Intro to Validating Assessments for RTOs
RTOs handle many responsibilities following registration, which include annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many articles, let's revisit the fundamental principles. ASQA describes assessment review as a quality review of the evaluation process.
Fundamentally, assessment review is aimed at identifying which parts of an RTO’s assessment procedures 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, adhere to 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 validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is carried out both before and after the assessment. This article will focus on the first type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the initial part of the rule, focusing on 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.
Guide to Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to ensure that all elements, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new tools right away to verify they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Perform validation of assessment tools also when you:
- Upgrade your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Flag 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 guarantees adherence of all learning resources before student use. All RTOs must validate training products for each subject unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: find it here 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 results.
- Additional Resources: These may include checklists, logs, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they match 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 Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- 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?
- Dependability: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must address all criteria, or the student is incompetent, and the assessment tool is non-compliant.
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.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations 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.