{Validation of Assessment for Vocational Training Institutes throughout the context of Australia —

Overview

Registered Training Organisations manage numerous duties following registration, which include annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments frequently stands out. While we've discussed validation in many publications, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment review as granular review of the evaluation process.

In essence, validation of assessments is concerned with 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations mandate two forms of validation. The primary type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The other type ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This implies that validation is performed both before and after the assessment. This article will discuss the initial type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is related to the initial part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Involves the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

Scheduling Assessment Tool Validation

The purpose of validating assessment tools is to verify that all components, performance standards, and evidence of performance and knowledge are covered 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 materials right away to ensure they are suitable for student use.

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

- Improve your resources
- Integrate new training products on scope
- Check your course against training product updates
- Identify 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 to Validate

Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each course unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and forms designed separately from the student workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address course unit requirements.

Panel for Validation

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

Collectively, your panel must have:

- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current 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: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. 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
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

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., evidence of knowledge), students should be doing 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 won’t cut it.

All or Not Competent

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

Can You Be More Specific?

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

Avoid Double-Barrelled Questions

Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

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

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