Intro to RTO Assessment Validation

RTOs manage multiple responsibilities after becoming registered, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple discussions, a review of the basics is necessary. ASQA describes assessment validation as quality assurance of the assessment procedure.

Primarily, assessment validation is concerned with 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 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards specify two forms of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation ensures that assessments adhere to the principles of assessment and rules of evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is related to the primary part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to make sure that all components, performance standards, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to confirm they are fit for student use.

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

- Amend your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Spot 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.

What Training Products Need Validation?

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

Resources Required for 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 identifies which evaluation items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include lists, logs, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address unit requirements.

Assessment Validation Panel

Regulation 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 trainers and evaluators to participate, sometimes including industry experts.

Collectively, your panel must have:

- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- 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: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?

Evidence Rules

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

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

Common Pitfalls

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 evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers requires 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.

Full Competence or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, or the student is not competent, and the assessment tool is non-compliant.

Can You Be More Specific?

Each assessment task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.

Steer Clear of Double-Barrelled Questions

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

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees Assessment validation checklist Australia for audits?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a proactive 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 requirements set by ASQA and the SRTOs 2015.