Intro to Assessment Validation

Registered Training Organisations (RTOs) are responsible for many duties after becoming registered, such as annual statements, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in several posts, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment review as quality assurance of the assessment procedure.

At its core, assessment validation 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, 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 validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out both before and after the assessment. This article will concentrate on the first type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the first part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, guaranteeing that RTO assessments adhere to 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, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you purchase new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to verify they are suitable for student use.

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

- Modify your resources
- Include new training products on scope
- Audit your course with 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.

Training Products Needing Validation

Bear in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which assessment items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for evaluators 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 forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and address unit requirements.

Validation Panel

Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

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

Assessment Principles

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Rules of Evidence

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

Key Considerations for 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 Caring for Babies and Toddlers, one performance evidence requirement 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
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Typical Mistakes

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 doing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must cover all specifications, or the student is incompetent, and the assessment tool is non-compliant.

Be Specific!

Each assessment task must have clear and specific reference 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.

Avoid Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” 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 safe and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.