{Assessment Validation Guide pertaining to Training Organizations throughout the Australian context —

{Assessment Validation Guide pertaining to Training Organizations throughout the Australian context —

Blog Article

Intro to Validating Assessments for RTOs

Registered Training Organisations (RTOs) manage various tasks upon registration, like yearly declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments is notably challenging. While validation has been covered in several discussions, let's return to the basics. The Australian Skills Quality Authority defines assessment validation as a quality review of the assessment procedure.

Fundamentally, assessment validation is about identifying which parts of an RTO’s evaluation process 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 rules specify two types of validation. The first type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the initial type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Involves the implementation, ensuring that RTO assessments align with 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 verify that all aspects, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Check new resources immediately to confirm they are fit for student use.

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

- Upgrade your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Identify 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

Keep in mind that this validation ensures compliance of all learning resources before being used. All RTOs must validate training products for each unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Tool: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Learner/Student 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.
- Assessor Guide/Marking Guide: Also verify if instructions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, registers, and templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment task and comply with subject requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Assessment Principles

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: 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: 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 requirements 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 more info with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning 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 Nurture babies and toddlers 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.

Be Specific!

Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.

Double-Barrelled Questions: Avoid Them

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

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, 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 methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.