Intro to RTO Assessment Validation
RTOs have various duties upon registration, like annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in many discussions, a review of the basics is necessary. ASQA identifies validation of assessments as quality assurance of the evaluation process.
In essence, assessment validation is focused on 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 2015 Standards for RTOs, 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 standards specify two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The second validation ensures that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the primary part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of validating assessment tools is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Do validation of assessment tools also when you:
- Improve your resources
- Include new training products on scope
- Examine your course with training product updates
- Identify potential risks in your learning resources 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.
Training Products to Validate
Bear in mind that this validation guarantees adherence of all educational resources before student use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the assessment task and address course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Appropriateness: 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: Is the evidence genuine and truly representative of the candidate's abilities?
- 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 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
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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., knowledge evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers calls for 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must cover all criteria, or the student is incompetent, and the assessment method is non-compliant.
Can You Be More Specific?
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 confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” more info However, with these promises, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.