Introduction
Registered Training Organisations (RTOs) manage numerous duties upon registration, such as yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes assessment validation as quality assurance of the assessment process.
Basically, assessment review is about 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 2015 Standards for RTOs, 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 require two types of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The other type ensures that assessments are conducted according 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 discuss the primary type—validation of assessment tools.
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 rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you acquire new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources as soon as possible to confirm they are fit for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Add new training products on scope
- Check your course against training product updates
- Detect 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.
Training Products to Validate
Remember that this validation guarantees adherence of all educational resources before use. All RTOs must validate training products for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which evaluation items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet subject requirements.
Validation Panel
Clause 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 trainers and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Relevance: 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?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires 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 enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must cover all specifications, or the student is incompetent, and the assessment method is out of compliance.
Can You Be More Specific?
Each assessment item 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 evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.
Ensuring Audit Compliance
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 instructions and understanding the assessment principles and evidence Assessment validation requirements Australia rules, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.