Intro to Assessment Validation

RTOs are responsible for numerous obligations after becoming registered, such as yearly declarations, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment review as a quality review of the evaluation process.

Primarily, assessment validation 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, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards require two forms of validation. The first 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 performed in both pre- and post-assessment stages. This article will concentrate on the primary type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to ensure that all elements, performance standards, and evidence of performance and knowledge are covered by your assessment methods. 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 5-year cycle validation schedule. Check new tools as soon as possible to ensure 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:

- Update your resources
- Expand with new training products on scope
- Examine your course with training product updates
- Spot your learning resources as a risk during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Selecting Training Products for Validation

Note that this validation ensures conformity of all learning resources before use. All RTOs must validate materials for each unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment task and meet unit requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- read more Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change nappies
- 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

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

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 is not sufficient.

All or Not Competent

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

Be Specific!

Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” 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 preventative 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 regulations mandated by ASQA and the SRTOs 2015.