Overview
RTOs manage numerous duties after becoming registered, including yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in multiple articles, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment validation as a quality review of the assessment procedure.
At its core, assessment validation 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 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 first type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the initial type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is related to the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of assessment tool validation is to verify that all elements, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to verify they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Spot 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
Bear in mind that this validation guarantees adherence of all educational resources before being used. All RTOs must validate training products for each subject unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It shows which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators awesome site are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms designed separately from the learner workbook and assessor guide. Validate these to ensure they fit the evaluation task and comply with unit requirements.
Validation Panel
Regulation 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 evaluators to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional 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 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: 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: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- 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 action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to 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
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 knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers requires 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must address all requirements, or the student is incompetent, and the assessment method is not compliant.
Be 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 guidelines do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
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 help rectify noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.