Overview

Registered Training Organisations are responsible for multiple duties following registration, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several articles, let's return to the basics. ASQA describes assessment review as a quality review of the evaluation process.

Primarily, assessment validation is concerned with 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 rules require 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 second validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When to Validate Assessment Tools

The purpose of validating assessment tools is to verify that all components, performance criteria, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you get new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new resources as soon as possible to ensure they are appropriate for students.

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

- Upgrade your resources
- Introduce new training products on scope
- Review your course against training product updates
- Identify 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.

What Training Products Need Validation?

Remember that this validation guarantees adherence of all educational resources before student use. All RTOs must validate materials for each course unit.

Resources Needed to Start 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 identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet subject requirements.

Validation Panel

Clause 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 mandate all educators and assessors to participate, sometimes including industry experts.

Collectively, your assessment validation panel must have:

- Workplace Competencies and find it here Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Assessment Principles

- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?

Evidence Rules

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Specific 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 Caring for Babies and Toddlers, one performance criteria asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

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 assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 does not fulfill the requirement.

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment method is out of compliance.

Can You Be More Specific?

Each assessment item 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 confuse students or evaluators.

Avoid Double-Barrelled Questions

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

Ensuring Audit Compliance

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 assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

By following these instructions and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.