{Assessment Validation Process regarding Registered Training Organizations within the Australian landscape :

Introduction

Training Organisations are responsible for many responsibilities post-registration, which include yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments frequently stands out. While validation has been covered in multiple publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as quality assurance of the assessment process.

At its core, assessment review is focused on identifying 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules require two forms of validation. The primary type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is carried out both before and after the assessment. This article will focus on the primary type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, deals with the primary part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When Should Assessment Tool Validation Be Conducted?

The aim of validating assessment tools is to make sure that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Check new resources right away to confirm they are appropriate for students.

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

- Amend your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Recognise 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.

Training Products Needing Validation

Keep in mind that this validation ensures conformity of all educational resources before use. All RTOs must validate training products for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which assessment items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, evaluation registers, and forms developed separately from the learner workbook and marking guide. Validate these to ensure they fit the evaluation task and meet unit requirements.

Assessment Validation Panel

Clause 1.11 specifies the requirements for 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 field experts.

Collectively, your assessment validation panel must have:

- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training get more info and Assessment or its successor.

Principles Guiding Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Relevance: 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 there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for 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 Nurture babies and toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs 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 requirement is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.

All or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all criteria, or the student is incompetent, and the assessment method is non-compliant.

Be Specific!

Each assessment task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately assess 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 proactive 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 compliant with the regulations mandated by ASQA and the SRTOs 2015.