Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) are responsible for numerous obligations upon registration, like annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the assessment process.
Essentially, assessment validation is designed to identify which parts of an RTO's assessment 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The other type ensures that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of validating assessment tools is to make sure that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new tools as soon as possible to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Introduce new training products on scope
- Review your course against 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.
What Training Products Require Validation
Note that this validation ensures conformity of all training materials before student use. All RTOs must validate materials 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 Document: The first document to review. It indicates which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, registers, and forms developed separately from the student workbook and assessor guide. Validate these to ensure they fit the assessment task and address course unit requirements.
Assessment Validation Panel
Regulation 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 educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the How to validate assessment tools Australia assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the 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 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 assessment item must address all criteria, or the student is not competent, and the evaluation tool is out of compliance.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward 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 assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.