Intro to RTO Assessment Validation
Training Organisations handle many duties after becoming registered, including yearly declarations, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple articles, a review of the basics is necessary. ASQA describes assessment review as quality assurance of the evaluation process.
At its core, assessment validation is aimed at 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, 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 standards specify two types of validation. The first type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The second validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will focus on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to verify that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you get new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Check new tools immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Include new training products on scope
- Examine your course with training product updates
- Identify potential risks in your learning resources during your risk assessment
ASQA uses a risk-based approach for regulating RTOs and requires 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 ensures compliance of all learning resources before use. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It identifies which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Panel for Validation
Standard click here 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 trainers and evaluators to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all specifications, or the student is incompetent, and the assessment tool is not compliant.
Be Specific!
Each assessment task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it simpler for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, 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 valid with the requirements set by ASQA and the SRTOs 2015.