Intro to RTO Assessment Validation
Training Organisations have various tasks following registration, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in several posts, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment process.
In essence, assessment validation is intended to identify 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 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 rules require two types of validation. The first type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the regulation, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Is related 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 aim of assessment tool validation is to make sure that all components, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you get new educational resources, you must perform validation of assessment tools 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 reason to perform this type of validation. Perform assessment tool validation also when you:
- Amend your resources
- Add new training products on scope
- Audit your course with training product updates
- Note your learning resources as a risk during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Training Products to Validate
Note that this validation guarantees adherence of all training materials before student use. All RTOs must validate materials for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It shows which assessment tasks meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, registers, and templates developed separately from the workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- 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 requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- 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 specification is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 find it here under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, or the student is not competent, and the assessment tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
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 help rectify noncompliance. This influences your compliance status, 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 evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.