An Introduction to Assessment Validation: Validating Assessments Explained

An Introduction to Assessment Validation: Validating Assessments Explained

Blog Article

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.

In other words, validation identifies which elements of an RTO's assessment process are done right and which need improvement. A proper understanding of its key components makes the task less daunting.

As stated in Clause 1.8 of the SRTOs 2015, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and adhere to 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 next validation ensures that assessments are conducted per 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.

Exploring the Two Types of Assessment Validation

Breaking Down Assessment Validation

As noted earlier and in our earlier blog entries, validation is split into two stages: (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.

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.

This discussion will center around assessment tool validation.

The Process of Assessment Tool Validation

Having discussed the two types of validation, let’s delve into assessment tool validation.

Ideal Times to Conduct Assessment Tool Validation

Assessment tool validation aims to verify that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment tools.

This implies that any time you get new learning resources, assessment tool validation must be done before they are used by students.

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.

Still, this isn't the sole reason for conducting this type of validation. Conduct assessment tool validation when you:

- your resources get updated
- your scope includes new training products
- reviewing your course against training product updates
- learning resources are identified 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

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

What Do You Need for Assessment Tool Validation?

Learning Materials

To validate assessment tools, you need the complete suite of your learning resources:

Mapping tool – the primary document to check. It reveals which assessment items align with unit requirements, expediting validation.

Learner/student workbook – during validation, check if it's suitable as an assessment tool. Ensure instructions are clear and answer fields are sufficient. This is a common gap.

Assessor guide/marking guide – ensure 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 created independently from the workbook and marking guide. Validate them to ensure they are suitable for the assessment task and address unit requirements.

Validation Committee

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.

Overall, your validation panel should have:

Relevant vocational competencies and industry skills applicable to the unit being validated

Up-to-date expertise and skills in vocational teaching and learning

One of these training and assessment qualifications:

TAE40116 Certificate IV in Training and Assessment or the equivalent successor

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.
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.
Simultaneously, it can serve as proof that you have validated your resources before they are used by students.

Although ASQA does not recommend or require a specific template for assessment tool validation, numerous templates can be found online. These tools typically have validators examine the tools holistically to determine if they meet the principles of assessment.

Assessment Principles Guide 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.

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 Guidelines 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.

Assessment Principles
Fairness – Does the assessment process provide equal opportunity and access to everyone?

Flexibility – Does the assessment offer multiple ways to show competence according to different needs and preferences?

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

Reliability – Will the assessment give consistent results every time, no matter who conducts the training? Will different assessors consistently decide on skill competence?

Rules of Evidence

Validity – Is the evidence demonstrating 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 confirm the learner has the required skills and knowledge?

Authenticity – Does the assessment tool confirm 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 frequently covered in VET professional development and nationally recognised training, many tools still struggle to meet these requirements.

To avoid using learning resources that do not address all unit requirements, ensure you follow these guidelines:

Demonstrate What You Teach

Pay attention to the click here verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:

Perform 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 diapers

bottle preparation, feeding babies from bottles, and cleaning equipment

prepare solids and feed infants

respond properly to baby signs and cues

settle babies for sleep and prepare them

monitor and support age-appropriate physical exploration and gross motor skills

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.

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 the 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 doesn’t meet the requirement.

Full or Not Competent

Mind the lists. In the previous example, 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 must include clear and specific benchmark answers to guide the assessor’s judgment on student competence. Consequently, ensure your instructions are clear and 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?

The answer might include:

Essential resources

Relevant costs

Time span of activities

Allocated roles and responsibilities

If an assessment item requires multiple answers, specify how many answers are needed from a student. This ensures your assessment is reliable, and the evidence obtained is valid.

The same applies to assessment items with double-barrelled questions or those asking for multiple answers simultaneously. These can confuse both students and assessors, as shown in the sample question below:

Identify a hazard and/or environmental issue in the workplace and select the most effective hazard control hierarchy.

Answers might include, but are not limited to:

Weather conditions – work area isolation, engineering, PPE

Work area and ground conditions – elimination, isolation, use of engineering controls

People – isolating, use of engineering controls, administration

Structural hazards – substitution, isolation, engineering

Chemical hazards – isolation, engineering, administrative controls

Equipment or machinery – isolation, use of engineering controls, administration

Steering clear of double-barrelled questions makes it easier for students to answer and for assessors to accurately judge student competence.

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.