Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) manage multiple obligations after becoming registered, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments often stands out. While validation has been reviewed in several posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment review as a quality review of the assessment procedure.
At its core, assessment review is dedicated to 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two types of validation. The first type of assessment review ensures compliance with the training package assessment requirements within your RTO's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will discuss the initial type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to verify that all aspects, performance criteria, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:
- Enhance your resources
- Introduce new training products on scope
- Examine your course with 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.
What Training Products Need Validation?
Keep in mind that this validation guarantees adherence of all training materials before use. All RTOs must validate training products for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check awesome site if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include lists, evaluation registers, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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 evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 is not sufficient.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must meet all specifications, or the student is not competent, and the evaluation tool is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.