Intro to Validating Assessments for RTOs
Registered Training Organisations are responsible for multiple obligations after becoming registered, like annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in several publications, let's return to the basics. The Australian Skills Quality Authority identifies assessment review as granular review of the assessment procedure.
Fundamentally, assessment review is intended to identify 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 regulations, 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 first type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This suggests that validation is performed 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: Commonly called pre-assessment validation or verification, concerns the primary part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to verify that all aspects, criteria for performance, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you obtain new educational resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools immediately to verify they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:
- Enhance your resources
- Add new training products on scope
- Check 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.
Which Training Products Should You Validate?
Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Tool: The first document check it out to review. It shows which assessment items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, registers, and forms designed separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment task and comply with unit requirements.
Validation Panel
Clause 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 evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following credentials 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?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: 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: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
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 criteria 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 requires 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 Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment item must address all requirements, or the student is not yet competent, and the assessment tool is out of compliance.
Can You Be More Specific?
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.
Audit Guarantees
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 help rectify noncompliance. This impacts your compliance record, 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 reliable with the requirements set by ASQA and the SRTOs 2015.