Introduction
RTOs have numerous duties after becoming registered, which include yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple posts, let's revisit the fundamental principles. ASQA defines validation of assessments as granular review of the assessment procedure.
Primarily, assessment validation 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 SRTOs 2015 regulations, 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 rules mandate two types of validation. The primary type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The other type verifies that assessments are conducted according to the principles of assessment and Rules of Evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will discuss the initial type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the initial part of the regulation, aimed at ensuring all unit requirements are met.
- 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
Best Time for Conducting Assessment
The aim of validating assessment tools is to verify that all elements, performance criteria, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you get new training materials, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools right away to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Add new qualifications to scope
- Examine your course with 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.
Selecting Training Products for Validation
Note that this validation ensures compliance of all learning resources before use. All RTOs must validate resources for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear standards click here are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, registers, and forms designed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address course unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 requirement is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must cover all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
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 mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.