Introduction
RTOs manage multiple responsibilities following registration, including annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While validation has been covered in multiple discussions, let's return to the basics. ASQA defines assessment validation as granular review of the assessment procedure.
Fundamentally, validation of assessments is focused on identifying which parts of an RTO’s evaluation 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 2015 Standards for RTOs, 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 types of validation. The first type of validation of assessments ensures compliance with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, deals with the first part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The goal of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new resources immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform assessment tool validation also when you:
- Improve your resources
- Include new training products on scope
- Review your course against training product updates
- Flag 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.
What Training Products Require Validation
Bear in mind that this validation guarantees adherence of all educational resources before being used. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It indicates which assessment tasks meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and evaluation templates created separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and meet subject requirements.
Validation Panel
Standard more info 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 evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Workplace Competencies and Current 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:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement 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
- Observe and promote suitable physical activities and motor skills for babies
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 criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing 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 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 won’t cut it.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must meet all criteria, or the student is not competent, and the assessment tool is out of compliance.
Provide Specific Details
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately judge 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 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 assessment principles and evidence rules, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.