Assessment: Standards 1.3, 1.4, 1.5.

Standard

The assessment system is fit-for-purpose and consistent with the training product.
Performance Indicator

Performance Indicator

An RTO demonstrates:

1. the assessment is consistent with the requirements of the training product;
2. assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence as set out under Standard 1.4; and
3. the outcomes of any such reviews inform any necessary changes to assessment tools.   

Standard

The assessment system ensures assessment is conducted in a way that is fair and appropriate and enables accurate assessment judgement of VET student competency.

Performance Indicator

An RTO demonstrates:

1. the assessment system facilitates assessment which must be conducted in accordance with the following principles:
   1. fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary;
   2. flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
   3. validity – assessment includes practical application components that  enable the VET student to demonstrate the relevant skills and knowledge in a practical setting; and
   4. reliability – assessment evidence is interpreted consistently by assessors and the outcomes of assessment are comparable irrespective of which assessor is conducting the assessment.
2. assessors make individual assessment judgements that are justified based on the following rules of evidence:
   1. validity –assessment evidence is adequate, such that the assessor can be reasonably assured that the VET student possesses the skills and knowledge described in the training product;
   2. sufficiency – the quality, quantity and relevance of the assessment evidence enables the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
   3. authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
   4. currency – the assessment evidence presented to the assessor documents and demonstrates the VET student’s current skills and knowledge. 

Intent of Standard 1.4

The intent of Standard 1.4 is to ensure VET students’ skills and knowledge are assessed in a way that is fair and appropriate, and assessment outcomes are reliable. Robust assessment systems that enable assessment in line with the principles of assessment and rules of evidence are critical to upholding the defensibility of an RTO’s assessment decisions and qualifications. This underpins the integrity of VET.

Two of the ways that this is commonly achieved is by ensuring that:

• assessment is conducted consistent with the principles of assessment
• assessors make individual assessment judgements that are justified based on the rules of evidence.

RTOs trainers and assessors are expected to have a strong understanding of the principles of assessment and the rules of evidence and to be able to apply these in a practical way, guided by the RTOs systems and processes.

Self-Assurance Considerations:

In self-assuring against this Standard, consider (among other things):

• how you ensure that assessment is conducted in a way that is fair, flexible, valid and reliable
• how your practices ensure assessment is conducted in line with the Principles of Assessment
• how you ensure that individual assessment judgements are justified based on the rules of evidence.

Standard

Assessment system is quality assured by appropriately skilled and credentialled persons through a regular process of validating assessment practices and judgements.

Performance Indicator

An RTO demonstrates:

1. validation of assessment practices and judgements ensure the assessment system produces assessment judgements that are consistent with the training product and the requirements set out in this instrument [these Standards];
2. every training product on the organisation’s scope of registration is validated  at least once every five years and on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry;
3. it utilises a risk-based approach – informed by any risks to training outcomes, any changes to the training product or any feedback from VET students, trainers, assessors, and industry – to determine:
   1. the components of the assessment system for a training product which are to be validated; and
   2. the sample size of assessments that are to be validated in respect of a particular training product.
4. in addition to the requirements in paragraph (b), the assessment system for an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements (as specified in the Credential Policy) has been or will be validated:
   1. once the first cohort of VET students with the organisation have completed their training and assessment; and
   2. by a person who is independent, not employed or subcontracted by the organisation to provide training and assessment, and has no other involvement or interest in the organisation’s operations.
5. validation is undertaken by one or more people who collectively have:
   1. industry competencies, skills and knowledge relevant to the training product;
   2. a practical understanding of current industry practices relevant to the training product; and
   3. one of the credentials for validation specified in the Credential Policy.
6. the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training or assessment; and
7. how outcomes of an assessment validation are used to inform changes to the assessment system.

Intent of Standard 1.5

Regular validation of an RTO’s assessment system is critical to ensure students have been accurately assessed against the skills and knowledge required by the training product through the assessment system. An RTO’s assessment practices and judgements need to be reviewed to understand where the RTO can make changes to improve the accuracy and strength of its assessment system. 

