{Assessment Validation Guide for Registered Training Organizations across the Australian landscape An Authoritative Guide
Intro to RTO Assessment ValidationRTOs handle numerous tasks after becoming registered, which include yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple posts, let's return to the basics. The Australian Skills Quality Authority identifies assessment validation as granular review of the assessment procedure.
Fundamentally, validation of assessments is designed to identify 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, 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 standards require two types of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will discuss the primary 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 first part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational 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. Validate new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:
- Amend your resources
- Introduce new training products on scope
- Audit your course with training product updates
- Flag 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 Needing Validation
Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate training products for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they suit the assessment task and meet 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 mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment this site TAE40116 or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in 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 Baby and Toddler Care, one performance evidence requirement asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the quantities. 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.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for evaluators to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are compliant with the requirements set by ASQA and the SRTOs 2015.