Intro to Validating Assessments for RTOs

RTOs manage numerous obligations post-registration, such as yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in many posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as a quality review of the assessment procedure.

Essentially, validation of assessments is about 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 Standards for RTOs 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 rules mandate two types of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments follow the principles of assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Involves the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When to Conduct Assessment Tool Validation

The purpose of assessment tool validation is to verify that all aspects, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you obtain new learning resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to verify they are appropriate for students.

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

- Update your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Note 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 Needing Validation

Bear in mind that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources 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 Document: The first document to review. It shows which assessment items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment task and meet course unit requirements.

Assessment Validation Panel

Regulation 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your panel must have:

- Vocational Skills and Current Professional Skills relevant to the unit being validated.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: 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 relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- 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 criteria is meant to assess underpinning knowledge (i.e., knowledge-based 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 Baby and Toddler Care 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 website on just one baby won’t cut it.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must meet all requirements, or the student is not yet competent, and the assessment tool is non-compliant.

Provide Specific Details

Each assessment task must have clear and specific standard 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

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

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.

By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.