{Guide to Assessment Validation for the Training Establishments in the context of Australia —

{Guide to Assessment Validation for the Training Establishments in the context of Australia —

Blog Article

Intro to Validating Assessments for RTOs

RTOs have multiple tasks post-registration, including yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in many publications, let's return to the basics. ASQA describes validation of assessments as a quality review of the evaluation process.

In essence, assessment validation 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 regulations require two types of validation. The initial type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation 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 first type—validation of assessment tools.

Understanding Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is concerned with the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of assessment tool validation is to ensure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you get new learning resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new resources as soon as possible to verify they are suitable for student use.

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

- Improve your resources
- Expand with new training products on scope
- Examine your course with training product updates
- Identify potential risks in your learning resources 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.

Selecting Training Products for Validation

Bear in mind that this validation guarantees adherence 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 educational resources:

- Mapping Tool: The first document to review. It shows which assessment tasks meet course unit requirements, assisting 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: Also check if directions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Supplementary Resources: These this site may include lists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the assessment task and comply with subject requirements.

Panel for Validation

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 evaluators to participate, sometimes including industry experts.

Collectively, your panel must have:

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

Assessment Principles

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?

Evidence Rules

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: 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 tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Typical Mistakes

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

Mind the 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 won’t cut it.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must address all requirements, or the student is not yet competent, and the evaluation tool is not compliant.

Can You Be More Specific?

Each assessment task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or evaluators.

Steer Clear of Double-Barrelled Questions

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

Ensuring Audit Compliance

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 impacts your compliance record, 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 evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.