Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) have multiple duties upon registration, such as yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in several articles, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment process.
Basically, assessment validation is dedicated to identifying 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 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 standards specify two forms of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will discuss the first type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the primary part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose 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 perform assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Expand with new training products on scope
- Evaluate 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.
Selecting Training Products for Validation
Note that this validation ensures compliance of all training materials before student use. All RTOs must validate training products 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 course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, evaluation registers, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and address unit requirements.
Assessment Validation Panel
Regulation 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 mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: get more info Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
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 evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 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 tool is not compliant.
Be Specific!
Each assessment task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
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 proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.