Assessment Validation Overview

Registered Training Organisations (RTOs) handle numerous obligations after becoming registered, such as annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation often stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the evaluation process.

In essence, assessment review is focused on 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, meet 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 first type of assessment review guarantees adherence to the requirements of the training package within your organisation's scope. The subsequent validation guarantees 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 focus on the initial type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to make sure that all elements, performance standards, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are suitable for student use.

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

- Improve your resources
- Add new training products on scope
- Assess 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.

Selecting Training Products for Validation

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

Necessary Resources for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and templates designed separately from the student workbook and marking guide. Validate these to ensure they suit the assessment activity and comply with subject requirements.

Validation Panel

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

Collectively, your assessment validation panel must have:

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

Assessment Principles

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: 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: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- 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 get more info criteria is meant to evaluate underlying knowledge (i.e., knowledge 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 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 do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all criteria, or the student is not competent, and the assessment method is out of compliance.

Can You Be More Specific?

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

Double-Barrelled Questions: Avoid Them

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

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.