{Assessment Validation for the Training Providers across the Australian context -

Introduction

Training Organisations handle multiple responsibilities following registration, including annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple publications, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as quality assurance of the assessment process.

In essence, assessment review is intended to identify which parts of an RTO's assessment 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 2015 Standards for RTOs, 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 regulations require two types of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the initial type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, relates to the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When to Validate Assessment Tools

The purpose of assessment tool validation is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Review new resources right away to ensure they are appropriate for students.

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

- Update your resources
- Include new training products on scope
- Audit your course with 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.

Training Products Requiring Validation

Keep in mind that this validation ensures conformity 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 training materials:

- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions 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, logs, and evaluation templates developed separately from the workbook and marking guide. Validate these to ensure they fit the evaluation task and meet subject requirements.

Validation Panel

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

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in 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 tasks in the unit requirements and ensure they are addressed by the assessment 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
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

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-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. 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 check it out one baby does not fulfill the requirement.

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must meet all criteria, or the student is incompetent, and the assessment method is out of compliance.

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 evaluators.

Avoid Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

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