Overview
RTOs handle multiple duties following registration, which include yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in multiple posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes validation of assessments as quality assurance of the evaluation process.
In essence, assessment validation 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, meet 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 primary type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The other type 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 focus on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the primary part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Best Time for Conducting Assessment
The aim of assessment tool validation 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 learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new resources as soon as possible to confirm they are fit for student use.
Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:
- Modify your resources
- Incorporate new training products on scope
- Review your course against training product updates
- Recognise 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?
Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each course unit.
Resources Required 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 indicates which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, logs, and forms created separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and address unit requirements.
Validation Panel
Regulation 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 ask all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: 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?
- Reliability: 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?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words 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 bottles, bottle feed babies and clean equipment
- Prepare and give solid food to 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
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (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 Baby and Toddler Care demands 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 itemized requirements. As mentioned earlier, if students perform only half the tasks check here listed, it’s non-compliant. Each assessment task must cover all specifications, or the student is not competent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for assessors to accurately assess 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 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 Rules of Evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.