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lesson 1: The evidence gathering process
lesson 1: The evidence gathering process
Objectives
Objectives
In this lesson, you will be able to:
Enumerate the six (6) steps of assessment process.
Enumerate the people involved in the assessment;
Describe the roles of the people involved in the assessment;
Identify the qualifications of a competency assessor;
Identify the roles of a competency assessor; and
Identify the values of a competency assessor.
Introduction
Introduction
This lesson serves as an introduction to the 6 steps of the assessment process and the people involved. It will focus particularly on:
The responsibilities of those involved in the assessment process.
The values that guide the assessment.
The qualifications required for an assessor.
The goal is to provide a clear understanding of these foundational elements in the assessment process.
The Assessment Process
The Assessment Process
The assessment process is a series of steps that both candidates and Competency Assessors (CAs) follow during the assessment. These steps include:
Preparing for the assessment
Conducting the assessment
Organizing and recording the assessment results
Reporting the findings
Reviewing the assessment outcome
These steps ensure a structured and thorough evaluation process.
6 Steps of the Assessment Process
6 Steps of the Assessment Process
Flow of the 6 Steps of Assessment
Flow of the 6 Steps of Assessment
The Six (6) Steps Of Assessment.m4vTESDA. (n.d.). The 6 steps of assessment [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/719/The%20Six%20%286%29%20Steps%20Of%20Assessment.m4v
Principles of Competency Based Assessment
Principles of Competency Based Assessment
All assessment systems must align with the four principles of assessment. Following these principles is considered good practice and an obligation under regulatory standards. According to the Australian National Training Authority, the principles of assessment are:
1. Australian National Training Authority (ANTA), “Training Package for Assessment and Workplace Training - BSZ98”, ANTA, Melbourne, Australia, November 1998.
TESDA. (n.d.). People involved in the assessment process. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/722/Assessor.png
People Involved in the Assessment Process
People Involved in the Assessment Process
Competency Assessor
A Competency Assessor, designated by TESDA to assess candidates for national certification, has the following responsibilities:
Display Assessor ID: The accredited Competency Assessor is required to wear their Assessor Identification Card (ID) within the Assessment Centre throughout the assessment process.
Ensure Resources Are Ready: The assessor must ensure that all resources required for the assessment are properly assembled and tested before the assessment begins, ensuring a smooth and accurate evaluation process.
TESDA. (n.d.). TESDA representative. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/723/TESDA_representative.png
TESDA Representative
A TESDA-designated officer oversees the competency assessment process in an Accredited Assessment Center or designated assessment venue. Their responsibilities include:
Reviewing and validating assessment documents, such as:
Candidate list
Attendance Sheet
Assessment Packages
Preparing the Assessment Proceeding Report to document the process.
Receiving complaints related to the assessment process.
Administering the Competency Assessor’s Performance Evaluation to assess the effectiveness and quality of the assessors' work.
TESDA. (n.d.). Assessment center manager. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/724/AC_Manager.png
Assessment Center Manager
The Assessment Center Manager is responsible for overseeing the day-to-day operations during the assessment process. Their key duties include:
Coordinating with the TESDA Provincial Office for approval of the assessment schedule and venue, when applicable.
Assigning and coordinating with Competency Assessors to ensure smooth assessment execution.
Creating linkages with companies, establishments, and institutions to secure suitable venues for the assessment.
TESDA. (n.d.). Processing officer. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/725/Processing_officer.png
Processing Officer
The Processing Officer has the following responsibilities:
Providing information to candidates and processing their applications for assessment.
Preparing the Registry of Workers Assessed and Certified (RWAC) and ensuring it is signed by both the Competency Assessor and the Assessment Center Manager.
TESDA. (n.d.). candidate. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/726/Candidate.png
Candidate
The Candidate is the individual who is seeking recognition of their competencies in order to acquire certification.
People Involved in the Assessment Process
People Involved in the Assessment Process
This diagram shows how the people involved in the assessment process need to work together.
TESDA. (n.d.). People involved in the assessment process. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58142/mod_lesson/page_contents/727/Responsibilities_Procedure_Flow.jpg
Requirements for Accreditation
Requirements for Accreditation
To become a Competency Assessor, an applicant must submit:
Letter of intent
Application form
Certificate of Employment showing at least 2 years of work or teaching experience
For trainer-assessors: Photocopy of NTTC Level I
For industry practitioners not engaged in training:
Certification (attested by AC Manager, Accredited Assessor, and TESDA Rep) confirming assistance in assessing at least 5 candidates
Photocopy of Certificate of Competency in “Conduct Competency Assessment”
Photocopy of relevant National Certificate
Endorsement from a reputable association
Note: The certification of assistance in assessment is mentioned twice, indicating its importance.