While Standard 1.3 requires that assessment tools are reviewed prior to use to ensure they are fit-for-purpose, this standard requires that a sample of completed assessments within a training product is evaluated after the use of the assessment system to see if it has achieved consistent and valid assessment outcomes, regardless of who has made the assessment judgements.

RTOs should be undertaking validation of all training products on their scope of registration at least once every  5 years to assure themselves of the quality of the assessment system in place for each product, and to identify opportunities for improvement. The standard strikes a balance between setting a maximum validation cycle of at least every  5 years and allowing flexibility for RTOs to self-determine validation frequency and sequencing that is informed by risk, changes to training products and feedback. Recognising more frequent validation is expected to be undertaken where risks have been identified.

Given the important role validation has in assuring the quality of an RTO’s assessment system, this standard describes specific requirements about who can be involved in validation and the risk-based approach to validation. Engaging the right people to conduct validation and identify required changes to an RTO’s assessment system ensures the assessment system is informed by deep understanding of VET and current industry practice, and ensures objective opportunities for improvements are identified.

Qualifications and skill sets from the TAE Training Package impact the quality of training and assessment throughout the VET sector. It is vital these training products are effectively delivered by trainers and assessors with the right skills and competencies in training and assessment. As such, there are specific requirements associated with delivering training and assessment and undertaking validation of assessment tools for any AQF qualification or skill set from the TAE Training Package.

RTOs should refer to Section 3 of the Credential Policy regarding the credentials required for people undertaking validation of assessment.

The requirement to undertake validation of assessment judgements in accordance with the Standards should not limit an RTO from undertaking a wide range of monitoring activities (including moderation), or any other process aimed at increasing the quality of assessment outside of the validation cycle. 

Considerations for different RTOs

RTOs that purchase ‘off the shelf’ assessment systems and tools– RTOs that purchase assessment systems and tools are still required to ensure these tools remain relevant and fit-for-purpose in their context as part of a validation program. They must demonstrate how they quality assure their assessment system and validate assessment judgements in line with this standard.

Self-Assurance Considerations:

In self-assuring against this Standard, consider (among other things):

• your practices for designing and adopting a validation program for the training products on your scope of registration
• what validation activities are aiming to identify in assessment practices and judgements, and when a validation activity may need to be expanded
• how you determine which components of a training product are to be validated and when
• how you determine the sample of assessments
• how you determine who is involved in validation and the practices that are in place to ensure that only appropriately skilled and credentialled people undertake validation
• how you adjust the assessment system for a training product based on the outcomes of validation.

The requirement to undertake validation of assessment judgements in accordance with the Standards should not limit an RTO from undertaking a wide range of monitoring activities (including moderation), or any other practice aimed at increasing the quality of assessment outside of the validation cycle. 

In considering the reflective questions, consider the extent to which your current practices are working and what if any, changes you could make to improve these. It may be helpful to think about examples.

1. How can you demonstrate your assessment system is fit-for-purpose and consistent with the requirements of the training product(s)?
2. How do you monitor your assessment system and assessment outcomes?
3. How does the design of your assessment system support assessment in line with the principles of assessment and rules of evidence?
4. What do you have in place to plan regular and structured validation of training products on your scope of registration?
5. How do you make changes to your assessment system?

Standard

• Standard 1.7 - credit transfer
• Standard 1.8 - facilities, resources and equipment
• Standard 2.4 - training support
• Standard 2.5 - diversity and inclusion
• Standard 4.1 - leadership and accountability
• Standard 4.4 - continuous improvement

Compliance Requirement

• 1 & 2 - information management requirements
• 5 to 9 - AQF certificate documentation
• 10 - student identifiers
• 11 - NRT logo
• 12 & 13 - transition of training products
• Schedule 2 - Nationally Recognised Training Logo Conditions Of Use Policy

Credential Policy

• Section 1: Credentials for Validation of Assessment