RTOs face many tasks after registration, such as annual declarations, AVETMISS reporting, and marketing compliance, but validation is typically the most daunting.

We have numerous articles on validation, but let's go back to the term itself. ASQA defines validation as a quality review of the assessment process.

Essentially, validation is about identifying which parts of an RTO's assessment process are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting.

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 type of assessment validation checks that your RTO's assessment aligns with the training package requirements in your scope.

The following validation type ensures that assessments follow the principles of assessment and rules of evidence.

Thus, we understand that validation is done before and after the assessment. This article highlights the first type: assessment tool validation.

Defining the Two Types of Assessment Validation

An Overview of Assessment Validation

As discussed earlier and in our prior blogs, validation involves two parts: (1) assessment tool validation and (2) post-assessment validation.

Assessment tool validation, often referred to as pre-assessment validation or verification, deals with ensuring all unit requirements are addressed as per the first part of the clause, ensuring complete 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.

This article will focus on assessment tool validation.

Methods for Conducting Assessment Tool Validation

Having outlined the two types of validation, it’s time to dive into assessment tool validation.

Best Times to Conduct 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.

Hence, whenever new learning resources are bought, assessment tool validation is necessary before student use.

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

Nonetheless, there are other reasons to conduct this type of validation. Perform assessment tool validation when you:

- you update your resources
- your new training products get added on scope
- your course gets reviewed against training product updates
- you identify your learning resources as a risk during your risk assessment

ASQA applies a risk-based regulation approach, expecting RTOs to do regular risk assessments. Hence, student complaints about learning resources are a good reason for assessment tool validation.

How to Choose Training Products for Validation

Keep in mind, this validation ensures that all learning resources comply before use. All RTOs must validate resources for each unit.

Key Resources for Assessment Tool Validation

Learning Resources

As you validate your assessment tools, you will need the complete set 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 – 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.

Assessor guide/marking guide – ensure that instructions for assessors are sufficient and clear benchmarks for each assessment item are provided. Clear benchmarks are essential for reliable assessment outcomes.

Other related resources – might include checklists, registers, and templates developed independently from the workbook and marking guide. Validate them to confirm they fit the assessment task and address unit requirements.

Assessment Validation Panel

Clause 1.11 specifies the criteria for validation panel members, indicating that validation can involve one or more persons. RTOs usually require all trainers and assessors to participate, sometimes including industry experts.

Your validation panel, as a group, must possess:

Relevant vocational competencies and industry skills for the unit being validated

Up-to-date expertise and skills in vocational teaching and learning

Any of the following training and assessment credentials:

TAE40116 Certificate IV in Training and Assessment or its future version

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.
A validation tool assists with the validation process and documentation. It makes it easier to view how each assessment item aligns with 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.

Although ASQA does not recommend or require a particular template for assessment tool validation, many templates are accessible online. These tools typically have validators examine the tools in their entirety to determine if they meet the principles of assessment.

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

While such templates facilitate validation, they often result in judgment errors because there’s insufficient space for comments on each assessment item.

We strongly recommend using a more detailed template to inspect each unit requirement and the assessment items that map to them. Here is an example:

Element Performance Criteria Assessment Instructions Benchmarks Assessment Tools Rectification Recommendations
What do you Need to Check?
What Needs Inspection?

As highlighted in our blog post Common Problems In Assessment Tools, it is essential that your assessment tools enable trainers to adhere to assessment principles and evidence rules.

Fundamental Principles of Assessment
Fairness – Are equal opportunities and access ensured in the assessment process?

Flexibility – Are multiple options available in the assessment to demonstrate competence based on different needs and preferences?

Validity – Is the assessment assessing what it is supposed to assess? Is it a valid tool for measuring 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 – 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 there enough evidence to confirm the learner has the required skills and knowledge?

Authenticity – Does the assessment tool prove get more info that the work is the candidate’s own?

Currency – Do the assessment tools mirror 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 prevent employing learning resources that miss some unit requirements, be sure to follow these guidelines:

Lead by Example

Pay 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:

Carry out each of the following activities 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:

diaper change

prepare bottles, feed infants from bottles, and clean equipment

prepare solid food and feed infants

respond properly to infant signs and cues

prepare and settle babies for rest

monitor and foster physical exploration and gross motor skills appropriate for the age

Having students describe changing nappies for babies under 12 months doesn’t directly address the unit requirement. Unless it’s meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.

Plurals Matter!
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.
Pay attention to the numbers. In our CHCECE032 example, one unit requirement requires students to complete the tasks at least once with two different babies under 12 months old. Doing the tasks twice with one baby isn’t enough.

All or No Competence

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?
Clarify Further

Each assessment item must include clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Hence, ensure your instructions are clear and not confusing for students or assessors. For instance:
What kind of information can be included in a work package?
What kinds of information can be included in a work package?

The answer can include:

Necessary materials

Pertinent costs

Time assigned for activities

Appointed 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 also applies to assessment items with double-barrelled questions or those that ask for multiple answers at once. These can confuse students and assessors, as shown in the sample question below:

Identify a hazard and/or environmental issue in the work area and select the most effective hazard control hierarchy.

Possible answers could include, but are not limited to:

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

Work area and ground conditions – elimination, isolation, engineering controls

People – isolating, use of engineering controls, administration

Structural hazards – substitution, isolation, use of engineering controls

Chemical hazards – isolating, use of engineering controls, administration

Equipment or machinery – isolating, use of engineering controls, administration

Avoiding double-barrelled questions makes it simpler for students to respond and for 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 wait for an audit to rectify noncompliance. This affects your compliance history, so it’s better to take a safe and compliant route.