Intro to Assessment Validation

Registered Training Organisations (RTOs) are responsible for multiple obligations post-registration, including yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in many discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment review as a quality review of the assessment procedure.

Principally, validation of assessments is intended to identify which parts of an RTO’s assessment methods 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, 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 initial type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The other type ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When to Validate Assessment Tools

The goal of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you acquire 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 verify they are fit for student use.

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

- Revise your resources
- Expand with new training products on scope
- Review your course against training product updates
- Flag your learning resources as a risk 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 Require Validation

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

Necessary Resources for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Resource: The first document to review. It shows which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions 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 checklists, logs, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with subject requirements.

Assessment Validation Panel

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

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and Assessment validation guide preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit criteria 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 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
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the frequency. 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each evaluation task must meet all specifications, or the student is not yet competent, and the evaluation tool is not compliant.

Provide Specific Details

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

Double-Barrelled Questions: Avoid Them

Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately evaluate student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.