{Process of Assessment Validation for the Training Establishments across the context of Australia —

Introduction

Training Organisations handle multiple obligations following registration, including annual statements, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA describes assessment validation as a quality review of the evaluation process.

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 SRTOs 2015 regulations, 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 standards specify two forms of validation. The first type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is carried out pre- and post-assessment. This article will concentrate on the initial type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, concerns the first part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to ensure that all elements, criteria for performance, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources as soon as possible to verify they are suitable for student use.

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

- Upgrade your resources
- Incorporate new training products on scope
- Audit your course with 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.

What Training Products Need Validation?

Keep in mind that this validation ensures compliance of all educational resources before being used. All RTOs must validate materials for each subject unit.

Resources Required for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your learning resources:

- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in 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.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, registers, and evaluation templates developed separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and address subject requirements.

Assessment Validation Panel

Standard 1.11 specifies check here the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development

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-based evidence), students should be performing the tasks.

Be Careful with Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all criteria, or the student is not competent, and the assessment tool is out of compliance.

Provide Specific Details

Each evaluation 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 directions do not confuse students or trainers.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.