Introduction
RTOs are responsible for various duties post-registration, which include yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments often stands out. While we've discussed validation in several articles, let's return to the basics. ASQA defines assessment review as a quality review of the evaluation process.
In essence, assessment validation is focused on identifying 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations mandate two forms of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will focus on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The aim of validating assessment tools is to make sure that all components, performance standards, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you get new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to confirm they are fit for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Flag 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.
What Training Products Need Validation?
Bear in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It shows which evaluation items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: this site Also check if instructions for assessors are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and evaluation templates developed separately from the workbook and evaluation guide. Validate these to ensure they suit the assessment activity and meet unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for 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 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.
Be Careful with 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 lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must address all requirements, or the student is incompetent, and the assessment tool is non-compliant.
Provide Specific Details
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” 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 safe and compliant approach.
By following these instructions and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.