Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) have various responsibilities post-registration, like annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in many posts, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.
In essence, assessment review is designed to identify which parts of an RTO's assessment 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 Standards for RTOs 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 regulations require two forms of validation. The first type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type ensures that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the first type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the primary part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you acquire new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Check new resources right away to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform validation of assessment tools also when you:
- Enhance your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Spot 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.
Training Products Needing Validation
Keep in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate resources for each unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the assessment activity and address course unit requirements.
Panel for Validation
Regulation 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 trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
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?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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 itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must cover all criteria, or the student is not competent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it these guys easier for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait until an audit to address 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 compliant with the requirements set by ASQA and the SRTOs 2015.