Intro to Validating Assessments for RTOs

Registered Training Organisations are responsible for numerous tasks upon registration, such as yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many articles, a review of the basics is necessary. ASQA defines assessment review as granular review of the evaluation process.

Essentially, validation of assessments is designed 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards require two types 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 follow the principles of assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will discuss the primary type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools immediately to ensure they are suitable for student use.

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

- Update your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Note 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?

Bear in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate materials for each unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which assessment items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for trainers are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and comply with course unit requirements.

Panel for Validation

Standard 1.11 specifies the requirements for 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 sector experts.

Collectively, your panel must have:

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

Assessment Principles

- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: 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?
- Reliability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 action words in the unit requirements 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
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the numbers. 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 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 not compliant. Each assessment task must address all requirements, or the student is incompetent, and the assessment tool is out of compliance.

Can You Be More Specific?

Each evaluation task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes here it more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Audit Guarantees

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

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