Introduction
Registered Training Organisations (RTOs) have various duties following registration, including yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in several posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as a quality review of the evaluation process.
Essentially, assessment review is intended to identify which parts of an RTO’s assessment procedures 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 standards mandate two forms of validation. The first type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The other type ensures that assessments follow the principles of assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the primary type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, deals with the primary part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to verify that all elements, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:
- Upgrade your resources
- Add new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.
Which Training Products Should You Validate?
Note that this validation ensures compliance of all training materials before student use. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which assessment tasks meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, logs, and templates designed separately from the workbook and assessor guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the validated unit.
- 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
- Equity: 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 different assessors make the same decision on skill competence?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (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 does not fulfill the ASQA assessment validation requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment item must meet all specifications, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, 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 guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.