{Guide to Assessment Validation for the Vocational Education Centres in the Australian landscape -

Intro to RTO Assessment Validation

Registered Training Organisations handle numerous tasks after becoming registered, such as yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation often stands out. While we've discussed validation in several publications, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the evaluation process.

Essentially, assessment review 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 Standards for RTOs 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 mandate 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 other type verifies that assessments follow the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will concentrate on the first type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.

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

- Improve your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Spot 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.

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.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/Student 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 benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with subject requirements.

Validation Panel

Clause 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 trainers and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles of Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: 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?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the verbs 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:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.

Full Competence or Not Competent

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

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 baffle students or website evaluators.

Avoid Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess 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 influences your compliance status, so it's better to take a proactive and compliant approach.

By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.