Overview
Registered Training Organisations (RTOs) manage numerous responsibilities after becoming registered, which include annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the evaluation process.
Basically, validation of assessments is designed to identify which parts of an RTO’s assessment methods 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 standards mandate two forms of validation. The primary type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the initial type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is related to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The aim of assessment tool validation is to make sure that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you purchase 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. Validate new resources right away to verify they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Integrate new training products on scope
- Review your course against training product updates
- Recognise 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 educational resources before student use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for evaluators are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and address unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. 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 panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: 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: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: 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?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements 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
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), 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 Baby and Toddler Care 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must address all requirements, or the student is not yet competent, and the assessment tool is not compliant.
Be Specific!
Each assessment item must have clear and specific benchmark 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.
Steer Clear of Double-Barrelled Questions
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, Assessment validation training you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.