Intro to RTO Assessment Validation
Training Organisations are responsible for numerous obligations following registration, which include annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several publications, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as granular review of the assessment procedure.
Primarily, assessment review is designed to identify which parts of an RTO’s assessment methods 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations require two forms of validation. The initial type of validation of assessments ensures compliance with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and rules of evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The aim of validating assessment tools is to verify that all components, performance criteria, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to confirm they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Amend your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Recognise 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.
Which Training Products Should You Validate?
Bear in mind that this validation ensures conformity of all training materials before use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include checklists, registers, and evaluation templates developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Fairness: 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?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers requires 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must address all requirements, or the student is not competent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a proactive and compliant here approach.
By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are valid with the standards established by ASQA and the SRTOs 2015.