Introduction

Registered Training Organisations are responsible for many tasks after becoming registered, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as granular review of the evaluation process.

In essence, assessment validation is dedicated to 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 SRTOs 2015, 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 standards mandate two forms of validation. The primary type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.

Types of Assessment Validation

- Assessment Tool Validation: Often termed pre-assessment validation or verification, involves the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When Should Assessment Tool Validation Be Conducted?

The purpose of validating assessment tools is to ensure that all elements, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials as soon as possible to confirm they are appropriate for students.

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

- Enhance your resources
- Include new training products on scope
- Compare your course with 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.

Which Training Products Should You Validate?

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and meet subject requirements.

Assessment Validation Panel

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

Collectively, your assessment validation panel must have:

- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles of Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: 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 assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

Describing the nappy-changing process for babies under 12 months does check here not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the numbers. 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 is not sufficient.

Full Competence or Not Competent

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

Provide Specific Details

Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge 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 before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.

By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.