Introduction
Registered Training Organisations (RTOs) manage numerous tasks post-registration, like yearly declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the evaluation process.
At its core, validation of assessments is concerned with 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, 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 mandate two forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type verifies that assessments follow the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will discuss the primary type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the first part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you obtain new educational resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Validate new resources right away to ensure they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Introduce new training products on scope
- Assess your course with training product updates
- Detect 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 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 educational resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they suit the assessment task and comply with course unit 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 mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- 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?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: 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 action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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 requirement is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must meet all requirements, or the student is not competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment this site on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, 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 recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.