{Assessment Validation Guide regarding RTOs in the Australian landscape :
Assessment Validation OverviewRegistered Training Organisations (RTOs) are responsible for various tasks after becoming registered, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation often stands out. While validation has been covered in many posts, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment process.
Fundamentally, validation of assessments is about identifying 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 Standards for RTOs 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 regulations require two forms of validation. The first type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will discuss the initial type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you obtain new training materials, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to verify they are suitable for student use.
Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Expand with new training products on scope
- Review your course against 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 Require Validation
Bear in mind that this validation ensures compliance of all educational resources before use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, registers, and evaluation templates created separately from the workbook and marking guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. awesome site However, RTOs usually ask all trainers and evaluators to participate, sometimes including field 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 training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 performing the tasks.
Watch Out for the 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 won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. 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 benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers 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 guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are reliable with the requirements set by ASQA and the SRTOs 2015.