Intro to Validating Assessments for RTOs

Registered Training Organisations manage various tasks post-registration, which include yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in many discussions, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the evaluation process.

Principally, validation of assessments is designed 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 rules require two types 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 implies that validation is performed in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the primary part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

When to Validate Assessment Tools

The purpose of validating assessment tools is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new resources right away to confirm they are fit for student use.

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

- Improve your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Spot 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.

Which Training Products Should You Validate?

Bear in mind that this validation ensures compliance of all training materials 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 Document: The first document to review. It indicates which assessment items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they match the evaluation task and meet 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 ask all trainers and evaluators 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 Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?

Important Factors in 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 required performance evidence asks students to:

- Change nappies
- Prepare and feed bottles, read more clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

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

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must meet all requirements, or the student is not yet competent, and the assessment tool is non-compliant.

Be Specific!

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

Avoid Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource developers provide 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 safe and compliant approach.

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