Introduction

Training Organisations handle many duties upon registration, which include annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in many articles, a review of the basics is necessary. ASQA describes assessment validation as quality assurance of the assessment procedure.

Primarily, assessment validation is concerned with identifying which parts of an RTO’s evaluation 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards require two types of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the primary type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of assessment tool validation is to verify that all components, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources right away to verify they are appropriate for students.

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

- Modify your resources
- Include new training products on scope
- Audit your course with training product updates
- Recognise 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.

Selecting Training Products for Validation

Remember that this validation ensures conformity of all educational resources before student use. All RTOs must validate materials for each course unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Resource: The Assessment validation tools first document to review. It indicates which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, registers, and templates designed separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and address unit requirements.

Panel for Validation

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 mandate all trainers and assessors to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: 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 different assessors make the same decision on skill competence?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the tasks in the unit specifications 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:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

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 theoretical understanding (i.e., evidence of knowledge), students should be performing 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.

All or Nothing Competence

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all specifications, or the student is incompetent, and the assessment method is not compliant.

Be Specific!

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

Avoid Double-Barrelled Questions

Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately assess student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.

By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.