Intro to RTO Assessment Validation

RTOs manage multiple obligations post-registration, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several articles, a review of the basics is necessary. The Australian Skills Quality Authority describes validation of assessments as quality assurance of the evaluation process.

Primarily, assessment review is intended to identify 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 Standards for RTOs 2015, 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 standards specify two forms of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will concentrate on the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the initial part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new materials as soon as possible to ensure they are fit for student use.

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

- Enhance your resources
- Include new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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 to Validate

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which assessment items meet unit requirements, aiding in faster validation.
- Student 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: Also ensure if instructions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, registers, and templates created separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with subject requirements.

Assessment Validation Panel

Regulation 1.11 specifies 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 field experts.

Collectively, your panel must have:

- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current 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 equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?

Important Factors in 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 performance criteria asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must meet all specifications, or the student is not yet competent, and the assessment tool is non-compliant.

Can You Be More Specific?

Each assessment item must have clear and specific benchmark 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.

Double-Barrelled Questions: Avoid Them

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

Ensuring Audit Compliance

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 proactive and compliant approach.

By following these instructions and understanding the principles of assessment and Rules more info of Evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.