Overview
RTOs manage various tasks following registration, like yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) describes assessment review as a quality review of the assessment procedure.
Principally, assessment validation is intended to identify 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 mandate two forms of validation. The initial type of assessment review checks conformity with the training package assessment requirements 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 performed both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of validating assessment tools is to make sure that all elements, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Upgrade your resources
- Add new training products on scope
- Review your course against training product updates
- Note 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.
Training Products Needing Validation
Note that this validation guarantees adherence of all training materials before student use. All RTOs must validate resources for each course 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 indicates which assessment tasks meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and address course unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment 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
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all requirements, or the student is not competent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This website 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 methods are compliant with the requirements set by ASQA and the SRTOs 2015.