Intro to RTO Assessment Validation
Registered Training Organisations (RTOs) have numerous duties post-registration, such as yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA defines assessment review as a quality review of the assessment process.
Essentially, validation of assessments is designed to identify 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 SRTOs 2015 regulations, 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 primary type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments adhere to the Principles of Assessment and rules of evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will focus on the initial type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, pertains to the primary part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all elements, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you purchase new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to ensure they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Recognise 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.
What Training Products Need Validation?
Bear in mind that this validation guarantees adherence of all learning resources before student use. 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 Tool: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet subject requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise 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
- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: 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 tasks in the unit specifications and ensure they are addressed by the assessment task. 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
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- 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 criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and Assessment validation Australia specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.