Introduction
Registered Training Organisations (RTOs) have many obligations upon registration, such as annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in several discussions, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment validation as granular review of the assessment procedure.
Principally, validation of assessments is aimed at identifying which parts of an RTO’s assessment methods 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two forms of validation. The first type of assessment validation ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that validation is performed pre- and post-assessment. This article will discuss the primary type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, involves the initial part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new resources immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct validation of assessment tools also when you:
- Revise your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Detect 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 ensures conformity of all learning resources before use. All RTOs must validate resources for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It indicates which evaluation items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, evaluation registers, and evaluation templates developed separately from the workbook and marking guide. Validate these to ensure they suit the assessment activity and meet unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: 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 the assessment produce consistent results every time?
Rules of Evidence
- 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?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
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 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 is not sufficient.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must address all criteria, or the student is not competent, and the evaluation tool is not compliant.
Be Specific!
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 these guys that your directions do not mislead students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately evaluate student competence.
Ensuring Audit Compliance
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 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.