Overview of Assessment Validation

Registered Training Organisations (RTOs) are responsible for multiple tasks post-registration, which include annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in many discussions, let's return to the basics. ASQA describes assessment validation as granular review of the evaluation process.

Fundamentally, assessment review 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 SRTOs 2015, 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 require two types of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The goal of assessment tool validation is to make sure that all aspects, criteria for performance, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you obtain new training materials, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new materials right away to verify they are fit for student use.

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

- Modify your resources
- Expand with new training products on scope
- Audit your course with 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.

Identifying Training Products for Validation

Bear in mind that this validation ensures conformity of all training materials before use. All RTOs must validate training products for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It shows which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, logs, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the evaluation task and address unit requirements.

Validation Panel

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

Collectively, your validation panel must have:

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

Principles of Assessment

- Fairness: 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?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: 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?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

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 Nurture babies and toddlers, one performance evidence requirement asks students to:

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

Typical Mistakes

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 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 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 this site on just one baby does not fulfill the requirement.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must meet 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 reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.

Assurance During Audits

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 assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

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