{Assessment Validation Guide regarding RTOs in the Australian context A Full Guide

{Assessment Validation Guide regarding RTOs in the Australian context A Full Guide

Blog Article

Intro to RTO Assessment Validation

Registered Training Organisations (RTOs) handle various tasks following registration, such as annual statements, AVETMISS reporting, and promotional compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in many posts, let's return to the basics. ASQA identifies assessment review as quality assurance of the assessment process.

In essence, assessment validation is designed to identify which parts of an RTO’s assessment procedures 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 regulations, 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 forms of validation. The first type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will concentrate on the primary type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you get new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Check new materials as soon as possible to confirm they are fit for student use.

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

- Enhance your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Flag 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.

Selecting Training Products for Validation

Note that this validation ensures conformity of all training materials before student use. All RTOs must validate training products for each course unit.

Necessary Resources for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your educational resources:

- Mapping Resource: The first document to review. It shows which assessment items meet unit requirements, assisting in faster validation.
- Learner/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/Marking Guide: Also verify if directions 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 evaluation checklists, logs, and forms designed separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and address unit requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Equity: 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: 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?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay more info attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 is not sufficient.

All or Not Competent

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

Can You Be More Specific?

Each assessment item 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 mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Avoiding 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 promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.