{Assessment Validation Process regarding Training Providers within the context of Australia A Reliable Guide
OverviewRTOs manage various duties after becoming registered, like annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as granular review of the assessment process.
At its core, assessment validation is focused on 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 SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two forms of validation. The primary type of assessment validation guarantees adherence to the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is carried out both before and after the assessment. This article will focus on the primary type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, relates to the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to ensure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you get new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to ensure they are fit for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct validation of assessment tools also when you:
- Amend your resources
- Add new training products on scope
- Audit your course with training product updates
- Note 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.
What Training Products Need Validation?
Keep in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate training products for each 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 indicates which assessment tasks meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they match the assessment activity and meet unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: 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?
Guidelines for Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare more info solid food and feed babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all specifications, or the student is incompetent, and the evaluation tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it simpler for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the regulations mandated by ASQA and the SRTOs 2015.