{Guide to Assessment Validation for the Registered Training Organisations within the Australian landscape An Authoritative Guide

{Guide to Assessment Validation for the Registered Training Organisations within the Australian landscape An Authoritative Guide

Blog Article

Intro to Validating Assessments for RTOs

Registered Training Organisations (RTOs) manage various tasks following registration, such as annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment validation as granular review of the assessment procedure.

Basically, assessment validation 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations mandate two types of validation. The initial type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The other type guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will focus on the first type—assessment tool validation.

Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Validate Assessment Tools

The goal of validating assessment tools is to ensure that all components, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools immediately to verify they are suitable for student use.

Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:

- Enhance your resources
- Add new training products on scope
- Review your course against 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.

Identifying Training Products for Validation

Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, registers, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they match the assessment activity and comply with course unit requirements.

Assessment Validation Panel

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

Collectively, your assessment validation panel must have:

- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles of Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit criteria and website ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

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 assess theoretical understanding (i.e., knowledge-based evidence), students should be doing 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 is not sufficient.

All or Nothing Competence

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must cover all specifications, or the student is not yet competent, and the evaluation tool is not compliant.

Can You Be More Specific?

Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.

Double-Barrelled Questions: Avoid Them

Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.