Values of an Assessor
Values of an Assessor
STEP 1: Establish the Assessment Context
STEP 1: Establish the Assessment Context
Objectives
Objectives
In this lesson, you will be able to:
Identify the different contexts of assessment; and
Identify the various purpose of assessment.
Introduction
Introduction
This lesson will guide you through the first step of the assessment process: Establishing the Assessment Context. It will cover:
The different contexts in which assessments take place
The purpose of assessment and how it relates to the overall process
The goal is to help you understand the foundational aspects of assessment before moving on to the subsequent steps.
Context of Assessment
Context of Assessment
The context of assessment refers to the environment or setting in which the assessment activity occurs. Proper preparation of this context ensures that the assessment process goes as planned.
The context of assessment includes:
Tools, Equipment, and Facilities: The Competency Assessor (CA) must ensure that all tools, equipment, and facilities are ready and available before the assessment. A checklist (in the Competency Assessment Plan) helps the CA monitor their availability and completeness.
Materials: The candidate must have access to the necessary perishable and consumable materials required during the assessment. The CA needs to determine which materials the candidate should supply and ensure all relevant documents are available beforehand.
Purpose of Assessment: The purpose must be clearly defined for both the CA and the candidate. The CA needs to clarify whether the assessment is for certification, licensing, Occupational Health and Safety, or a skills audit.
Method of Assessment: The assessment method must be explained, including the relevant assessment tools that will be used.
Access to Support Personnel: The CA must ensure that there are support personnel available to assist with administrative and other tasks during the assessment. This may include technical, administrative, and other support staff.
Establishing these elements creates a well-prepared environment for a successful assessment.
Purpose of Assessment
Purpose of Assessment
The following are the reasons why Competency Based Assessment is conducted:
TESDA. (n.d.). Purpose of assessment. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58143/mod_lesson/page_contents/733/assessment_purpose.jpg
How to Establish the Assessment Context
How to Establish the Assessment Context
Establishing The Assessment Context.m4vTESDA. (n.d.). Establishing the assessment [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58143/mod_lesson/page_contents/734/Establishing%20The%20Assessment%20Context.m4v
Step 2: Plan and Prepare the Evidence Gathering Process
Step 2: Plan and Prepare the Evidence Gathering Process
Objectives
Objectives
In this lesson, you will be able to:
Enumerate the tools that should be secured by the assessor before the assessment; and
Identify the people who are responsible for giving required tools to the assessor.
Introduction
Introduction
This lesson will guide you through the process of preparing for evidence gathering in an assessment. It will focus on:
What the assessor should receive from the TESDA Representative and Assessment Center Manager before starting the assessment.
The goal is to ensure that the assessor is fully equipped with the necessary information and materials to effectively gather evidence during the assessment.
Assessment Tools and Documents
Assessment Tools and Documents
In this step, the Competency Assessor (CA) will receive the Assessment Package from the TESDA Representative, which includes the following documents:
Assessor’s Guide, containing:
Evidence Plan
Checklist of Tools, Equipment, and Materials
Specific Instructions for the Assessor
Guide Questions and Acceptable Answers
Specific Instructions to the Candidate
Competency Assessment Results Summary (CARS)
Answer Sheets (if applicable)
Rating Sheets, tailored to the assessment methods and the number of candidates
Additionally, the Processing Officer will provide the accomplished Application Form and Self-Assessment Guide to the CA.
These documents ensure that the assessor is well-prepared to carry out the assessment process efficiently and consistently.
Preparing Evidence Gathering Tools
Preparing Evidence Gathering Tools
Preparing Evidence Gathering Tools.m4vTESDA. (n.d.). Prepare evidence gathering tools. [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58144/mod_lesson/page_contents/739/Preparing%20Evidence%20Gathering%20Tools.m4v
STEP 3: Prepare Candidates for Competency Assessment
STEP 3: Prepare Candidates for Competency Assessment
Objectives
Objectives
At the end of the lesson, you should be able to:
Determine the process of checking the attendance;
Determine the proper way of conducting the orientation; and
Determine the legal and ethical responsibilities of the assessor.
Introduction
Introduction
In preparing the candidate, it is the competency assessor’s responsibility to make sure that the candidate will be fully aware of the assessment process and is in the proper state of mind. This will help the candidate be calm enough throughout the process but still alert of the tasks to be done.
Establishing the Candidate's Identity
Establishing the Candidate's Identity
Checking Attendance
Before conducting the competency assessment, the Competency Assessor (CA) must follow these steps:
Introduce themselves to the candidates.
Check the attendance and identity of candidates and collect their admission slips.
Instruct the candidates to sign the Attendance Sheet.
