Introduction
Registered Training Organisations (RTOs) are responsible for many tasks post-registration, which include annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in several publications, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes assessment review as quality assurance of the evaluation process.
Primarily, validation of assessments is focused on identifying which parts of an RTO’s evaluation 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 Standards for RTOs 2015, 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 regulations mandate two types of validation. The initial type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The other type guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, deals with the primary part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When Should Assessment Tool Validation Be Conducted?
The purpose of validating assessment tools is to verify that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources as soon as possible to verify they are suitable for student use.
Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:
- Improve your resources
- Include new training products on scope
- Check your course against training product updates
- Identify 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.
Which Training Products Should You Validate?
Keep in mind that this validation guarantees adherence of all educational resources before use. All RTOs must validate materials for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It shows which assessment tasks meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions for trainers are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and evaluation templates designed separately from the student workbook and assessor 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 industry experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment here Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: 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 there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- 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 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 diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed 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
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 assess theoretical understanding (i.e., evidence of knowledge), 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 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.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must meet all specifications, or the student is not competent, and the evaluation tool is not compliant.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.
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.
Assurance During Audits
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 assist with noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.