Registration brings RTOs many duties like annual declarations, AVETMISS reporting, and marketing compliance, yet validation often proves to be the most feared.
Even though we've covered validation in depth, let’s revisit its definition. ASQA defines validation as a quality review of the assessment process.
In essence, validation confirms which parts of an RTO's assessment process are correct and pinpoints elements for improvement. With a solid grasp of its key components, validation becomes manageable.
As per Clause 1.8 of the SRTOs 2015, RTOs are required to ensure that their assessment systems, including RPL, meet training package requirements and are conducted following the Principles of Assessment and Rules of Evidence.
According to the standards, two types of validation are necessary.
The first kind of assessment validation ensures your RTO's assessment adheres to the training package requirements within your scope.
The next type of validation confirms assessments are carried out following the principles of assessment and rules of evidence.
This indicates validation occurs before and after the assessment process. We will focus on the first type: assessment tool validation.
A Look at the Two Types of Assessment Validation
Decoding Assessment Validation
As noted earlier and in our earlier blog entries, validation is split into two stages: (1) assessment tool validation and (2) post-assessment validation.
Assessment tool validation, also known as pre-assessment validation or verification, pertains to the first part of the clause, focusing on ensuring all unit requirements are met and that all workbooks are fully compliant.
Conversely, post-assessment validation focuses on the implementation side, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Here, we will concentrate on assessment tool validation.
Steps to Perform Assessment Tool Validation
Now that we’ve differentiated the two types of validation, let’s examine assessment tool validation in detail.
Appropriate Times for Assessment Tool Validation
Assessment tool validation aims to verify that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment tools.
This implies that any time you get new learning resources, assessment tool validation must be done before they are used by students.
No need to wait for the next validation schedule in your 5-year cycle. Validate new resources immediately to ensure they’re suitable for students.
Nevertheless, this isn't the only occasion for this type of validation. Conduct assessment tool validation when you:
- resources are updated
- your new training products get added on scope
- reviewing your course against training product updates
- learning resources are identified by you as a risk during your risk assessment
ASQA's risk-based regulation approach requires RTOs to conduct regular risk assessments. Therefore, complaints from students about learning resources are a perfect time for assessment tool validation.
Training Products to Validate
Bear in mind, this validation aims to ensure compliance of all learning resources before use. All RTOs are required to validate all unit resources.
Key Resources for Assessment Tool Validation
Teaching Materials
Given that you are validating your assessment tools, you will need the complete array of your learning resources:
Mapping tool – the primary document to check. It reveals which assessment items align with unit requirements, expediting validation.
Learner/student workbook – validate its suitability as an assessment tool. Ensure instructions are clear and answer fields are adequate. This is a frequent gap.
Assessor guide/marking guide – ensure that instructions for assessors are sufficient and clear benchmarks for each assessment item exist. Clear benchmarks are essential for reliable assessment outcomes.
Other related resources – may consist of checklists, registers, and templates created separately from the workbook and marking guide. Validate them to ensure they are appropriate for the assessment task and address unit requirements.
Panel of Validators
Clause 1.11 describes the requirements for validation panel members, indicating that validation can be performed by one or more persons. RTOs often require all trainers and assessors to attend, and sometimes industry experts are invited.
As a group, your validation panel must possess:
Vocational competencies and current industry skills applicable to the unit being validated
Recent expertise and skills in vocational teaching and learning
Either one of the following training and assessment credentials:
TAE40116 Certificate IV in Training and Assessment or the equivalent successor
Validation form/template
Having a validation tool helps you with both the validation process and documentation. Using a validation tool makes it easier to look at how each assessment item maps against each unit requirement.
Using a validation tool is advantageous for both the validation process and documentation. It aids in viewing how each assessment item matches each unit requirement.
At the same time, it can serve as your document evidence that you have validated your resources before letting the students use them.
It serves as documentation that you have validated your resources prior to student use.
ASQA does not provide a recommended or required template for assessment tool validation, but many templates are available online. These tools generally have validators review the tools as a whole to determine if they meet the principles of assessment.
