Introduction

RTOs manage many tasks upon registration, which include annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment procedure.

In essence, assessment validation is concerned with 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 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 specify two types of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The other type verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is performed pre- and post-assessment. This article will focus on the first type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The purpose of validating assessment tools is to verify that all elements, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you get new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new materials immediately to verify they are fit for student use.

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

- Improve your resources
- Include new training products on scope
- Audit your course with training product updates
- Identify 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.

Training Products Requiring Validation

Keep in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate resources for each subject unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment task and address subject requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Assessment Principles

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: 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?

Evidence Rules

- 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 evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

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

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Typical Mistakes

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning 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 demands 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all specifications, or the student is incompetent, and the assessment method is out of compliance.

Provide Specific Details

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

Double-Barrelled Questions: Avoid Them

Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects find it here your compliance history, so it's better to take a proactive and compliant approach.

By following these instructions 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.