{Process of Assessment Validation for Registered Training Organizations in the Australian landscape A Detailed Manual

Introduction

Registered Training Organisations are responsible for numerous tasks post-registration, like annual declarations, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in many publications, a review of the basics is necessary. ASQA describes validation of assessments as quality assurance of the assessment procedure.

Primarily, validation of assessments is aimed at 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 Standards for RTOs 2015, 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 forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The other type guarantees 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 concentrate on the initial type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the initial part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you get new training materials, you must perform assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new materials immediately to ensure they are appropriate for students.

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

- Amend your resources
- Introduce new training products on scope
- Assess your course with training product updates
- Identify 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 conformity of all training materials before being used. All RTOs must validate resources for each subject unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your training materials:

- Mapping Tool: The first document to review. It indicates which assessment tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. Assessment validation training This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and templates created separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and meet subject requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

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

Principles of Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement 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 and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

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

Be Careful with Plurals!

Pay attention to the quantities. 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 is not sufficient.

Full Competence 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 address all requirements, or the student is not competent, and the assessment method is not compliant.

Can You Be More 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 confuse students or evaluators.

Steer Clear of Double-Barrelled Questions

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

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” 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 guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.