Introduction
RTOs have many duties post-registration, which include yearly reports, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While validation has been covered in multiple publications, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment validation as quality assurance of the assessment process.
In essence, assessment review is concerned with identifying which parts of an RTO’s assessment procedures 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two forms of validation. The primary 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 pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, relates to the first part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Optimal Timing for Assessment Tool Validation
The purpose of validating assessment tools is to verify that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you get new training materials, you must carry out validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Introduce new training products on scope
- Check your course against training product updates
- Recognise 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.
What Training Products Need Validation?
Bear in mind that this validation ensures conformity of all learning resources before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: 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 resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, evaluation registers, and forms designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and comply with subject requirements.
Validation Panel
Regulation 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit being validated.
- Current Expertise 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
- 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?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for 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
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, here it’s not compliant. Each evaluation task must address all specifications, or the student is not competent, and the assessment tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge 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 until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.