Assessment Validation Overview

Training Organisations are responsible for many obligations upon registration, such as yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation often stands out. While validation has been covered in several posts, a review of the basics is necessary. ASQA describes assessment review as quality assurance of the assessment process.

Primarily, validation of assessments 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 SRTOs 2015 regulations, 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 rules specify two forms of validation. The first type of assessment validation checks conformity with the requirements of the training package within your organisation's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of assessment tool validation is to make sure that all elements, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new educational resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to verify they are appropriate for students.

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

- Amend your resources
- Expand with new training products on scope
- Examine your course with training product updates
- Detect 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 guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It shows which assessment tasks meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for assessors are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, registers, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with subject 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 mandate all educators and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

- Vocational Competencies and Up-to-date 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 Guiding Assessment

- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment here produce consistent results every time?

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?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the action words 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 criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement 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 numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 does not fulfill the requirement.

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 competent, and the evaluation tool is out of compliance.

Be Specific!

Each assessment task must have clear and specific benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.

Steer Clear of Double-Barrelled Questions

Steering clear of 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 for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.