Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) are responsible for many responsibilities following registration, which include annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in multiple articles, let's revisit the fundamental principles. ASQA defines validation of assessments as quality assurance of the assessment process.
Primarily, assessment validation is concerned with 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 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 specify two types of validation. The first type of assessment validation guarantees adherence to the requirements of the training package within your organisation's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will discuss the initial type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you purchase new learning 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 tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:
- Amend your resources
- Integrate new training products on scope
- Check your course against training product updates
- Detect 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.
Identifying Training Products for Validation
Note that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment activity check it out and comply with unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- 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: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in 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 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- 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
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., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.
All 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 meet all specifications, or the student is incompetent, and the assessment tool is non-compliant.
Can You Be More Specific?
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 confuse students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” 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 safe and compliant approach.
By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.