Intro to Validating Assessments for RTOs

Training Organisations have many obligations after becoming registered, including annual statements, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority defines validation of assessments as granular review of the evaluation process.

Basically, 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 Standards for RTOs 2015, 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 regulations specify two types of validation. The initial type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the primary type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the initial part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Scheduling Assessment Tool Validation

The goal of assessment tool validation is to make sure that all components, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new educational resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Validate new resources right away to verify they are suitable for student use.

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

- Upgrade your resources
- Add new qualifications to scope
- Assess your course with 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.

Identifying Training Products for Validation

Bear in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate training products for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Learner 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.
- Marking Guide: Also ensure if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, evaluation registers, and forms developed separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and address unit requirements.

Validation Panel

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

Collectively, your validation panel must have:

- Vocational Skills and Current Professional Skills get more info relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- 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 criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for 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 enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must meet all requirements, or the student is not competent, and the assessment method is out of compliance.

Provide Specific Details

Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or trainers.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately judge student competence.

Audit Guarantees

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 impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.