Introduction
RTOs have various responsibilities following registration, like yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments often stands out. While validation has been covered in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority describes validation of assessments as a quality review of the evaluation process.
At its core, validation of assessments is intended to identify 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, adhere to 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 initial type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments follow the principles of assessment and rules of evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of validating assessment tools is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new educational resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new materials as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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?
Keep in mind that this validation ensures conformity of all training materials before use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in these guys faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, registers, and templates designed separately from the workbook and evaluation guide. Validate these to ensure they match the evaluation task and meet subject requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states 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 Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: 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: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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., knowledge evidence), students should be carrying out the tasks.
Watch Out for 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 won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must cover all specifications, or the student is not competent, and the assessment tool is non-compliant.
Be Specific!
Each assessment task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.