Introduction
Registered Training Organisations handle many obligations after becoming registered, such as annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines validation of assessments as quality assurance of the assessment process.
Essentially, assessment review is focused on 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 Standards for RTOs 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 require two forms of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation guarantees 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 focus on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, relates to the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to verify that all components, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Check new materials immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Include new training products on scope
- Assess your course with 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
Note that this validation ensures compliance of all training materials before student use. All RTOs must validate materials 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 indicates which assessment tasks meet course 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: Also check if guidelines for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and templates created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and comply with subject requirements.
Panel for Validation
Standard 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 ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does 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?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must get more info address all criteria, or the student is not competent, and the evaluation tool is non-compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, 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 recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.