Introduction
RTOs have multiple duties post-registration, like yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA describes validation of assessments as a quality review of the assessment process.
At its core, assessment review is intended to identify 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 SRTOs 2015, 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 standards specify two types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that we perform validation pre- and post-assessment. This article will discuss the primary type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Amend your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Spot 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.
Training Products to Validate
Bear in mind that this validation ensures compliance of all educational resources before being used. All RTOs must validate materials for each course unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, evaluation registers, and forms developed separately from the student workbook and assessor guide. Validate these to ensure they match the evaluation task and comply with course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation 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 sector experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for this site training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must cover all specifications, or the student is incompetent, and the assessment method is out of compliance.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers 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 impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.