{Guide to Assessment Validation regarding Registered Training Organisations in Australia's training sector —

{Guide to Assessment Validation regarding Registered Training Organisations in Australia's training sector —

Blog Article

Intro to Assessment Validation

Registered Training Organisations (RTOs) have multiple responsibilities following registration, including annual statements, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in many posts, let's revisit the fundamental principles. The Australian Skills Quality Authority defines assessment review as a quality review of the evaluation process.

In essence, assessment review is concerned with identifying 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 2015 Standards for RTOs, 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 require two types of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will focus on the initial type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Best Time for Conducting Assessment

The goal of assessment tool validation is to verify that all aspects, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Validate new resources right away to verify they are suitable for student use.

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

- Enhance your resources
- Introduce new training products on scope
- Check 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.

Identifying Training Products for Validation

Keep 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 training materials:

- Mapping Document: The first document to review. It indicates which assessment items meet subject 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: Also ensure if instructions for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include checklists, registers, and forms created separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet unit 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 mandate all trainers and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: 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?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of 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: Is the evidence up-to-date with current 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
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- 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 requirement is meant check it out to assess underpinning knowledge (i.e., knowledge evidence), students should be doing 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 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the assessment method is out of compliance.

Provide Specific Details

Each assessment 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 mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide 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 recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.