Introduction

Registered Training Organisations (RTOs) are responsible for various tasks upon registration, including annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in several articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines assessment validation as a quality review of the assessment procedure.

In essence, 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 Standards for RTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules specify two forms of validation. The initial type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The other type ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will focus on the first type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, concerns the first part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, 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 goal of assessment tool validation is to make sure that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to confirm they are suitable for student use.

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

- Enhance your resources
- Introduce new training products on scope
- Audit your course with training product updates
- Detect 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.

What Training Products Need Validation?

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

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include checklists, logs, and evaluation templates developed separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and address course 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 mandate all trainers and assessors to participate, sometimes including sector experts.

Collectively, your panel must have:

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

Principles of Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: 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?

Guidelines for Evidence

- Appropriateness: 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?
- Authenticity: Is the evidence check here genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit specifications 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 diapers
- 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
- 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 requirement is meant to evaluate underlying knowledge (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 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 won’t cut it.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each evaluation task must meet all requirements, or the student is incompetent, and the assessment tool is non-compliant.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately judge 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 until an audit to address noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.