Validating your RTO’s assessment materials pre-use ensures the tools are fit for purpose and meet the requirements of the specific units of competencies and the evidence collected from students meets the principles of assessment and rules of evidence.
Validation before assessment:
The process of validating your assessment tools before implementation should involve assessors and other parties such as members of your quality team or staff such as literacy and numeracy specialists working collaboratively to focus on the following aspects:
- Interpreting the unit/s of competency
- Determining what a competent person would ‘look like’ and the standard to be achieved
- Designing the assessment process including identifying what evidence needs to be collected, how it needs to be collected and how many times
- Developing the assessment tools using your RTO’s approved templates which includes all student assessment tasks and assessors’ documents including evidence guides
- Consulting with industry and seeking feedback on the assessment process required
A mapping document should be developed with your assessment materials for each unit of competency that shows where unit of competency requirements have been addressed in the assessment tasks. A mapping evidences that you have checked the validity of the assessment tool when created and confirms its compliance. It is a useful document to refer to when validating assessment tools before implementation.
Common non-compliances to look for when validating assessments:
- Assessment tools do not meet all the requirements of the relevant unit of competency resulting in the evidence to be collected not being adequate or sufficient.
- Practical assessment tasks do not contain sufficient benchmarks for each skill / behaviour to be demonstrated as required by the unit of competency’s performance evidence
- Practical assessment tasks have insufficient instructions for assessors and students in conducting role plays / scenarios to ensure consistency in assessment conditions
- Assessment tool instructions do not sufficiently detail performance benchmarks to be demonstrated or reflect required observable behaviours
- Assessors have not been provided with clear instructions to ensure evidence collected of each student’s performance is sufficient
- Assessment tools do not make provision for the assessors recording of judgement of competency