Assessment Validation Overview

Registered Training Organisations are responsible for many obligations after becoming registered, like yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in multiple articles, let's return to the basics. The Australian Skills Quality Authority describes assessment review as quality assurance of the assessment procedure.

Principally, assessment review is intended to identify 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 Standards for RTOs 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 regulations specify two forms of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will discuss the initial type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the primary part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of assessment tool validation is to make sure that all components, performance criteria, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you purchase new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools immediately to verify they are suitable for student use.

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

- Modify your resources
- Expand with new training products on scope
- Examine your course with training product updates
- Identify 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 Require Validation

Keep in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate training products for each unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include checklists, logs, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and address unit requirements.

Assessment 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 require all educators and assessors to participate, sometimes including field experts.

Collectively, your validation panel must have:

- Vocational Skills and Current Professional Skills relevant to the unit being validated.
- Current Expertise in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development

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 criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers calls for 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.

All or Not Competent

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

Can here You Be More Specific?

Each assessment item 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 confuse students or trainers.

Avoid Double-Barrelled Questions

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

Assurance During Audits

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

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