Introduction

RTOs handle various obligations after becoming registered, which include annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in many discussions, let's return to the basics. The Australian Skills Quality Authority identifies assessment review as granular review of the assessment procedure.

Essentially, assessment review is dedicated to 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 regulations, 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 standards mandate two types of validation. The initial type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will discuss the initial type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, involves the primary part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

Scheduling Assessment Tool Validation

The aim of validating assessment tools is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new tools immediately to verify they are suitable for student use.

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

- Enhance your resources
- Include new training products on scope
- Evaluate your course with 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.

What Training Products Need Validation?

Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate training products for each subject unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, registers, and evaluation templates created separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and meet course unit requirements.

Validation Panel

Standard 1.11 specifies the requirements for panel members. It states assessment 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 assessment validation panel must have:

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

Principles Guiding Assessment

- 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: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: 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?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks 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 evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the numbers. 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 is not sufficient.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must address all specifications, or the student is incompetent, and the assessment method is out of compliance.

Be 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 guidelines do not mislead students or evaluators.

Double-Barrelled Questions: Avoid Them

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

Assurance During Audits

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 proactive and compliant approach.

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