Intro to RTO Assessment Validation
RTOs are responsible for numerous obligations after becoming registered, which include annual statements, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in multiple discussions, let's return to the basics. ASQA describes assessment validation as a quality review of the assessment procedure.
Fundamentally, assessment review is concerned with identifying which parts of an RTO's assessment 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 rules mandate two types of validation. The initial type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation ensures that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new training materials, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Validate new materials as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:
- Enhance your resources
- Include new training products on scope
- Review your course against 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.
Identifying Training Products for Validation
Note that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- 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 input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, logs, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states assessment 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 Professional Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
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 ASQA assessment validation guidelines 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 requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with 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 won’t cut it.
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 item must cover all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.
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 instructions do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe 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 compliant with the requirements set by ASQA and the SRTOs 2015.