Introduction
Registered Training Organisations (RTOs) have multiple responsibilities following registration, which include annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation is particularly challenging. While validation has been covered in several discussions, let's revisit the fundamental principles. ASQA identifies assessment review as a quality review of the assessment procedure.
At its core, assessment validation is intended to identify 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 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 regulations specify two forms of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, involves the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of assessment tool validation is to verify that all elements, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new resources as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Perform assessment tool validation also when you:
- Enhance your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Flag 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.
Training Products Requiring Validation
Bear in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate training products for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which evaluation items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, registers, and evaluation templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: 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 the assessment produce consistent results every time?
Guidelines for Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all specifications, or the student is incompetent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference 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
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, get more info you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.