{Assessment Validation Tools regarding VET Organizations in the Australian landscape :

Introduction

Registered Training Organisations (RTOs) are responsible for various tasks upon registration, including yearly reports, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority describes validation of assessments as a quality review of the evaluation process.

Primarily, validation of assessments is concerned with identifying which parts of an RTO’s assessment procedures 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 standards specify two types of validation. The first type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according 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 focus on the initial type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the initial part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Scheduling Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools right away to confirm they are fit for student use.

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

- Modify your resources
- Integrate new training products on scope
- Review your course against training product updates
- Spot your learning resources as a risk during your risk assessment

The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Training Products Needing Validation

Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate materials for each course unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your training materials:

- Mapping Resource: The first document to review. It identifies which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, evaluation registers, and forms created separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment activity and address subject requirements.

Assessment Validation Panel

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

Collectively, your assessment validation panel must have:

- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- 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?
- Adaptability: Does the assessment offer various options to demonstrate competence based click here on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: 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?
- Timeliness: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Change diapers
- 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

Typical Mistakes

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires 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 perform only half the tasks listed, it’s out of compliance. Each assessment task must cover all requirements, or the student is incompetent, and the assessment method is out of compliance.

Can You Be More Specific?

Each evaluation task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.