Introduction

RTOs have various tasks upon registration, which include annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments often stands out. While validation has been covered in many articles, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.

Basically, assessment review is focused on identifying 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 2015 Standards for RTOs, 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 types of validation. The initial type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The second validation verifies that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the initial part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When to Validate Assessment Tools

The aim of validating assessment tools is to verify that all aspects, criteria for performance, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new resources immediately to confirm they are suitable for student use.

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

- Revise your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Detect 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 guarantees adherence of all educational resources before use. All RTOs must validate resources for each subject unit.

Resources Needed to Start Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It identifies which assessment items meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- 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 lists, logs, and templates created separately from the workbook and marking guide. Validate these to ensure they match the assessment activity and meet course unit requirements.

Panel for Validation

Clause 1.11 specifies the requirements for validation panel members. It states check it out assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including field experts.

Collectively, your panel must have:

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

Principles Guiding Assessment

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: 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?
- 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?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture 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 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 evidence), students should be carrying out 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 won’t cut it.

All 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 address all criteria, or the student is incompetent, and the assessment tool is non-compliant.

Be Specific!

Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.