A Closer Look at Assessment Validation: Validating Assessments Explained

A Closer Look at Assessment Validation: Validating Assessments Explained

Blog Article

RTOs have numerous responsibilities post-registration, including annual declarations, AVETMISS reporting, and ensuring marketing compliance. Among these tasks, validation often stands out as particularly challenging.

Though we've written extensively on validation, let's clarify it again. ASQA describes it as a quality assessment review.

Validation involves verifying which areas of an RTO's assessment process are correct and highlighting where improvements are needed. Understanding its key components makes the task less intimidating.

According to Clause 1.8 of the SRTOs 2015, 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.

We must adhere to the standards by conducting two types of validation.

The initial type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope.

The second validation type ensures that assessments adhere to the principles of assessment and rules of evidence.

This shows that validation happens pre- and post-assessment. We will focus on the first type—assessment tool validation.

A Look at the Two Types of Assessment Validation

The Basics of Assessment Validation

As mentioned earlier and in one of our previous blog posts, validation is split into two stages: (1) assessment tool validation and (2) post-assessment validation.

Assessment tool validation, known as pre-assessment validation, pertains to the first part of the clause, focusing on meeting all unit requirements and ensuring total workbook compliance.

Post-assessment validation, in contrast, is about ensuring the implementation side, where Registered Training Organisations conduct assessments according to the Principles of Assessment and Rules of Evidence.

For this piece, our emphasis will be on assessment tool validation.

How to Conduct Assessment Tool Validation

With a grasp of the two validation types, let’s focus on assessment tool validation.

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to make sure that all elements, performance criteria, and performance and knowledge evidence are included in your assessment tools.

This means that whenever new learning resources are acquired, assessment tool validation must be performed before they are used by students.

You don’t need to wait until the next scheduled validation in your 5-year cycle. Immediately validate new resources to ensure they’re ready for student use.

Still, this isn't the only reason for this type of validation. Conduct assessment tool validation when you:

- resources are updated
- new training products get added on scope
- your course includes training product updates
- learning resources are identified by you as a risk during your risk assessment

The Australian Skills Quality Authority's risk-based regulatory approach means RTOs should conduct regular risk assessments. Complaints from students about learning resources are a prime opportunity for assessment tool validation.

Determining Training Products for Validation

Remember, this type of validation is to ensure all learning resources are compliant before use. All RTOs should validate all unit resources.

Resources Required for Assessment Tool Validation

Training Materials

To validate assessment tools, you need the complete suite of your learning resources:

Mapping tool – start with this document. It illustrates which assessment items address unit requirements, making validation quicker.

Learner/student workbook – ensure it's appropriate for use as an assessment tool. Check if instructions are clear and answer fields are sufficient. This is a frequent gap.

Assessor guide/marking guide – confirm that instructions for assessors are adequate and clear benchmarks for each assessment item exist. Clear benchmarks are crucial for reliable assessment outcomes.

Other related resources – these could be checklists, registers, and templates created separately from the workbook and marking guide. Validate them to confirm they fit the assessment task and meet unit requirements.

Validation Board

Clause 1.11 sets out the requirements for validation panel members, stating that validation can be conducted by one or more individuals. RTOs generally require all trainers and assessors to be involved, sometimes including industry experts.

The members of your validation panel must collectively have:

Relevant vocational competencies and industry skills applicable to the unit being validated

Current expertise and skills in vocational teaching and learning

Any one of the following training and assessment qualifications:

TAE40116 Certificate IV in Training and Assessment or its equivalent

Assessment validation document/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.
Having a validation tool aids both the validation process and documentation. It simplifies seeing how each assessment item maps to 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.
Simultaneously, it provides documentation that you have validated your resources before students use them.

ASQA does not specify a required template for assessment tool validation, but many templates are accessible online. These tools usually have validators review the tools as a whole to ensure they meet the principles of assessment.

Principles of Assessment Yes/No/Partially Comments
1. Fair
2. Flexible
3. Valid
4. Reliable

While templates like these make validation easier, they also allow for judgment errors since there is little room for commenting 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 Instructions Standards Assessment Instrument Rectification Recommendations
What do you Need to Check?
What Should Be Checked?

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 Key Principles
Fairness – Does the assessment process ensure equal opportunity and access for everyone?

Flexibility – Does the assessment offer various options to demonstrate competence based on different needs and preferences?

Validity – Is the assessment evaluating what it is intended to evaluate? Is it a valid tool for assessing the required skill or knowledge?

Reliability – Will the assessment achieve consistent results every time, no matter who conducts the training? Will different assessors consistently decide on skill competence?

Key Rules of Evidence

Validity – 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?
Sufficiency – Is the evidence sufficient to confirm the learner has the required skills and knowledge?

Authenticity – Is the assessment tool verifying that the work belongs to the candidate?

Currency – Are the assessment tools updated to reflect current units of competency and industry practices?

Even though these are regularly addressed in VET professional development and nationally recognised training, numerous tools fail to meet these requirements.

To prevent using learning resources that do not address some unit requirements, ensure you adhere to these guidelines:

Practice What You Preach

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 tasks at least once with two different babies under 12 months old in a safe environment, using age-appropriate verbal and non-verbal communication per service and regulatory requirements:

changing nappies

prepare bottles, bottle-feed babies, and clean equipment

prepare solids and feed infants

respond properly to infant signs and cues

settle babies for sleep and prepare them

monitor and foster age-appropriate physical exploration and gross motor skills

Having students 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.

Be Mindful of 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

Mind the lists. In the previous example, if students perform only 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?
Be More Specific

Each assessment item should have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Hence, it’s important that your instructions do not confuse students or assessors. For instance:
What kind of information can be included in a work package?
What type of information can be included in a work package?

Possible answers may include:

Necessary resources

Applicable expenses

Time frame for activities

Designated duties and responsibilities

If an assessment item demands multiple answers, specify the number of answers required from a student. This ensures your assessment is reliable, and the evidence obtained is valid.

This is also true for assessment items with double-barrelled questions or those that require multiple answers at once. These can confuse students and assessors, as demonstrated in the sample question below:

Identify a hazard and/or environmental concern in the workplace and select the most effective hazard control hierarchy.

Possible answers may include, but are not limited to:

Weather conditions – isolating the work area, engineering, personal protective equipment

Work area and ground conditions – eliminating hazards, isolating, engineering

People – isolation, engineering controls, administrative controls

Structural hazards – substitution, isolating, engineering controls

Chemical hazards – isolation, engineering, administrative controls

Equipment or machinery – isolating, engineering, administration

Steering clear of double-barrelled questions simplifies responses for students and enables assessors to accurately judge competence.

Seeing these requirements, you might think, “Don’t learning resource developers offer audit guarantees?” However, with such guarantees, you must here wait for an audit to rectify noncompliance. This affects your compliance history, so it’s better to take a safe and compliant route.