Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) are responsible for multiple obligations upon registration, including annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in multiple articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.
Basically, assessment review is focused on 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, 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 standards require two types of validation. The first type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will focus on the first type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, relates to the initial part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of validating assessment tools is to make sure that all aspects, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you acquire new learning resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Review new materials immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:
- Update your resources
- Add new training products on scope
- Check your course against training product updates
- Identify potential risks in your learning resources 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.
Identifying Training Products for Validation
Remember that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It indicates which assessment items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for assessors are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they match the assessment activity and meet subject requirements.
Assessment Validation Panel
Standard 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 mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating 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?
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?
- check here 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?
- 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 criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
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 assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must cover all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Can You Be More 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 instructions do not baffle students or trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.