Intro to RTO Assessment Validation
Registered Training Organisations handle many tasks post-registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in multiple publications, let's return to the basics. ASQA describes assessment validation as granular review of the assessment process.
In essence, assessment validation is designed to identify 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two forms of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are included by your assessment 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. Check new materials as soon as possible to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Improve your resources
- Add new training products on scope
- Check your course against training product updates
- Identify 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 Requiring Validation
Bear in mind that this validation ensures conformity of all training materials before use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, evaluation registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address subject requirements.
Validation Panel
Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: 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
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed Assessment tool validation Australia babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill 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 quantities. In our example, one of the unit requirements of CHCECE032 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 is not sufficient.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or evaluators.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.