{Process of Assessment Validation concerning Registered Training Organizations in the context of Australia :

Introduction

Registered Training Organisations (RTOs) manage multiple responsibilities post-registration, which include yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments often stands out. While validation has been covered in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment validation as quality assurance of the assessment process.

In essence, assessment review is intended to identify 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 regulations, 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 regulations specify two types of validation. The first type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When to Validate Assessment Tools

The purpose of validating assessment tools is to ensure that all components, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Check new materials immediately to confirm they are suitable for student use.

Nevertheless, this isn't the only reason to do this type of validation. Perform validation of assessment tools also when you:

- Amend your resources
- Expand with new training products on scope
- Review your course against training product updates
- Identify potential risks in your learning resources 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 Needing Validation

Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Resource: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for trainers are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure this site they fit the assessment task and meet subject requirements.

Panel for Validation

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

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: 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?
- Originality: 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 evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Typical Mistakes

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

Be Careful with 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.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the assessment tool is non-compliant.

Can You Be More 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 confuse students or trainers.

Avoid Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.