Assessment Validation Overview

Training Organisations have numerous responsibilities post-registration, like yearly declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in many posts, let's return to the basics. The Australian Skills Quality Authority defines assessment validation as granular review of the assessment process.

Fundamentally, validation of assessments is dedicated to 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 SRTOs 2015 regulations, 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 rules require two types of validation. The primary type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments follow the principles of assessment and rules of evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Timing for Assessment Tool Validation

The aim of validating assessment tools is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools as soon as possible to confirm they are appropriate for students.

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

- Update your resources
- Integrate new training products on scope
- Check your course against 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.

What Training Products Need Validation?

Bear in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate resources for each unit.

Resources Required for Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for evaluators are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment activity and comply with unit requirements.

Panel for Validation

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

Collectively, your assessment validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless check it out the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 perform only half the tasks listed, it’s not compliant. Each assessment item must address all requirements, or the student is not competent, and the evaluation tool is out of compliance.

Provide Specific Details

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 instructions do not baffle students or evaluators.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” 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 proactive and compliant approach.

By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.