Intro to RTO Assessment Validation
Training Organisations are responsible for many obligations after becoming registered, including yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many discussions, let's return to the basics. The Australian Skills Quality Authority identifies validation of assessments as granular review of the assessment procedure.
Fundamentally, assessment review is dedicated to identifying which parts of an RTO’s evaluation 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two forms of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The goal of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools right away to verify they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do assessment tool validation also when you:
- Revise your resources
- Add new training products on scope
- Review your course against 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.
Training Products Needing Validation
Remember that this validation guarantees adherence of all learning resources before student use. All RTOs must validate training products for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, logs, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and address subject requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key 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 criteria asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for the students to complete the tasks at least once get more info 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 enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment task must meet all requirements, or the student is not competent, and the assessment method is out of compliance.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.