{Process of Assessment Validation for the Registered Training Organisations across Australia's training sector An In-Depth Guide

Introduction

Registered Training Organisations have various obligations following registration, which include annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While validation has been covered in several discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as a quality review of the evaluation process.

At its core, assessment validation is focused on 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, comply with 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 first type of assessment review ensures compliance with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will concentrate on the primary type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, deals with the primary part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to make sure that all elements, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new resources right away to ensure they are fit for student use.

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

- Modify your resources
- Add new training products on scope
- Evaluate your course with training product updates
- Note 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 Need Validation?

Keep in mind 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 training materials:

- Mapping Resource: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for assessors are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, logs, and forms designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and comply with subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Principles of Assessment

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

Evidence Rules

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- 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 criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), 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 Not Competent

Pay attention to enumerated tasks. check it out As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.

Be Specific!

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

Steer Clear of Double-Barrelled Questions

Not using 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 promises, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these instructions and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are reliable with the requirements set by ASQA and the SRTOs 2015.