{Process of Assessment Validation for RTOs in the Australian context -
{Process of Assessment Validation for RTOs in the Australian context -
Blog Article
Introduction
Registered Training Organisations (RTOs) are responsible for multiple responsibilities upon registration, which include annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in several posts, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as granular review of the assessment procedure.
Essentially, validation of assessments 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two types of validation. The initial type of assessment validation guarantees adherence to the requirements of the training package within your organisation's scope. The other type guarantees that assessments follow the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the 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, involves the initial part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources as soon as possible to ensure they are suitable for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:
- Amend your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Note 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 Require Validation
Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which assessment items meet course unit requirements, helping with faster validation.
- 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.
- Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and templates developed separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with subject requirements.
Assessment 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 ask all trainers and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Appropriateness: 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?
- Genuineness: 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?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 requirement is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must address all criteria, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately check it out assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your evaluation tools are valid with the standards established by ASQA and the SRTOs 2015.