Assessment Principles Checklist Yes/No/Partially Comments
1. Fair
2. Flexible
3. Valid
4. Reliable
While these templates simplify the validation process, they can introduce judgment errors because there is insufficient space for comments on each assessment item.
A more detailed template is recommended to thoroughly inspect each unit requirement and the assessment items that align with them. Below is an example:
Element Performance Criteria Assessment Directions Standards Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Needs Review?
As detailed in our blog post Common Problems In Assessment Tools, it is crucial that your assessment tools enable trainers to adhere to assessment principles and evidence rules.
Assessment Core Principles
Fairness – Are equal opportunities and access offered to everyone in the assessment process?
Flexibility – Does the assessment offer various ways to demonstrate competence according to different needs and preferences?
Validity – Is the assessment assessing what it is intended to assess? Is it a valid tool for evaluating the required skill or knowledge?
Reliability – Will the assessment produce the same results each time, regardless of who conducts the training? Will different assessors make consistent decisions on skill competence?
Evidence Core Rules
Validity – Is the evidence demonstrating 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?
Sufficiency – Is the evidence sufficient to ensure the learner has the required skills and knowledge?
Authenticity – Is the assessment tool ensuring that the work is the candidate’s own?
Currency – Do the assessment tools reflect current units of competency and modern industry practices?
Although these are regularly covered in VET professional development and nationally recognised training, numerous tools still struggle to meet these requirements.
To avoid using learning resources that leave certain unit requirements unaddressed, ensure you adhere to these guidelines:
Act on Your Words
Pay close attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For instance, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement requires students to:
Perform each of the following at least once with two different babies under 12 months old in a safe environment, using age-appropriate verbal and non-verbal communication in accordance with service and regulatory requirements:
change diapers
bottle preparation, bottle-feeding babies, and cleaning equipment
prepare solids and feed babies
respond properly to infant signs and cues
prepare and settle babies for rest
monitor and support age-appropriate physical exploration and gross motor skills
Having students click here describe the process of changing nappies for babies under 12 months doesn’t meet the unit requirement. Unless it’s intended to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.
Notice the Plurals!
Pay attention to the numbers. In our example on one of the unit requirements of CHCECE032, this single unit requirement 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 1 baby won’t cut it.
Notice the numbers. In the CHCECE032 example, one unit requirement asks students to complete the tasks at least once with two different babies under 12 months old. Doing the tasks twice with one baby doesn’t meet the requirement.
All Requirements or Not Competent
Observe the lists. As noted above, if students are asked to perform just half the tasks listed, it’s non-compliant. 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?
Could You Be Clearer?
Every assessment item must include clear and specific benchmark answers to guide the assessor’s judgment on student competence. Consequently, ensure your instructions are clear and not confusing for students or assessors. For example:
What kind of information can be included in a work package?
What information might be included in a work package?
The answer can include:
Needed materials
Applicable expenses
Time frame for activities
Allocated roles and responsibilities
When an assessment item requires multiple answers, specify how many answers a student must provide. This way, your assessment remains reliable, and the evidence collected is valid.
The same applies to assessment items with double-barrelled questions or those asking for multiple answers simultaneously. These can confuse both students and assessors, as shown in the sample question below:
Identify a hazard and/or environmental concern in the work area and select the most effective hazard control hierarchy.
Possible answers may include, but are not limited to:
Weather conditions – isolating the work area, engineering controls, PPE
Work area and ground conditions – eliminating hazards, isolation, engineering
People – isolating, use of engineering controls, administration
Structural hazards – substituting, isolation, engineering
Chemical hazards – isolating, use of engineering controls, administrative controls
Equipment or machinery – isolation, engineering controls, administrative controls
Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately judge student competence.
Given these requirements, you might wonder, “Don’t learning resource developers provide audit guarantees?” However, these guarantees require waiting for an audit to rectify noncompliance. This impacts your compliance history, so it’s better to take a safe and compliant route.