Introduction

Registered Training Organisations manage numerous duties following registration, including yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in several posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment validation as granular review of the assessment procedure.

Fundamentally, validation of assessments is intended to identify 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 Standards for RTOs 2015, 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 regulations mandate two forms of validation. The first type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The second validation ensures that assessments adhere to the principles of assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the first part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Timing for Assessment Tool Validation

The aim of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new training materials, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new resources right away to confirm they are appropriate for students.

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

- Modify your resources
- Add new qualifications to scope
- Examine your course with training product updates
- Flag 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

Bear in mind that this validation ensures conformity of all training materials before being used. 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 this site of your learning resources:

- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner/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: Also ensure if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment activity and address unit requirements.

Assessment Validation Panel

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 sector experts.

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- 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?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence 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

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 evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Be Careful with Plurals!

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

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. 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 standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or evaluators.

Avoid Double-Barrelled Questions

Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate 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 affects your compliance history, so it's better to take a preventative and compliant approach.

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