{Assessment Validation Tools regarding RTOs in the Australian landscape A Definitive Guide

{Assessment Validation Tools regarding RTOs in the Australian landscape A Definitive Guide

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Assessment Validation Overview

RTOs are responsible for many responsibilities post-registration, including annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in multiple articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes validation of assessments as a quality review of the assessment process.

Essentially, assessment review is focused on 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, 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 specify two forms of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments follow 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: Referred to as pre-assessment validation or verification, relates to the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Scheduling Assessment Tool Validation

The aim of validating assessment tools is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to ensure they are suitable for student use.

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

- Improve your resources
- Introduce new training products on scope
- Review your course against 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.

Which Training Products Should You Validate?

Bear in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate training products for each subject unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment activity and meet subject requirements.

Validation Panel

Standard 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 evaluators to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

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 specification is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the numbers. In our these guys 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 won’t cut it.

All or Not Competent

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

Be Specific!

Each evaluation 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 evaluators.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe 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 standards established by ASQA and the SRTOs 2015.