{Assessment Validation Process for RTOs throughout the Australian context A Professional Guide
Assessment Validation OverviewRegistered Training Organisations have many tasks after becoming registered, such as yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in several discussions, a review of the basics is necessary. ASQA defines assessment validation as quality assurance of the evaluation process.
Basically, assessment review is aimed at 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two types of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments are conducted according to 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.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Validate Assessment Tools
The purpose of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you get new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform assessment tool validation also when you:
- Improve your resources
- Incorporate new training products on scope
- Review your course against training product updates
- Note 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.
Identifying Training Products for Validation
Keep in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate training products for each subject unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and meet subject requirements.
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 educators and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the this site required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must address all criteria, or the student is not yet competent, and the assessment tool is non-compliant.
Can You Be More Specific?
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 guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.