Intro to RTO Assessment Validation
Training Organisations handle numerous tasks post-registration, including yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment validation as a quality review of the evaluation process.
Basically, assessment review is about identifying 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 SRTOs 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 regulations specify two forms of validation. The primary type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the first part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Deals with the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Optimal Timing for Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all aspects, performance standards, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:
- Amend your resources
- Add new qualifications to scope
- Check your course against training product updates
- Recognise 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.
What Training Products Need Validation?
Remember that this validation ensures conformity of all educational resources before use. 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 training materials:
- Mapping Document: The first document to review. It indicates which evaluation items meet subject requirements, assisting 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/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms developed separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment activity and meet subject 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 mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit being here validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Rules of Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- 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 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:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed 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 specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 calls for 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is incompetent, and the assessment method is not compliant.
Be Specific!
Each evaluation task 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 assessors.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
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.