Overview

Registered Training Organisations handle multiple obligations following registration, which include annual statements, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple posts, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines validation of assessments as granular review of the assessment procedure.

Essentially, assessment validation is intended to identify 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 SRTOs 2015 regulations, 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 rules mandate two types of validation. The primary type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will concentrate on the first type—assessment tool validation.

Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Timing for Assessment Tool Validation

The purpose of assessment tool validation is to verify that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new educational resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.

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

- Amend your resources
- Incorporate new training products on scope
- Assess your course with training product updates
- Flag 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.

Training Products Needing Validation

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

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a this site common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, evaluation registers, and evaluation templates designed separately from the student workbook and evaluation guide. Validate these to ensure they fit the assessment activity and meet unit requirements.

Validation Panel

Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Principles Guiding Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: 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 verbs in the unit requirements 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 bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

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

Be Careful with Plurals!

Pay attention to the numbers. 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 out of compliance. Each assessment item must cover all specifications, or the student is not 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 evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.

Double-Barrelled Questions: Avoid Them

Not using 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 learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.

By following these instructions and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.