Intro to Validating Assessments for RTOs
RTOs have various responsibilities post-registration, including annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several publications, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the assessment procedure.
Basically, assessment review is about 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 rules require two types of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The other type verifies 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.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Flag 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.
What Training Products Need Validation?
Remember that this validation ensures conformity of all learning resources before being used. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It identifies which assessment items meet unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, logs, and evaluation templates designed separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and address subject requirements.
Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: 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 an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in 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 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
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 evaluate underlying knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all criteria, or the student is not competent, and the assessment method is out of compliance.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the read more student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe 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 compliant with the standards established by ASQA and the SRTOs 2015.