Introduction
RTOs handle many responsibilities following registration, which include yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in many publications, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as granular review of the evaluation process.
Fundamentally, assessment validation 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 standards specify two forms of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the primary part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to make sure that all components, performance standards, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to ensure they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Perform validation of assessment tools also when you:
- Revise your resources
- Include new training products on scope
- Review your course against training product updates
- Recognise 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 ensures conformity of all training materials before being used. All RTOs must validate training products for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for evaluators are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and forms created separately from the workbook and marking guide. Validate these to ensure they fit the assessment task and comply with course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for 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 assessment RTO assessment validation process validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture 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
- Prepare babies for sleep and help them settle
- 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 underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must address all specifications, or the student is incompetent, and the evaluation tool is not compliant.
Be Specific!
Each assessment item 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 mislead students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.