Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) manage numerous tasks following registration, which include yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation often stands out. While we've discussed validation in several publications, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the evaluation process.
Primarily, assessment review 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 SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed pre- and post-assessment. This article will focus on the initial type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Deals with the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Best Time for Conducting Assessment
The goal of validating assessment tools is to verify that all elements, performance standards, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you acquire new training materials, you must perform validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new tools immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform assessment tool validation also when you:
- Upgrade your resources
- Include new training products on scope
- Check your course against training product updates
- Spot 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
Bear in mind that this validation guarantees adherence of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which assessment items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- 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: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 evaluate underlying 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 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 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 evaluation task must meet all criteria, or the student is not yet competent, and the evaluation tool is non-compliant.
Provide get more info Specific Details
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
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 affects your compliance history, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.