Assessment Validation Overview

RTOs are responsible for numerous responsibilities following registration, including yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as granular review of the assessment process.

Basically, assessment validation is aimed at identifying 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, 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 regulations mandate two forms of validation. The primary type of assessment review guarantees adherence to 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 implies that validation is performed in both pre- and post-assessment stages. This article will focus on the primary type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Involves the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Validate Assessment Tools

The purpose of validating assessment tools is to verify that all components, performance standards, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to verify they are appropriate for students.

Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:

- Amend your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Identify 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 to Validate

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It identifies which assessment items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas get more info are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and evaluation templates designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment task and meet course unit requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for panel members. It states 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 assessment validation panel must have:

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

Assessment Principles

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Specific 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 Baby and Toddler Care, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies

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 specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.

Be Careful with Plurals!

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

Full Competence or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all criteria, or the student is not yet competent, and the assessment tool is out of compliance.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.