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.

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.

To put it differently, validation is the process of confirming the accurate parts of an RTO's assessment process and identifying what can be enhanced. A correct understanding of its components makes it less intimidating.

The SRTOs 2015 Clause 1.8 specifies that RTOs need to ensure compliance of their assessment systems, including RPL, with training package requirements, following the Principles of Assessment and Rules of Evidence.

The standards necessitate conducting two types of validation.

The first kind of assessment validation ensures your RTO's assessment adheres to the training package requirements within your scope.

The second kind of validation ensures assessments are carried out in accordance with the principles of assessment and rules of evidence.

Therefore, validation is conducted both before and after the assessment. This article emphasizes the first type: assessment tool validation.

Understanding the Two Types of Assessment Validation

An Overview of Assessment Validation

As mentioned earlier and in our earlier blog entries, validation is divided into two parts: (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.

In contrast, post-assessment validation focuses on the implementation, requiring Registered Training Organisations to conduct assessments according to the Principles of Assessment and Rules of Evidence.

Here, we will concentrate on assessment tool validation.

The Process of Assessment Tool Validation

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

When Assessment Tool Validation Should Be Done

The purpose of assessment tool validation is to confirm that all elements, performance criteria, and performance and knowledge evidence are met by your assessment tools.

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

There's no requirement to wait for your next 5-year cycle validation schedule. Validate new resources promptly to ensure they’re ready for students.

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

- your resources get updated
- your scope includes new training products
- course is reviewed by you against training product updates
- when learning resources are identified 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.

Selecting Training Products for Validation

Bear in mind, this validation aims to ensure compliance of all learning resources before use. All RTOs are required to validate all unit resources.

Assessment Tool Validation: Required Resources

Learning Materials

For validating your assessment tools, you will need the full array of your learning resources:

Mapping tool – the initial document to investigate. It identifies which assessment items address unit requirements, helping speed up validation.

Learner/student workbook – assess its appropriateness as an assessment tool. Confirm clear instructions and adequate answer fields. This is a common problem.

Assessor guide/marking guide – verify that instructions for assessors are comprehensive and clear benchmarks for each assessment item are included. Clear benchmarks are key to reliable assessment outcomes.

Other related resources – may include checklists, registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they suit the assessment task and address unit requirements.

Panel for Validation

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 whole, your validation panel must have:

Relevant vocational competencies and industry skills for the unit being validated

Current knowledge and skills in vocational teaching and learning

Any one of the following training and assessment credentials:

TAE40116 Certificate IV in Training and Assessment or its replacement

Assessment validation checklist/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 supports the validation process and documentation. It simplifies understanding 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.
It also serves as evidence that you have validated your resources before students use them.

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

Though these templates simplify validation, they can lead to judgment errors due to limited space for comments on each assessment item.

It is highly advisable to use a more detailed template for evaluating each unit requirement and its corresponding assessment items. Below is an example:

Element Performance Criteria Assessment Directions Benchmarks Assessment Tools Rectification Recommendations
What do you Need to Check?
What to Examine?

As noted in our blog post Common Problems In Assessment Tools, your assessment tools must ensure trainers follow assessment principles and evidence rules.

Assessment Principles
Fairness – Are equal opportunity and access ensured for everyone in the assessment process?

Flexibility – Does the assessment provide different options to demonstrate competence according to individual needs and preferences?

Validity – Is the assessment testing what it is meant to test? Is it a valid tool for assessing the required skill or knowledge?

Reliability – Will the assessment produce consistent results every time, regardless of who conducts the training? Will different assessors make the same decision on skill competence?

Fundamental Rules of Evidence

Validity – Is the evidence showing 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 enough to confirm the learner has the required skills and knowledge?

Authenticity – Does the assessment tool ensure that the work is the candidate’s own?

Currency – Do the assessment tools align with current units of competency and up-to-date industry practices?

Even though these are frequently addressed in VET professional development and nationally recognised training, a lot of tools still fail to meet these requirements.

To avoid employing learning resources that leave unit requirements unmet, be sure to follow these guidelines:

Practice Your Teachings

Focus on the verbs used in the unit requirements and make sure they are addressed by the assessment item. For instance, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks 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:

changing diapers

prepare bottles, feed babies from bottles, and clean equipment

solid foods preparation and feeding babies

respond properly to infant signs and cues

prepare babies for sleep and soothe them

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

Getting students to describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the requirement assesses underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.

Pay Attention to 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 our 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 is not sufficient.

Entire 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 Clearer

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

The answer could include:

Mandatory resources

Associated expenses

Activity duration

Assigned duties and responsibilities

If an assessment item calls for several answers, specify the number of answers needed from a student. read more This ensures your assessment is reliable, and the evidence gathered is valid.

This applies equally to assessment items with double-barrelled questions or questions that require more than one answer at the same time. These can confuse students and assessors, as illustrated in the example below:

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

Answers may include, but are not necessarily limited to:

Weather conditions – isolation of the work area, engineering, personal protective equipment

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

People – isolating, use of engineering controls, administrative controls

Structural hazards – substituting, isolation, use of engineering controls

Chemical hazards – isolation, engineering controls, administrative controls

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

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

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