Intro to RTO Assessment Validation

Training Organisations manage multiple obligations following registration, like annual statements, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in multiple articles, let's return to the basics. The Australian Skills Quality Authority identifies assessment review as quality assurance of the evaluation process.

Fundamentally, validation of assessments is intended to identify 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 SRTOs 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 require two forms of validation. The initial type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the primary part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of assessment tool validation is to ensure that all aspects, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review 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
- Expand with new training products on scope
- Compare your course with training product updates
- Spot 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

Note that this validation ensures conformity of all learning resources before use. All RTOs must validate materials for each subject unit.

Necessary Resources for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable assessment results.
- Other Related Resources: These may include lists, registers, and forms developed separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment task and meet unit requirements.

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 mandate all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your validation panel must have:

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

Assessment Principles

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: 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 verbs in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 requirement is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 demands the students to complete the tasks at least once on two different babies under 12 months this site 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must meet all requirements, or the student is not yet competent, and the assessment method is out of compliance.

Be Specific!

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

Double-Barrelled Questions: Avoid Them

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

Audit Guarantees

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 assist with noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.

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