Introduction

RTOs are responsible for numerous responsibilities after becoming registered, including yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in many publications, let's revisit the fundamental principles. ASQA identifies assessment review as granular review of the assessment procedure.

Principally, assessment review is intended to identify 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules require two types of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will concentrate on the first type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to ensure that all components, criteria for performance, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you obtain new educational resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools immediately to confirm they are suitable for student use.

Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:

- Modify your resources
- Introduce new training products on scope
- Review your course against training product updates
- Detect 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.

Which Training Products Should You Validate?

Keep in mind that this validation ensures compliance of all learning resources before being used. All RTOs must validate training products for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which evaluation items meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, logs, and evaluation templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the evaluation task and address unit requirements.

Validation Panel

Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles Guiding Assessment

- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will click here the assessment produce consistent results every time?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

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

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 Nothing Competence

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is incompetent, and the evaluation tool is not compliant.

Be Specific!

Each assessment item must have clear and specific benchmark 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 evaluators to accurately evaluate student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” 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 compliant with the regulations mandated by ASQA and the SRTOs 2015.