Overview of Assessment Validation

Training Organisations handle multiple duties following registration, which include annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments often stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA identifies validation of assessments as granular review of the assessment process.

Principally, assessment validation is focused on identifying which parts of an RTO’s assessment procedures 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 mandate two types of validation. The primary type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation ensures that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will focus on the primary type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, involves the primary part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The purpose of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials as soon as possible to verify they are fit for student use.

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

- Revise your resources
- Add new qualifications to scope
- Examine your course with training product updates
- Note 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.

Training Products Needing Validation

Note that this validation ensures conformity of all learning resources before use. All RTOs must validate training products for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/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 ensure if instructions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, evaluation registers, and templates developed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task 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 mandate all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?

Evidence Rules

- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- 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

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

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 here does not fulfill the requirement.

All or Nothing Competence

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

Provide Specific Details

Each assessment 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 guidelines do not confuse students or evaluators.

Avoid Double-Barrelled Questions

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

Ensuring Audit Compliance

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 guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.