{Guide to Assessment Validation for the Registered Training Organizations in the context of Australia -

{Guide to Assessment Validation for the Registered Training Organizations in the context of Australia -

Blog Article

Intro to RTO Assessment Validation

RTOs are responsible for numerous obligations post-registration, such as annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple articles, let's revisit the fundamental principles. The Australian Skills Quality Authority describes validation of assessments as quality assurance of the evaluation process.

In essence, validation of assessments is aimed at 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 SRTOs 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 rules mandate two types of validation. The first type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation 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—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary 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.

Steps to Conduct Assessment Tool Validation

When to Validate Assessment Tools

The purpose of validating assessment tools is to ensure that all elements, criteria for performance, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new educational resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools right away to ensure they are suitable for student use.

Nevertheless, this isn't the only occasion to do this type of validation. Do validation of assessment tools also when you:

- Upgrade 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

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.

Identifying Training Products for Validation

Remember that this validation ensures compliance 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 Tool: The first document to review. It identifies which evaluation items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, registers, and templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment task and comply with course unit requirements.

Panel for Validation

Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including industry experts.

Collectively, your assessment validation panel must have:

- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on 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 here every time?

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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 requirement is meant to assess theoretical understanding (i.e., knowledge 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 Nurture babies and toddlers 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.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must meet all requirements, or the student is not competent, and the assessment tool is non-compliant.

Provide Specific Details

Each evaluation 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 baffle students or trainers.

Double-Barrelled Questions: Avoid Them

Not using 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 assurances, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.