Overview of Assessment Validation

Registered Training Organisations (RTOs) handle numerous tasks upon registration, like yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in many articles, let's return to the basics. ASQA defines assessment review as granular review of the assessment procedure.

Fundamentally, validation of assessments is about identifying which parts of an RTO’s evaluation 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards specify two types of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and rules of evidence. This indicates that validation is performed both before and after the assessment. This article will focus on the primary type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, deals with the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When to Validate Assessment Tools

The aim of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new training materials, you must carry out validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to verify they are appropriate for students.

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

- Revise your resources
- Integrate new training products on scope
- Review your course against training product updates
- Flag 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.

Training Products Needing Validation

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It indicates which evaluation 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 input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task 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 require all educators and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Assessment Principles

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Rules of Evidence

- 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?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. 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
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

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 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 lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must cover all specifications, or the student is not yet competent, and the assessment tool is non-compliant.

Provide Specific Details

Each assessment task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.

Steer Clear of Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before more info they assist with noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.