Overview
Registered Training Organisations (RTOs) have various duties following registration, including annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation often stands out. While we've discussed validation in many articles, a review of the basics is necessary. ASQA describes assessment review as a quality review of the evaluation process.
Principally, assessment validation is aimed at 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 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 regulations specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments adhere to the Principles of Assessment and rules of evidence. This indicates that validation is performed both before and after the assessment. This article will discuss the primary type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the initial part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The goal of assessment tool validation is to make sure that all components, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new educational resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Check new materials right away to ensure 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
- Incorporate new training products on scope
- Audit your course with training product updates
- Spot 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 to Validate
Note that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, click here and templates designed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment activity and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for validation 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 validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: 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?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: 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 tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
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 theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. 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 requirement.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for evaluators 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 instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.