Introduction

RTOs manage multiple tasks post-registration, such as annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.

In essence, assessment validation is dedicated to identifying which parts of an RTO’s assessment procedures 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, 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 requirements of the training package within your RTO's scope. The second validation ensures that assessments adhere to the principles of assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will discuss the first type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the initial part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Check new materials right away to confirm they are suitable for student use.

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

- Upgrade your resources
- Add new training products on scope
- Check your course against training product updates
- Identify potential risks in your learning resources 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.

Training Products to Validate

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

Necessary Resources for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for assessors are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and meet course unit requirements.

Validation Panel

Clause 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 industry experts.

Collectively, your panel must have:

- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment 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: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: 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?
- Relevance: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Typical Mistakes

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. 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 Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all criteria, or the student is website not competent, and the assessment method is out of compliance.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, 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 methods are compliant with the requirements set by ASQA and the SRTOs 2015.