{Assessment Validation Process for the Training Organizations across the Australian context An Exhaustive Guide

Overview of Assessment Validation

Registered Training Organisations have multiple obligations upon registration, which include yearly declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments often stands out. While validation has been reviewed in many discussions, let's revisit the fundamental principles. ASQA describes validation of assessments as a quality review of the assessment process.

At its core, assessment validation is dedicated to 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, 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 review ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the primary type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, involves the initial part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Concerns 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

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to verify that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you get new educational resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials right away to ensure they are fit for student use.

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

- Modify your resources
- Expand with new training products on scope
- Review your course against training product updates
- Detect 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 training products for each subject unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It identifies which assessment items meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and templates created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: 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: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

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

- Change diapers
- 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
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

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

Watch Out for the Plurals!

Pay attention to the numbers. 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 does not fulfill the requirement.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must meet all criteria, or the student is not competent, and the evaluation tool is out of compliance.

Be Specific!

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 directions do not baffle students or trainers.

Double-Barrelled Questions: Avoid Them

Avoiding 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 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 guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.