Introduction
Registered Training Organisations (RTOs) are responsible for numerous duties upon registration, like annual statements, AVETMISS compliance, and marketing compliance. Among these tasks, validating assessments frequently stands out. While validation has been covered in several posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the evaluation process.
Principally, 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two forms of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation guarantees that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the initial part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is related to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to make sure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get new learning resources, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Add new qualifications to scope
- Examine 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.
Identifying Training Products for Validation
Keep in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate training products for each course unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and address course unit requirements.
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 trainers and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: 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: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs 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 evidence asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
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 specification is meant to assess theoretical understanding (i.e., evidence of check here knowledge), students should be performing 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 Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must meet all requirements, or the student is not competent, and the assessment tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
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.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.