Intro to Validating Assessments for RTOs
RTOs manage many duties following registration, which include annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment validation as quality assurance of the assessment process.
At its core, assessment validation is focused on identifying which parts of an RTO’s assessment procedures 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 mandate two types of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the primary type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning 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. Validate new materials as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Include new training products on scope
- Audit your course with training product updates
- Recognise 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.
Which Training Products Should You Validate?
Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if guidelines for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and meet subject requirements.
Panel for Validation
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 educators and assessors to participate, sometimes here including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Relevance: 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?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks 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 criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the assessment tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of 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 for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.