{Guide to Assessment Validation regarding Training Organizations in the context of Australia -
Intro to RTO Assessment ValidationTraining Organisations are responsible for multiple responsibilities after becoming registered, such as annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation often stands out. While validation has been reviewed in several discussions, a review of the basics is necessary. The Australian Skills Quality Authority describes validation of assessments as granular review of the assessment process.
At its core, assessment validation is aimed at 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, 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 validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will focus on the initial type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the first part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you purchase new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Revise your resources
- Integrate new training products on scope
- Check your course against training product updates
- Spot 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 learning resources before use. All RTOs must validate training products for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It indicates which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include checklists, evaluation registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. 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 validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does Assessment validation RTO the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the tasks 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 required performance evidence asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- 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. Unless the unit criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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 only complete half the tasks, it’s not compliant. Each assessment task must meet all requirements, or the student is incompetent, and the evaluation tool is not compliant.
Be Specific!
Each assessment task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.