{Assessment Validation Tools for Training Providers throughout the context of Australia —
Intro to RTO Assessment ValidationTraining Organisations manage various obligations after becoming registered, like annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in multiple articles, let's return to the basics. The Australian Skills Quality Authority defines assessment review as granular review of the evaluation process.
Fundamentally, assessment review 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 SRTOs 2015 regulations, 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 specify two forms of validation. The primary type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the initial type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, concerns the initial part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all aspects, performance criteria, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools immediately to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Update your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Detect 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.
Selecting Training Products for Validation
Remember that this validation ensures compliance of all educational resources before use. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which assessment items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, evaluation registers, and evaluation templates designed separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet course unit requirements.
Panel for Validation
Clause 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 educators and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- 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?
- Relevance: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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., evidence of knowledge), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all criteria, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering check it out 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 proactive and compliant approach.
By following these recommendations and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.