Intro to Validating Assessments for RTOs
RTOs have many tasks following registration, which include annual statements, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment review as a quality review of the assessment procedure.
Principally, validation of assessments is intended to identify 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 Standards for RTOs 2015, 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 rules mandate two forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that validation is carried out both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to ensure that all components, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you obtain new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new materials right away to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Perform assessment tool validation also when you:
- Amend your resources
- Add new training products on scope
- Audit 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.
Training Products Needing Validation
Note that this validation guarantees adherence of all training materials before student use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment items meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions 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 criteria for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, logs, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- 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?
- Timeliness: 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 tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and this site Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
Full Competence or Not Competent
Pay attention to lists. 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 evaluation tool is out of compliance.
Can You Be More 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 mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
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, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.