Intro to Validating Assessments for RTOs
Training Organisations manage numerous responsibilities after becoming registered, like annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validating assessments frequently stands out. While validation has been covered in multiple articles, a review of the basics is necessary. ASQA describes assessment validation as granular review of the evaluation process.
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 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 regulations mandate two types of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the initial part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to verify that all aspects, performance criteria, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools immediately to verify they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Conduct validation of assessment tools also when you:
- Update your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Note 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.
Training Products Requiring Validation
Note that this validation guarantees adherence of all learning resources before student use. All RTOs must validate resources for each course 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 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 guidelines for trainers are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, registers, 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 assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: 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?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria 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:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed these guys babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all criteria, or the student is incompetent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge 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 proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.