Intro to Validating Assessments for RTOs
Training Organisations are responsible for various duties post-registration, such as annual statements, AVETMISS reporting, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple publications, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment validation as a quality review of the assessment procedure.
In essence, validation of assessments is dedicated to 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two forms of validation. The primary type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The other type verifies that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is carried out both before and after the assessment. This article will discuss the first type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, is concerned with the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of assessment tool validation is to make sure that all aspects, performance criteria, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new educational resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Perform assessment tool validation also when you:
- Amend your resources
- Include 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
Note that this validation guarantees adherence of all learning resources before being used. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It identifies which evaluation items meet course unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms designed separately from the student workbook and assessor guide. Validate these to ensure they fit the evaluation task and address unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications find it here for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: 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 verbs in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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 assess underpinning knowledge (i.e., knowledge-based 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 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 enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must address all requirements, or the student is not yet competent, and the assessment tool is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment 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 assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, 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 reliable with the standards established by ASQA and the SRTOs 2015.