Intro to Validating Assessments for RTOs
Registered Training Organisations (RTOs) handle many duties upon registration, which include yearly reports, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in many posts, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as granular review of the assessment process.
Essentially, validation of assessments 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 standards require two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all components, criteria for performance, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only reason to do this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Introduce new training products on scope
- Assess 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.
Training Products to Validate
Note that this validation ensures conformity of all learning resources before use. All RTOs must validate training products for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for trainers are sufficient and if clear standards this site for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they match the assessment activity and address subject requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- 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.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Provide Specific Details
Each assessment item 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 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 assessors to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.