Assessment Validation Overview

Registered Training Organisations (RTOs) are responsible for numerous duties after becoming registered, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation often stands out. While validation has been reviewed in several posts, let's return to the basics. The Australian Skills Quality Authority identifies validation of assessments as granular review of the evaluation process.

Primarily, validation of assessments is about identifying 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 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 rules require two types of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The second validation guarantees that assessments follow the Principles of Assessment and rules of evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the initial type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the first part of the rule, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools right away to confirm they are suitable for student use.

Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct validation of assessment tools also when you:

- Upgrade your resources
- Include new training products on scope
- Audit your course with training product updates
- Detect 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.

Which Training Products Should You Validate?

Bear in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which evaluation items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and forms developed separately from the workbook and assessor guide. Validate these to ensure they fit check it out the evaluation task and meet subject requirements.

Validation Panel

Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask 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.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- 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?
- Timeliness: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks 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 criteria asks students to:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- 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 criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be doing the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is not competent, and the assessment method is non-compliant.

Be Specific!

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

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 impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.