{Guide to Assessment Validation regarding Registered Training Organisations in the Australian landscape —

Intro to Assessment Validation

Registered Training Organisations manage numerous obligations after becoming registered, like annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as granular review of the assessment procedure.

In essence, assessment review is dedicated to identifying which parts of an RTO’s evaluation 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 SRTOs 2015 regulations, 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 validation of assessments ensures compliance with the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the first part of the clause, aimed at 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.

Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources right away to verify they are appropriate for students.

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

- Upgrade your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Identify potential risks in your learning resources during your risk assessment

The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

What Training Products Need Validation?

Note that this validation ensures compliance of all training materials before being used. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which evaluation items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, awesome site evaluation registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and comply with unit requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for validation panel members. It states assessment 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 validation panel must have:

- Vocational Skills 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 equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be performing the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. 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 won’t cut it.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must cover all specifications, or the student is not competent, and the assessment method is non-compliant.

Be Specific!

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

Steer Clear of Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.

By following these instructions and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.