Introduction
RTOs handle many obligations after becoming registered, like annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in several posts, let's revisit the fundamental principles. ASQA identifies validation of assessments as a quality review of the assessment process.
In essence, assessment validation is about identifying which parts of an RTO’s evaluation 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations require two types of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your RTO's scope. The second validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will concentrate on the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to verify that all elements, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new materials immediately to verify they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Recognise 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.
Training Products Needing Validation
Keep in mind that this validation ensures conformity of all training materials before use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions 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 lists, registers, and forms developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- 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: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria 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 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
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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-based evidence), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 is not sufficient.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must cover all specifications, or the student is not yet competent, and the assessment tool is non-compliant.
Be Specific!
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 guidelines do not confuse students or assessors.
Steer this site Clear of Double-Barrelled Questions
Steering clear of 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 resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they help rectify 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 assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.