Intro to RTO Assessment Validation
Registered Training Organisations manage numerous obligations following registration, which include annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments frequently stands out. While validation has been covered in multiple publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as quality assurance of the evaluation process.
In essence, assessment validation is concerned with identifying which parts of an RTO's assessment process 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 validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that validation is carried out both before and after the assessment. This article will discuss the initial type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the primary part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new tools as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Perform validation of assessment tools also when you:
- Upgrade your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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?
Note that this validation ensures conformity of all educational resources before use. All RTOs must validate materials for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for assessors are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, logs, and forms created separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Impartiality: 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 an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, 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
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. check it out Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must cover all criteria, or the student is not 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 instructions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” 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 safe and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.