Intro to Validating Assessments for RTOs

Registered Training Organisations (RTOs) are responsible for various tasks following registration, such as annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in many articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment review as a quality review of the assessment procedure.

Fundamentally, validation of assessments is designed to identify 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 2015 Standards for RTOs, 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 specify two forms of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that we perform validation both before and after the assessment. This article will focus on the primary type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The goal of assessment tool validation is to verify that all aspects, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new materials immediately to confirm they are appropriate for students.

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

- Upgrade your resources
- Incorporate 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 Need Validation?

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

Necessary Resources for Assessment Tool Validation

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

- Mapping Document: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if directions for evaluators are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, evaluation registers, and forms created separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.

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

Collectively, Assessment validation process Australia your panel must have:

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

Principles of Assessment

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Rules of 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

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

Frequent Errors

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

Mind the Plurals!

Pay attention to the frequency. 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 of age. Having students complete the tasks listed twice on just one baby won’t cut it.

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 not competent, and the assessment method is out of compliance.

Be Specific!

Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation 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 evaluators to accurately evaluate student competence.

Assurance During Audits

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 impacts your compliance record, so it's better to take a preventative and compliant approach.

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