Introduction
Registered Training Organisations (RTOs) have various duties after becoming registered, which include annual declarations, AVETMISS reporting, and advertising compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in several posts, let's return to the basics. ASQA describes assessment validation as a quality review of the assessment procedure.
Essentially, assessment review is about identifying which parts of an RTO’s assessment methods 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, comply with 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 assessment review checks conformity with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments follow 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 discuss the first type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the initial part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Concerns the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all elements, performance standards, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new educational resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to verify they are fit for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Perform assessment tool validation also when you:
- Amend your resources
- Integrate 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.
What Training Products Need Validation?
Bear in mind that this validation guarantees adherence of all training materials before use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which evaluation items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and comply with course unit requirements.
Assessment Validation Panel
Standard 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 sector experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Expertise 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 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 an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands the students to complete Assessment validation Australia 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment task must cover all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.