Introduction

Training Organisations handle multiple duties post-registration, like annual statements, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in many articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as granular review of the assessment process.

In essence, assessment validation is designed to identify which parts of an RTO’s assessment procedures 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 regulations mandate two forms of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed pre- and post-assessment. This article will focus on the first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The purpose of validating assessment tools is to make sure that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials as soon as possible to ensure they are appropriate for students.

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

- Revise your resources
- Include new training products on scope
- Assess 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.

What Training Products Need Validation?

Remember that this validation ensures conformity of all training materials before use. All RTOs must validate materials for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which evaluation items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for trainers are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, registers, and templates created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and comply with unit requirements.

Assessment Validation Panel

Clause 1.11 specifies the requirements for 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 field experts.

Collectively, your panel must have:

- Vocational Competencies and Up-to-date 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 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will different assessors make the same decision on skill competence?

Evidence Rules

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to evaluate underlying read more knowledge (i.e., knowledge-based 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 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.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must meet all criteria, or the student is not competent, and the assessment tool is non-compliant.

Provide Specific Details

Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or assessors.

Avoid Double-Barrelled Questions

Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately evaluate student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait for an audit before they help rectify 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 rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.