Assessment Validation Overview

Training Organisations handle various responsibilities post-registration, which include annual declarations, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple posts, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes validation of assessments as granular review of the evaluation process.

Primarily, assessment validation 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 regulations, 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 mandate two forms of validation. The primary type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will focus on the primary type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to verify that all aspects, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new training materials, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new materials immediately to ensure they are suitable for student use.

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

- Update your resources
- Add new training products on scope
- Examine your course with training product updates
- Recognise 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 Requiring Validation

Keep in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate resources for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It shows which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they match the evaluation task and meet unit requirements.

Panel for Validation

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 ask all trainers and assessors to participate, sometimes including field experts.

Collectively, your panel must have:

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

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: 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 verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Typical Mistakes

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must cover all specifications, or the student is not yet competent, and the assessment tool is not compliant.

Be Specific!

Each evaluation 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 evaluators.

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, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait until an audit to address 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, RTO assessment validation checklist you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.