Intro to Validating Assessments for RTOs
Registered Training Organisations are responsible for many responsibilities post-registration, such as annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation often stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as quality assurance of the assessment process.
Essentially, 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 regulations mandate two forms of validation. The initial type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The second validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Deals with the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources right away to ensure they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Conduct assessment tool validation also when you:
- Amend your resources
- Integrate new training products on scope
- Examine your course with training product updates
- Spot your learning resources as a risk during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Identifying Training Products for Validation
Bear in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each subject unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor 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 outcomes.
- Other Related Resources: These may include evaluation checklists, registers, and templates created separately from the workbook and marking guide. Validate these to ensure they fit the assessment activity and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Perform diaper changes
- 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
- Observe and promote suitable physical activities and motor skills for babies
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 requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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 won’t cut it.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all criteria, or the student is incompetent, and the assessment method is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.
Double-Barrelled this site Questions: Avoid Them
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.