Intro to Validating Assessments for RTOs
Training Organisations are responsible for various obligations post-registration, such as annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in several publications, let's revisit the fundamental principles. ASQA defines validation of assessments as granular review of the assessment procedure.
Principally, assessment validation is focused on 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 Standards for RTOs 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 regulations specify two types of validation. The initial type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The goal of validating assessment tools is to verify that all elements, performance criteria, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Check new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Spot your learning resources as a risk 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
Remember that this validation ensures compliance of all learning resources before student 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 training materials:
- Mapping Resource: The first document to review. It indicates which evaluation items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- these guys Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms created separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and address unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all educators 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.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: 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 the assessment produce consistent results every time?
Rules of Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- 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 specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must meet all specifications, or the student is not competent, and the assessment tool is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.