Intro to Validating Assessments for RTOs
RTOs have multiple duties upon registration, which include yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many discussions, let's return to the basics. ASQA describes assessment validation as quality assurance of the assessment procedure.
Fundamentally, assessment validation is dedicated to 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 require two forms of validation. The first type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The subsequent validation ensures 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 focus on the initial type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all components, performance criteria, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you get 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 materials as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Do assessment tool validation also when you:
- Update your resources
- Add new training products on scope
- Compare your course with 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.
Identifying Training Products for Validation
Remember that this validation ensures conformity of all educational resources before use. All RTOs must validate training products for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Learner/Student 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.
- Assessor Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation here panel. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?
Specific Considerations for 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 and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
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 requirement is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 only complete half the tasks, it’s non-compliant. Each assessment task must meet all criteria, or the student is incompetent, and the assessment tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.