Intro to Validating Assessments for RTOs
Registered Training Organisations are responsible for numerous duties following registration, including yearly declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While validation has been reviewed in multiple publications, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment validation as quality assurance of the assessment process.
Fundamentally, assessment review is focused on identifying which parts of an RTO’s assessment procedures are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the Standards for RTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards specify two types of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all components, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you get new training materials, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to verify they are suitable for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:
- Enhance your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Note your learning resources as a risk during your risk assessment
ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
What Training Products Require Validation
Remember that this validation guarantees adherence of all training materials before being used. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, evaluation registers, and evaluation templates created separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment task and meet course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence Assessment validation tools reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 one baby won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must cover all criteria, or the student is not yet competent, and the assessment method is not compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for assessors to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.