Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) are responsible for numerous responsibilities after becoming registered, which include annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment process.
Principally, 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 rules specify two types of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation ensures that assessments follow the Principles of Assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will discuss the first type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to make sure that all components, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new educational resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to ensure they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:
- Improve your resources
- Expand with 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.
Selecting Training Products for Validation
Remember that this validation guarantees adherence of all training materials before being used. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, and templates created separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with subject requirements.
Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit click here criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 won’t cut it.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.