Intro to RTO Assessment Validation

Training Organisations manage multiple responsibilities following registration, which include yearly reports, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority defines validation of assessments as granular review of the evaluation process.

Essentially, validation of assessments 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 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 rules specify two forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO'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 carried out both before and after the assessment. This article will focus on the first type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Pertains to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When to Validate Assessment Tools

The goal of validating assessment tools is to verify that all elements, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources immediately to verify they are suitable for student use.

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

- Upgrade your resources
- Add new training products on scope
- Review your course against 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.

What Training Products Need Validation?

Note that this validation ensures conformity of all training materials before student use. 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 Tool: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, registers, and evaluation templates created separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and address course unit requirements.

Panel for Validation

Regulation 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 industry experts.

Collectively, your assessment validation panel must have:

- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- 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

- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: 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?
- Genuineness: 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 tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

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., knowledge evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the frequency. 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 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 non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.

Be Specific!

Each assessment item must have click here clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or evaluators.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately evaluate student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.

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