Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) handle multiple obligations post-registration, which include yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation often stands out. While validation has been covered in multiple discussions, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as granular review of the evaluation process.
At its core, assessment review is concerned with 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 require two types of validation. The primary type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the initial type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, deals with the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to ensure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you acquire new educational resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Validate new tools as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Perform validation of assessment tools also when you:
- Revise your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Recognise 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.
Which Training Products Should You Validate?
Bear in mind that this validation ensures compliance of all training materials before use. All RTOs must validate training products for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to here participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific 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 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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 assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must address all criteria, or the student is incompetent, and the assessment tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate 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 proactive and compliant approach.
By following these recommendations and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.