Intro to Validating Assessments for RTOs
RTOs have many responsibilities following registration, including yearly declarations, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation often stands out. While validation has been reviewed in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.
Principally, validation of assessments is focused on identifying which parts of an RTO’s evaluation 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 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 initial type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies 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 focus on the first type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, relates to the primary part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of validating assessment tools is to ensure that all components, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you get new learning resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Do validation of assessment tools also when you:
- Update your resources
- Include new training products on scope
- Audit your course with 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.
Training Products to Validate
Keep in mind that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each unit.
Necessary Resources for 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 shows which assessment tasks meet course unit 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 guidelines for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include lists, logs, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and meet course unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Impartiality: 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?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: 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?
Important Factors in 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 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires 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 is not sufficient.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half this site the tasks listed, it’s non-compliant. Each assessment item must cover all criteria, or the student is not competent, and the assessment tool is not compliant.
Be Specific!
Each evaluation task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer 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 guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.