Intro to Assessment Validation

RTOs handle numerous obligations post-registration, which include yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment review as granular review of the evaluation process.

At its core, assessment review is aimed at identifying 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 SRTOs 2015 regulations, 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 assessment validation ensures compliance with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments follow the Principles of Assessment and rules of evidence. This implies that validation is performed pre- and post-assessment. This article will discuss the first type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is related to the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Concerns the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you get new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to confirm they are suitable for student use.

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

- Modify 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 learning resources before use. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Tool: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment activity and comply with subject requirements.

Assessment Validation Panel

Standard 1.11 specifies the requirements for members of the validation panel. It states 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:

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

Assessment Principles

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?

Rules of Evidence

- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

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

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development

Typical read more Mistakes

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all specifications, or the student is not competent, and the assessment method is out of compliance.

Provide Specific Details

Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.

Double-Barrelled Questions: Avoid Them

Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.

Audit Guarantees

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

By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.