Intro to Validating Assessments for RTOs

RTOs are responsible for various responsibilities upon registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in multiple articles, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment validation as granular review of the evaluation process.

Principally, assessment review is focused on 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 2015 Standards for RTOs, 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 assessment validation guarantees adherence to the training package assessment requirements within your RTO's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the primary part of the rule, focusing on 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.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct 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 immediately to ensure they are suitable for student use.

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

- Amend your resources
- Introduce new training products on scope
- Evaluate 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.

Identifying Training Products for Validation

Keep in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each course unit.

Necessary Resources for 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 indicates which assessment tasks meet course unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for evaluators are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and forms developed separately from the workbook and marking guide. Validate these to ensure they match the assessment task and address course unit requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles of Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: 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?

Evidence Rules

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Typical Mistakes

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

Be Careful with Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands the students to complete the tasks at least once on two different babies under 12 find it here months of age. Having students complete the tasks listed twice on just one baby is not sufficient.

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the assessment tool is not compliant.

Be Specific!

Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.

Double-Barrelled Questions: Avoid Them

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

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

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