Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) manage multiple obligations following registration, like annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in many posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes assessment validation as quality assurance of the assessment process.
In essence, assessment review is concerned with identifying which parts of an RTO’s assessment methods 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, meet 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 review checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments follow the Principles of Assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will focus on the primary type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the initial part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new tools right away to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform validation of assessment tools also when you:
- Amend your resources
- Add new qualifications to scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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.
Which Training Products Should You Validate?
Bear in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It shows which evaluation items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, logs, and evaluation templates created separately from the student workbook and assessor guide. Validate these to ensure they fit the assessment activity and address course unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for 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 industry experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- 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?
- Currency: 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 criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help Assessment tool validation Australia them settle
- 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 requirement is meant to assess theoretical understanding (i.e., knowledge-based 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 Baby and Toddler Care 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to itemized requirements. 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 non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
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 impacts your compliance record, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.