{Process of Assessment Validation pertaining to Training Organizations throughout the Australian context An Extensive Guide

Introduction

RTOs manage numerous obligations following registration, which include yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation is notably challenging. While validation has been reviewed in several publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.

Primarily, assessment validation is focused on identifying 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 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 standards require two forms of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the initial type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of assessment tool validation is to verify that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new materials right away to verify they are fit for student use.

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

- Modify your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Detect your learning resources as a risk 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.

Selecting Training Products for Validation

Note that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each subject unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which assessment 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 ensure if instructions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include lists, registers, and forms designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with course unit requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Assessment Principles

- Equity: 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?
- 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: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- website Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- 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 assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.

Be Careful with Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 is not sufficient.

All or Not Competent

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

Be Specific!

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

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, 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 tools are valid with the standards established by ASQA and the SRTOs 2015.