Intro to Validating Assessments for RTOs
Training Organisations have many duties following registration, including yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation is notably challenging. While validation has been reviewed in several articles, let's return to the basics. ASQA describes assessment validation as quality assurance of the assessment process.
At its core, assessment review is concerned with 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 rules require two forms of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation guarantees that assessments are conducted according to 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 focus on the primary type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of assessment tool validation is to ensure that all elements, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new training materials, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new tools immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform validation of assessment tools also when you:
- Revise your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Recognise 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.
What Training Products Require Validation
Bear in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, evaluation registers, and forms developed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and address unit requirements.
Assessment Validation Panel
Clause find it here 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- 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?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
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., evidence of knowledge), students should be doing the tasks.
Watch Out for 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 is not sufficient.
All or Not Competent
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 not competent, and the assessment method is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, 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 recommendations and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.