{Validation of Assessment for the Vocational Training Bodies throughout Australia's training sector An Exhaustive Guide

Introduction

Registered Training Organisations (RTOs) manage multiple obligations upon registration, including annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple discussions, let's return to the basics. The Australian Skills Quality Authority describes assessment review as granular review of the assessment procedure.

Basically, assessment review is dedicated to identifying which parts of an RTO’s evaluation 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations specify two types of validation. The primary type of assessment review checks conformity with 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 suggests that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the first part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of assessment tool validation is to make sure that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Review new resources as soon as possible to confirm they are suitable for student use.

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

- Upgrade your resources
- Include new training products on scope
- Review your course against training product updates
- Note 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 educational resources before student use. All RTOs must validate materials 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 Tool: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for assessors are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and forms designed separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet subject requirements.

Panel for Validation

Standard 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 mandate all educators and assessors to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Assessment Principles

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- 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?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Specific Considerations for 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 Caring for Babies and Toddlers, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding 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

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 theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 is not sufficient.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the read more tasks listed, it’s out of compliance. Each assessment task must address all specifications, or the student is incompetent, and the evaluation tool is non-compliant.

Can You Be More Specific?

Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.

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, “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 recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.