Intro to Validating Assessments for RTOs
RTOs handle numerous obligations upon registration, such as annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several articles, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as quality assurance of the evaluation process.
Fundamentally, validation of assessments is about 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 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two forms of validation. The first type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Often termed pre-assessment validation or verification, involves the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Validate Assessment Tools
The aim of validating assessment tools is to verify that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you get new educational resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Check new materials as soon as possible to ensure they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Note 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 Require Validation
Keep in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which assessment items meet 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 criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include evaluation checklists, registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they fit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Standard 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 ask all trainers and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- 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?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements find it here 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
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Frequent Errors
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 evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must meet all requirements, or the student is incompetent, and the assessment method is out of compliance.
Be Specific!
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, 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 recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.