Introduction
RTOs are responsible for many tasks after becoming registered, which include annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many posts, a review of the basics is necessary. ASQA defines validation of assessments as a quality review of the evaluation process.
Basically, assessment review 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 SRTOs 2015 regulations, 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 rules mandate two forms of validation. The first type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will discuss the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, pertains to the primary part of the clause, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new educational resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Review new resources immediately to ensure they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Enhance your resources
- Incorporate new training products on scope
- Review your course against training product updates
- Detect 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.
Training Products Needing Validation
Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate materials for each course unit.
Resources Required for 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 identifies which evaluation items meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, logs, and evaluation templates created separately from the workbook and assessor guide. Validate these to ensure they match the assessment task and meet course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications 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 nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement 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 Nurture babies and toddlers 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 won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all requirements, or the student is incompetent, and the assessment tool find it here is non-compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” 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 evidence rules, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.