Intro to RTO Assessment Validation
Training Organisations have many obligations post-registration, including annual declarations, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several posts, a review of the basics is necessary. ASQA describes assessment validation as a quality review of the assessment process.
At its core, 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 2015 Standards for RTOs, 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 mandate two types of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The other type guarantees that assessments follow the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the primary type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The goal of validating assessment tools is to make sure that all elements, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to ensure they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct assessment tool validation also when you:
- Modify 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.
Training Products Requiring Validation
Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each course 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 tasks meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for assessors are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, registers, and templates created separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and address course unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- 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: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby read more signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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 evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators 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 assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.