Introduction

Training Organisations handle multiple obligations post-registration, such as annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA identifies assessment review as quality assurance of the assessment procedure.

At its core, validation of assessments is intended 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 SRTOs 2015 regulations, 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 rules require two types of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will focus on the primary type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new resources as soon as possible to ensure they are fit for student use.

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

- Update your resources
- Integrate new training products on scope
- Check your course against training product updates
- Identify potential risks in your learning resources 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 Requiring Validation

Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for trainers 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 checklists, evaluation registers, and forms created separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and address unit requirements.

Assessment Validation Panel

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

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

Principles Guiding Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- 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?

Evidence Rules

- Appropriateness: 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 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 verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Frequent Errors

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

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 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 task must cover all requirements, or the student is incompetent, and the evaluation tool is not compliant.

Can You Be More Specific?

Each assessment 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 directions do not confuse students or trainers.

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects get more info your compliance history, so it's better to take a proactive and compliant approach.

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