Introduction

Registered Training Organisations (RTOs) have many tasks after becoming registered, such as annual declarations, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in many posts, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as granular review of the assessment process.

Fundamentally, validation of assessments 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 Standards for RTOs 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 assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will concentrate on the initial type—assessment tool validation.

Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of validating assessment tools is to make sure that all components, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are appropriate for students.

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

- Amend your resources
- Add new qualifications to scope
- Check your course against training product updates
- Flag 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.

Selecting Training Products for Validation

Keep in mind that this validation ensures compliance of all educational resources before being used. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit requirements, assisting 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.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, registers, and forms designed separately from the student workbook and marking guide. Validate these to ensure they match the assessment task and address subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Assessment Principles

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: 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 action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- 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 specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care requires 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 lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment method is not compliant.

Be 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 guidelines do not confuse students or website assessors.

Double-Barrelled Questions: Avoid Them

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

By following these instructions and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.