Intro to RTO Assessment Validation

Registered Training Organisations have multiple obligations following registration, which include yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While validation has been reviewed in several articles, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as quality assurance of the evaluation process.

Fundamentally, assessment review is aimed at 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 Standards for RTOs 2015, 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 primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The second 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 concentrate on the first type—assessment tool validation.

Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, pertains to the initial part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must perform validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources immediately to ensure they are appropriate for students.

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

- Modify your resources
- Incorporate new training products on scope
- Review your course against 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.

Identifying Training Products for Validation

Note that this validation ensures compliance of all educational resources before student use. All RTOs must validate materials for each course unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and address unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

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

Principles of 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: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date 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 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- 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 evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment method is non-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 confuse students or assessors.

Double-Barrelled Questions: Avoid Them

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, “Do resource developers offer guarantees for audits?” However, with these guarantees, you get more info must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe 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 regulations mandated by ASQA and the SRTOs 2015.