Intro to Validating Assessments for RTOs

Registered Training Organisations manage many tasks after becoming registered, including yearly declarations, AVETMISS reporting, and promotional compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in multiple articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes validation of assessments as quality assurance of the assessment process.

Primarily, assessment review is aimed at identifying which parts of an RTO's assessment 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to 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 assessment review checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation ensures that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will discuss the initial type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Involves the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The goal of validating assessment tools is to verify that all components, performance standards, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you get 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. Check new resources immediately to confirm they are appropriate for students.

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

- Upgrade your resources
- Introduce 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 to Validate

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It shows which assessment tasks meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address course unit requirements.

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 ask all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your panel must have:

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

Principles Guiding Assessment validation checklist Australia Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

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

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- 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 not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), 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 Nurture babies and toddlers 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 won’t cut it.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each evaluation task must cover all requirements, or the student is not yet competent, and the assessment tool is non-compliant.

Can You Be More Specific?

Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.

Avoid Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.