Introduction
RTOs handle numerous duties upon registration, such as annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While validation has been reviewed in several posts, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies validation of assessments as quality assurance of the assessment procedure.
In essence, assessment review is concerned with 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two forms of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The other type verifies that assessments follow the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will discuss the primary type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the initial part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of assessment tool validation is to verify that all elements, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you obtain new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources right away to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Add new qualifications to scope
- Review your course against 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?
Keep in mind that this validation ensures compliance of all educational resources before use. All RTOs must validate materials for each unit.
Necessary Resources 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 tasks meet course 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.
- Marking Guide: Also check if guidelines for evaluators are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, registers, and forms designed separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with unit requirements.
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 field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to website the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
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?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 evaluate underlying knowledge (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 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 Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must meet all specifications, or the student is not competent, and the assessment tool is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.