Overview
RTOs are responsible for various tasks upon registration, such as yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority defines validation of assessments as a quality review of the evaluation process.
At its core, assessment review is focused on identifying 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 Standards for RTOs 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 rules mandate two forms of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the initial 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.
Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to verify that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Check new tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Revise your resources
- Integrate new training products on scope
- Evaluate 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.
Training Products to Validate
Remember that this validation guarantees adherence of all educational resources before being used. 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 learning resources:
- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and forms designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: 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?
- Timeliness: 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:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.
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 meet all requirements, 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 directions do not mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers check here offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, 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 methods are compliant with the requirements set by ASQA and the SRTOs 2015.