based approach to regulation means RTOs must conduct regular risk assessments. Complaints from students about learning resources signal the need for assessment tool validation.Choosing Training Products for ValidationKeep in mind, this validation ensures that all learning resources comply before use. All RTOs must validate resources for each unit.What You Need for Assessment Tool ValidationTraining MaterialsGiven that you are validating your assessment tools, you will need the complete array of your learning resources:Mapping tool – start by investigating this document. It shows which assessment items meet unit requirements, facilitating quicker validation.Learner/student workbook – validate its suitability as an assessment tool. Ensure instructions are clear and answer fields are adequate. This is a frequent gap.Assessor guide/marking guide – also verify if instructions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial 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 GroupClause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including industry experts.As a whole, your validation panel must have:Vocational competencies and current industry skills relevant to the unit being validatedCurrent knowledge and expertise in vocational teaching and learningEither one of the following training and assessment credentials:TAE40116 Certificate IV in Training and Assessment or its replacementAssessment validation tool/templateHaving 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 aids in both the validation process and documentation. It helps visualize how each assessment item meets 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 can be found online. These tools often have validators review the tools as a whole to verify if they meet the principles of assessment.Assessment Principles Checklist Yes/No/Partially Comments1. Fair2. Flexible3. Valid4. ReliableAlthough such templates ease validation, read more they can cause judgment errors since there’s minimal space for comments on each assessment item.We highly recommend using a more detailed template to inspect each unit requirement and its corresponding assessment items. Here is an example:Element Performance Criteria Assessment Guidelines Standards Assessment Instrument Rectification RecommendationsWhat do you Need to Check?What Needs Inspection?As noted in our blog post Common Problems In Assessment Tools, your assessment tools must ensure trainers follow assessment principles and evidence rules.Core Principles of AssessmentFairness – Is equal opportunity and access guaranteed for everyone in the assessment process?Flexibility – Does the assessment offer various options to demonstrate competence based on different 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?Evidence Key RulesValidity – Is the evidence proof 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 confirming that the work is the candidate’s own?Currency – Are the assessment tools based on current units of competency and modern industry practices?Despite being frequently covered in VET professional development and nationally recognised training, many tools still have issues with these requirements.To avoid using learning resources that do not address all unit requirements, ensure you follow these guidelines:Demonstrate What You TeachFocus 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 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 changebottle preparation, bottle-feeding babies, and cleaning equipmentsolid food preparation and feeding babiesrespond to infant signs and cues appropriatelyprepare infants for sleep and settle themmonitor and encourage physical exploration and gross motor skills suitable for the ageHaving 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.Mind 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 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 suffice.Full Compliance or Not CompetentObserve 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?Can You Clarify Further?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 can be included in a work package?Possible answers could include:Obligatory resourcesPertinent costsTime allocated for activitiesAllocated roles and responsibilitiesIf 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 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:Identify a hazard and/or environmental issue in the work area and pick the most effective hazard control hierarchy.Answers may include, but are not limited to:Weather conditions – isolating the work area, engineering, personal protective equipmentWork area and ground conditions – eliminating hazards, isolation, use of engineering controlsPeople – isolation, engineering, administrationStructural hazards – substitution, isolating, engineering controlsChemical hazards – isolation, engineering, administrationEquipment or machinery – isolating, use of engineering controls, administrative controlsAvoiding double-barrelled questions makes it easier for students to answer and for assessors to judge competence accurately.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.