{Assessment Validation concerning RTOs across the Australian context —

{Assessment Validation concerning RTOs across the Australian context —

Blog Article

Introduction

Registered Training Organisations are responsible for many responsibilities upon registration, like annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation often stands out. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA describes assessment review as granular review of the assessment process.

Basically, assessment review is dedicated to identifying which parts of an RTO's assessment 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, comply with 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 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 indicates that validation is performed in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the initial part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to make sure that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to confirm they are appropriate for students.

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

- Revise 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

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.

What Training Products Require Validation

Bear in mind that this validation ensures conformity of all learning resources before student use. All RTOs must validate training products for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and forms created separately from the student workbook and marking guide. Validate these to ensure they suit the assessment activity and address subject requirements.

Validation Panel

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

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit criteria and ensure they are addressed by the evaluation 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
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 perform only half the tasks listed, it’s non-compliant. Each evaluation task must address all requirements, or the student is not competent, and the evaluation tool is not compliant.

Can You Be More Specific?

Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately 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 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 website compliant with the requirements set by ASQA and the SRTOs 2015.