Introduction

Training Organisations manage numerous duties after becoming registered, such as annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several articles, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as quality assurance of the assessment procedure.

Principally, validation of assessments is about identifying which parts of an RTO’s assessment methods 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 2015 Standards for RTOs, 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 regulations specify two types of validation. The primary type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the first type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to verify that all components, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are appropriate for students.

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

- Upgrade your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Flag 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.

What Training Products Require Validation

Bear in mind that this validation ensures compliance of all educational resources before use. All RTOs must validate materials for each course unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Resource: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and evaluation templates developed separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and address subject requirements.

Assessment Validation Panel

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

Collectively, your assessment validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated 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 Guiding Assessment

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

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

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

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., evidence of knowledge), students should be doing the tasks.

Be Careful with 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 is not sufficient.

All or Not Competent

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

Be 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 directions do not mislead students or trainers.

Avoid Double-Barrelled Questions

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

Assurance During Audits

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 influences your compliance status, so it's better to take a safe and compliant approach.

By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.