Assessment validation is the process where trainers and assessors evaluate, compare and review the assessment methods and instruments to ensure that:
• Assessments are meeting Principles of Assessment – i.e. valid, reliable, flexible and fair
• Assessments are meeting the Rules of Evidence – i.e. valid, authentic, current and sufficient
• The judgment made by the trainer/assessor is benchmarked with colleagues or industry experts
• There is sufficient evidence to support the judgment of the trainer/assessor
Validation meetings should be attended by:
• Trainers
• RTO Managers
• Compliance officers
• Previous learners
• Industry experts
• Association members
• Industry representatives
• Governing body representatives
Validation allows us to verify the accuracy of the:
1. assessment processes 2. assessment methods 3. assessment products
What materials are needed for a validation session?
• a copy of the assessment plan
• the training and assessment strategy
• assessment matrix or mapping tool
• all assessment tools
• a copy of the benchmark (e.g. training package)
When does validation occur?
Validation can occur before, during or after an assessment is conducted. Before a validation session commences you should ensure that the candidate selection process is fair and flexible. When attending a validation meeting, it is important that the t rainer or assessor is familiar with the methods and instruments that will be used, or are currently being used.
As mentioned, validation can occur during the assessment process whereby the assessment can take place;
• online
• by distance
• in the workplace
• or in a simulated environment
The process of validation during the assessment is one of observation and evidence gathering in order to use the gathered information in a more formal post-assessment validation session at a later stage. During this process, you should encourage the candidates to share their thoughts and opinions about the assessment. This feedback data can be obtained through feedback questionnaires, focus groups and interviews.
Post validation
The purpose of a post-assessment validation is to analyse the feedback from a number of stakeholders and plan for contingencies which may arise in future assessments. It also involves handling complaints and grievances to ensure the assessment reporting process is in line with ASQA requirements. These meetings usually include the workplace supervisor and the candidate.
Validation approaches may be confirmed through organisation policies, procedures and the use of templates or forms. Approaches may also be discussed by validation participants based on specific issues, location of validation participants and timeframes to be applied.
Validation policy
Each RTO will have a validation policy. Typically, the policy will provide information about;
• purpose and scope of the policy
• explanation of relevant standards and legislation
• how the policy links to continuous improvement
• procedures for conducting the validation process
• instructions for the assessors
• a validation schedule
• validation checklist and report
Legal and ethical responsibilities
The Australian Skills Quality Authority (National Regulator) states that a registered training organisation must validate its assessment strategies by;
• reviewing, comparing and evaluating the assessment process, tools and evidence contributing to judgments made by a range of assessors against the same competency standards, at least annually; and
• documenting any action taken to improve the quality and consistency of assessment
Ethically speaking, validation helps to ensure the tools, systems and processes used by the training organisation are of a high standard and provide the best outcomes for learners and assessment candidates. Additionally, validation provides an opportunity for assessors and trainers to be involved in the process and impart shared and collaborated knowledge.
A successful validation process requires participants to:
• be involved in the process
• offer opinions and objective examples
• work well within a team environment
• agree on the team objectives
Determining the benchmarks
Typical benchmarks used during the validation process include:
• National training package which are developed by industry skills councils and can be found on the training.gov.au website.
• Units of competency which consist of competency standards and need to be unpacked so that those validating the assessments can compare the actual competency against the tools being validated.
• Industry standards will vary and these standards form the basis of the skills and knowledge required to perform work roles.
• Legislation relevant to the assessment such as privacy, health and safety, and anti-discrimination, copyright law and so on.
SAMPLE: Assessment Validation Cover Sheet
Validator name: Maggie May
Validation date: 01/12/15
Unit code and title:
CUASOU303 Repair and maintain audio equipment
Assessment tools/process
Assessment tools being validated include;
• Observation checklist
• Written exam
• Role play
• Third Party Report
Competency standards to be used Names of participants Element 1. Undertake routine maintenance
tasks
Element 2. Undertake repair tasks Element 3. Finalise work activity
All of the following in the unit of competency
• Foundation skills
• Performance evidence
• Knowledge evidence
• Assessment conditions
Rhonda Riches – training manager Jacob Fryer – learner
Findings and recommendations (to be completed after the session)
Replace role play with a case study – for students who have a speech impediment
The written exam should contain less multiple choice questions and more short answer questions to test the learner’s knowledge and comprehension of key concepts.
Feedback on the outcomes and consultative process (to be completed after the session)
The participants indicated that they preferred the written exam and role play. Some students did not have access to a workplace to take advantage of the third part report option. The RTO should consider work placement for students to gain real life experience.
In summary, an efficient validation meeting utilises the following steps:
1. Preparation – getting together all the required materials and determining the reason, focus and purpose of the validation
2. Interpreting the assessment methods and instruments. What do the materials mean and where do they fit into the overall context of the assessment?
3. Becoming involved in the assessment validation itself – the Trainer or Assessor will often be involved in the assessment panel or asked to provide recommendations based on their experience and knowledge
4. Discussing the findings – what was suggested? What improvements can be made? How can the quality of the assessment methods and instruments be improved?
5. Implementing and making improvements based on what was suggested and discussed