{Process of Assessment Validation concerning Vocational Training Bodies in Australia -

Overview of Assessment Validation

Training Organisations manage various duties upon registration, like annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in many posts, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment process.

At its core, validation of assessments is designed 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 rules require two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This indicates that we perform validation pre- and post-assessment. This article will focus on the primary type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, deals with the first part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you acquire new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Check new resources as soon as possible 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:

- Amend your resources
- Add new training products on scope
- Assess your course with training product updates
- Spot 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 Require Validation

Keep in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate materials for each subject 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 evaluation items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for assessors are sufficient and if clear this site standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, logs, and evaluation templates developed separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and meet subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: 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?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

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

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

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the numbers. 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 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 out of compliance. Each assessment task must meet all specifications, or the student is incompetent, and the assessment method is out of compliance.

Provide Specific Details

Each assessment task 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.

Steer Clear of Double-Barrelled Questions

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, “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 instructions and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.