Overview
Registered Training Organisations (RTOs) manage numerous tasks following registration, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as a quality review of the evaluation process.
At its core, validation of assessments is dedicated to 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 2015 Standards for RTOs, 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 require two forms of validation. The primary type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, pertains to the primary part of the rule, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you get new educational resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to verify 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:
- Modify your resources
- Add new training products on scope
- Compare your course with training product updates
- Detect 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.
Which Training Products Should You Validate?
Note that this validation ensures conformity of all learning resources before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, registers, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and comply with subject requirements.
Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: 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: Does the evidence confirm the originality of the candidate's work?
- Currency: 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 evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 won’t cut it.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an this site 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 recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.