Introduction
RTOs manage multiple tasks following registration, including annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in many posts, a review of the basics is necessary. ASQA identifies assessment validation as quality assurance of the assessment process.
Essentially, assessment review is dedicated to identifying which parts of an RTO’s assessment methods 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two forms of validation. The initial type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The other type verifies that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the initial part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Add new training products on scope
- Compare your course with training product updates
- Spot 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.
What Training Products Need Validation?
Note that this validation ensures conformity of all training materials before student use. All RTOs must validate materials for each course unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which assessment items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, logs, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and address course unit requirements.
Assessment 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 require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Equity: 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?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement 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
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. click here Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing 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 won’t cut it.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not 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 guidelines do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with 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 assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.