Intro to RTO Assessment Validation

Registered Training Organisations are responsible for various duties upon registration, like yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the assessment process.

Primarily, assessment validation is intended 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations specify two types of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments adhere 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 focus on the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new training materials, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new materials as soon as possible to ensure they are suitable for student use.

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

- Modify your resources
- Introduce new training products on scope
- Compare your course with training product updates
- Detect 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.

Selecting Training Products for Validation

Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It shows which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and templates designed separately from the workbook and evaluation guide. Validate these to ensure they match the evaluation task and address course unit requirements.

Panel for Validation

Clause 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 assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: 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 criteria 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:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

Describing awesome site 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., evidence of knowledge), students should be performing the tasks.

Watch Out for 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 won’t cut it.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.

Can You Be More Specific?

Each evaluation 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 baffle students or trainers.

Avoid Double-Barrelled Questions

Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately assess 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 evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.