Intro to RTO Assessment Validation
Training Organisations have many tasks after becoming registered, such as annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple discussions, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the assessment procedure.
Basically, 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 SRTOs 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 standards mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees 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 focus on the initial type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the primary part of the clause, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you obtain new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform assessment tool validation also when you:
- Upgrade your resources
- Expand with new training products on scope
- Review your course against training product updates
- Recognise 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.
Selecting Training Products for Validation
Remember that this validation ensures compliance of all training materials before being used. All RTOs must validate training products 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 Document: The first document to review. It shows which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner/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.
- Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the workbook and evaluation 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. However, RTOs usually ask all trainers and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- 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 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?
Rules of 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?
- Currency: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean 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
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 performing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 requires 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.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the assessment method is not compliant.
Be Specific!
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 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.
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 help rectify noncompliance. this site This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.