Overview

Registered Training Organisations are responsible for various tasks after becoming registered, which include yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment review as quality assurance of the assessment process.

At its core, assessment review 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 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 standards specify two types of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The purpose of assessment tool validation is to make sure that all components, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to ensure they are appropriate for students.

Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:

- Revise your resources
- Add new qualifications to scope
- Check your course against training product updates
- Recognise 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.

Training Products Needing Validation

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

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It indicates which assessment items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include checklists, evaluation registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and meet unit requirements.

Panel for Validation

Standard 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 industry experts.

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?

Evidence Rules

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), 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 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 on just one baby does not fulfill the requirement.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.

Provide Specific Details

Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision 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 easier for students to respond and for trainers to accurately assess student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource here developers offer 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 instructions 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.