{Assessment Validation Process for the Registered Training Organisations across the Australian context —

{Assessment Validation Process for the Registered Training Organisations across the Australian context —

Blog Article

Intro to Validating Assessments for RTOs

Training Organisations handle various tasks upon registration, like annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation is notably challenging. While validation has been reviewed in multiple publications, let's return to the basics. ASQA describes assessment validation as quality assurance of the assessment procedure.

Essentially, validation of assessments is dedicated to 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 2015 Standards for RTOs, 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 regulations specify two types of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the first part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Timing for Assessment Tool Validation

The purpose of validating assessment tools is to make sure that all components, performance criteria, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you acquire new educational 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 right away to confirm they are appropriate for students.

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

- Amend your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.

Which Training Products Should You Validate?

Note that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Document: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, evaluation registers, and forms developed separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and comply with subject requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for panel members. It states 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 assessment validation panel must have:

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

Principles Guiding Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- 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?

Evidence Rules

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- 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?

Important Factors in 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 performance evidence requirement asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.

Be Careful with Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment item must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.

Provide Specific Details

Each evaluation task must have clear and specific benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for assessors to accurately assess student competence.

Ensuring Audit Compliance

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 help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.

By following these guidelines and understanding the principles of assessment and rules check it out of evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.