Intro to RTO Assessment Validation
RTOs have numerous obligations after becoming registered, like annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in multiple publications, let's revisit the fundamental principles. ASQA defines assessment review as granular review of the assessment process.
At its core, 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 2015 Standards for RTOs, 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 rules specify two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The second validation verifies that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to make sure that all elements, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources right away to confirm they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Identify 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 to Validate
Keep in mind that this validation ensures conformity of all learning resources before use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It shows which assessment items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, evaluation registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment activity and meet course unit requirements.
Panel for Validation
Clause 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 field experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: 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?
- Relevance: 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 requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance Validate assessment tools for RTO evidence asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment method is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” 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 guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.