Intro to RTO Assessment Validation
RTOs handle numerous tasks after becoming registered, including annual statements, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several publications, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment process.
Principally, assessment validation is aimed at 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 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new materials immediately to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Do assessment tool validation also when you:
- Improve your resources
- Include new training products on scope
- Audit your course with training product updates
- Detect 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.
What Training Products Need Validation?
Note that this validation ensures conformity of all learning resources before use. All RTOs must validate resources for each course unit.
Resources Required for 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 indicates which assessment tasks meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if this site directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, logs, and templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the assessment task and comply with course unit requirements.
Validation Panel
Standard 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 evaluators to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: 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?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?
Important Factors in 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 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies 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
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Be Careful with 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 is not sufficient.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Provide Specific Details
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 mislead students or trainers.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait until an audit to address noncompliance. This affects your compliance history, 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 compliant with the standards established by ASQA and the SRTOs 2015.