Intro to RTO Assessment Validation
Training Organisations handle many obligations after becoming registered, like yearly reports, AVETMISS data submission, and advertising compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many publications, let's return to the basics. ASQA identifies validation of assessments as a quality review of the assessment procedure.
At its core, assessment validation is focused on 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, 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 mandate two types of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The second validation ensures that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, concerns the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Involves the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of validating assessment tools is to verify that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct validation of assessment tools also when you:
- Update your resources
- Incorporate new training products on scope
- Check your course against 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.
What Training Products Require Validation
Remember that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which assessment items meet subject requirements, assisting in faster validation.
- Student 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.
- Marking Guide: Also check if guidelines for assessors are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the evaluation task and meet subject requirements.
Validation check here 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 industry experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Rules of 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?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 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 out of compliance. Each assessment task must cover all requirements, or the student is not yet competent, and the assessment method is out of compliance.
Be Specific!
Each assessment item must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.