Intro to RTO Assessment Validation
RTOs have multiple tasks following registration, like yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.
Principally, assessment review is focused on identifying which parts of an RTO’s assessment procedures 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations require two types of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is related to the primary part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Perform assessment tool validation also when you:
- Update your resources
- Add new training products on scope
- Examine your course with 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 ensures conformity of all learning resources before being used. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common ASQA assessment validation issue.
- Marking Guide: Also ensure if instructions for assessors are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Validation Panel
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: 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?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Watch Out for 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 won’t cut it.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all criteria, or the student is not competent, and the assessment tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address 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.