Intro to RTO Assessment Validation
Registered Training Organisations are responsible for various duties upon registration, such as annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation is notably challenging. While validation has been reviewed in multiple publications, let's return to the basics. ASQA identifies validation of assessments as granular review of the assessment process.
Fundamentally, validation of assessments is focused on 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 SRTOs 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 rules require two types of validation. The initial type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type ensures 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 first type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly 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 conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
How to Conduct 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 addressed by your evaluation tools. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Check new materials right away to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Note 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.
Which Training Products Should You Validate?
Remember that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also more info ensure if instructions for assessors are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and evaluation templates developed separately from the student workbook and assessor guide. Validate these to ensure they suit the evaluation task and address course unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of 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 there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications 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
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- 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 specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 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 not compliant. Each assessment task must cover all criteria, or the student is not competent, and the assessment tool 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 baffle students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, 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 valid with the requirements set by ASQA and the SRTOs 2015.