{Assessment Validation Process concerning Registered Training Organizations within Australia -
OverviewRTOs are responsible for multiple obligations following registration, like annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many posts, let's return to the basics. ASQA defines assessment validation as quality assurance of the evaluation process.
Fundamentally, validation of assessments is concerned with identifying 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 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 mandate two forms of validation. The initial 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 indicates that validation is performed both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to ensure that all components, criteria for performance, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get new educational resources, 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. Check new tools immediately to verify they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Incorporate new training products on scope
- Review 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.
Training Products Needing Validation
Remember that this validation guarantees adherence of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which assessment tasks meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, registers, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment task and address course unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in read more Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: 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?
- Completeness: 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?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for 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 appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all requirements, or the student is not yet competent, and the assessment 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 directions do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding 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 promises, 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 evidence rules, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.