Intro to RTO Assessment Validation

Registered Training Organisations handle various duties after becoming registered, like yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in several posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes assessment validation as granular review of the evaluation process.

Primarily, validation of assessments is aimed at identifying which parts of an RTO's assessment 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, 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 ensures compliance with the training package assessment requirements within your organisation's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, deals with the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you get new training materials, 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 tools as soon as possible to verify they are suitable for student use.

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

- Upgrade your resources
- Add new training products on scope
- Evaluate your course with training product updates
- Recognise 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.

Training Products Requiring Validation

Keep in mind that this validation ensures compliance of all training materials before use. All RTOs must validate materials for each unit.

Resources Required for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It indicates which assessment items meet subject requirements, aiding in faster validation.
- Learner 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 check if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, Assessment validation process Australia evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and comply with unit requirements.

Panel for Validation

Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including sector experts.

Collectively, your panel must have:

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

Principles Guiding Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of 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?
- Relevance: Is the evidence up-to-date with current industry practices?

Specific Considerations for 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 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

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 theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 Not Competent

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

Be Specific!

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

Double-Barrelled Questions: Avoid Them

Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify 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.