Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) are responsible for numerous responsibilities upon registration, like annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in several discussions, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment validation as granular review of the assessment process.
Essentially, validation of assessments is designed to identify 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 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 standards mandate two types of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is carried out both before and after the assessment. This article will discuss the initial type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all components, performance standards, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new materials right away to ensure they are suitable for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:
- Amend your resources
- Add new training products on scope
- Review your course against training product updates
- Spot your learning resources as a risk 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.
Training Products Requiring Validation
Bear in mind that this validation ensures conformity 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 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 subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address subject requirements.
Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies get more info and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: 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: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 evaluate underlying knowledge (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 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 won’t cut it.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each evaluation task must address all requirements, or the student is incompetent, and the assessment method is not compliant.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate 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 help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.