Intro to RTO Assessment Validation
Training Organisations manage numerous tasks upon registration, which include annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA describes assessment review as a quality review of the evaluation process.
In essence, assessment review is about 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 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 standards require two types of validation. The first type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation pre- and post-assessment. This article will concentrate on the first type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The aim of assessment tool validation is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you acquire new educational resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new materials as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Spot 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?
Note that this validation ensures compliance of all training materials before use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and forms designed separately from the workbook and marking guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: 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 requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- 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
Frequent Errors
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 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 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 is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must address all requirements, or the student is not yet competent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation 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 guidelines do not confuse students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, more info you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these instructions 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.