{Assessment Validation Tools for Registered Training Organizations throughout Australia's training sector A Comprehensive Guide

Introduction

Registered Training Organisations (RTOs) are responsible for various responsibilities post-registration, like yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in multiple publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment process.

At its core, assessment review is aimed at identifying 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 regulations, 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 require two forms of validation. The primary type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will concentrate on the primary type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the primary part of the rule, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to ensure that all elements, criteria for performance, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you acquire new training materials, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new resources immediately to verify they are suitable for student use.

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

- Amend your resources
- Add new qualifications to scope
- Review your course against training product updates
- Detect 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.

Identifying Training Products for Validation

Remember that this validation guarantees adherence of all educational resources before being used. 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 educational resources:

- Mapping Resource: The first document to review. It shows which assessment tasks meet subject requirements, assisting in faster validation.
- Learner awesome site Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and comply with 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 ask all educators and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Vocational Skills and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

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

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed 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 the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (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 Nurture babies and toddlers demands 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.

Full Competence or Not Competent

Pay attention to itemized requirements. 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 not competent, and the assessment method is non-compliant.

Be 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 confuse students or trainers.

Double-Barrelled Questions: Avoid Them

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

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with 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 evidence rules, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.