Assessment Validation Overview

Registered Training Organisations handle multiple tasks upon registration, like annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as quality assurance of the assessment process.

In essence, assessment validation 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 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 regulations mandate two forms of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, pertains to the primary part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Best Time for Conducting Assessment

The goal of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new materials as soon as possible to ensure they are fit for student use.

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

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

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

Resources Required for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It identifies which assessment items meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if directions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, registers, and forms created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and meet unit requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: 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?
- 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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks 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 and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the numbers. 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 does not fulfill the requirement.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must cover all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.

Can You Be More Specific?

Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.

Avoid Double-Barrelled Questions

Not using double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.

Ensuring Audit Compliance

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

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