Overview

RTOs manage numerous duties following registration, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been covered in many posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines validation of assessments as granular review of the assessment process.

Essentially, validation of assessments is aimed at identifying 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 Standards for RTOs 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 rules require two types of validation. The initial type of assessment validation ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Best Time for Conducting Assessment

The goal of validating assessment tools is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new materials as soon as possible to ensure they are appropriate for students.

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

- Improve your resources
- Expand with new training products on scope
- Check your course against 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.

Which Training Products Should You Validate?

Bear in mind that this validation ensures compliance of all learning resources before use. 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 training materials:

- Mapping Resource: 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 guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the student workbook and evaluation guide. Validate these to ensure they suit the assessment activity and comply with course unit requirements.

Assessment Validation Panel

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

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

Principles of Assessment

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: 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?

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?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

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., evidence of knowledge), students should be carrying out 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.

Full Competence or Not Competent

Pay attention to Assessment validation checklist Australia lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.

Can You Be More Specific?

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it simpler for students to respond and for trainers 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 influences your compliance status, so it's better to take a safe and compliant approach.

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