Introduction
RTOs manage various tasks post-registration, like yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.
In essence, assessment review is dedicated to 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 regulations, 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 require two forms of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the Principles of Assessment and rules of evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will concentrate on the primary type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to ensure they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Include new training products on scope
- Compare 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.
What Training Products Need Validation?
Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear benchmarks for each assessment get more info item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the assessment activity and address unit 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 require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- 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
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: 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
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications 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
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing 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 Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must address all requirements, or the student is not yet competent, and the assessment method is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
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.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer 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 proactive and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.