Conduct an orientation for the candidates, which includes explaining the assessment process and the use of the Self-Assessment Guide.
These steps ensure that the assessment process is properly documented and that candidates are clear about the procedures.
TESDA. (n.d.). Establishing the candidate's identity. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/742/attendance01.png
How to Check Attendance
How to Check Attendance
Checking The Attendance.m4vTESDA. (n.d.). Checking the attendance [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/743/Checking%20The%20Attendance.m4v
Orientation - Informing the Candidate
Orientation - Informing the Candidate
Before starting the assessment, the Competency Assessor (CA) must conduct an orientation for the candidate. This is a crucial step to ensure the candidate is well-informed. The following key points should be clearly explained:
Unit of competency being assessed.
The evidence the candidate is required to present.
The evidence gathering process.
The role of the assessor in the process.
The time allocated for the assessment.
The start time for the assessment task.
The information can be provided either orally or in written form to ensure clarity. This ensures that the candidate understands what is expected and can perform the task confidently.
TESDA. (n.d.). Orientation - informing the candidate. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/744/orientation01.png
Orientation - Tasks of a Competency Assessor
Orientation - Tasks of a Competency Assessor
The Competency Assessor (CA) must explain the following key points to the candidates during the orientation:
Context and Purpose of the assessment.
Qualifications/Units of Competency to be assessed.
The task to be performed and the evidence to be collected.
Assessment procedures to be followed.
The needs of the candidates to be considered during the assessment.
Allowable/reasonable adjustments (if applicable).
Dos and Don’ts during the assessment.
The candidate's rights and the appeal system.
The issuance of National Certificates (NC) or Certificate of Competency (COC).
Reassessment procedures (if required).
Occupational safety and health requirements.
After the explanation, the Competency Assessor must ensure that the candidates fully understand the information provided. Then, a number is assigned to each candidate to indicate the order of assessment.
TESDA. (n.d.). Orientation - tasks of a comptency assessor. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/745/orientation02.png
How to Conduct the Orientation
How to Conduct the Orientation
Conducting Orientation.m4vTESDA. (n.d.). Conducting orientation [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/746/Conducting%20Orientation.m4v
Legal and Ethical Responsibilities of an Assessor
Legal and Ethical Responsibilities of an Assessor
As an accredited authority to assess the competency of candidates, the Competency Assessor (CA) has both legal and ethical responsibilities to the candidate and the workplace. These responsibilities include:
Confidentiality: The CA must ensure that all information related to the candidate and the assessment process remains confidential. This includes personal details, assessment results, and any other sensitive information.
Fairness: The CA must conduct the assessment in a fair and unbiased manner, ensuring equal opportunities for all candidates to demonstrate their competencies.
Transparency: The CA is responsible for explaining the assessment process clearly to the candidate, including the criteria for assessment, the methods used, and the purpose of the evaluation.
Non-Discrimination: The CA must assess candidates without discrimination based on gender, age, race, disability, or any other personal characteristic not relevant to the assessment.
Competency in Assessment: The CA is obligated to ensure that they are adequately qualified and knowledgeable about the assessment process and the specific competencies they are evaluating.
Accountability: The CA must document and record assessment results accurately and ensure they are available for review if necessary.
Ethical Conduct: The CA must act with integrity, providing constructive feedback to candidates and avoiding any actions that could undermine the credibility of the assessment process.
Compliance with Legal Standards: The CA is responsible for ensuring that the assessment process complies with all relevant laws, regulations, and standards set by TESDA and other governing bodies.
Health and Safety: The CA must ensure that the assessment environment is safe and meets health and safety requirements for both the candidates and others involved in the process.
By upholding these responsibilities, the CA ensures that the assessment process is fair, credible, and in compliance with all necessary regulations.
TESDA. (n.d.). Legal and ethical responsibilities of an assessor. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58145/mod_lesson/page_contents/748/RESPONSIBILITIES.png
STEP 4: Gathering Evidence and Making Assessment Decisions
STEP 4: Gathering Evidence and Making Assessment Decisions
Objectives
Objectives
At the end of the lesson, you will be able to:
Recall the rules of evidence and evidence gathering methods;
Determine the guidelines of gathering evidence; and
Determine how to evaluate evidence factors.
Introduction
Introduction
This lesson focuses on the most complex step in the assessment process: collecting evidence and making the assessment decision. The key areas covered in this lesson are:
Review of the Rules of Evidence: Understanding the rules ensures that the evidence collected is valid, reliable, sufficient, and authentic.
Evidence Gathering Methods: The lesson will explore the various methods used to gather evidence, such as observation, questioning, written tests, demonstrations, and portfolios.
Application of Concepts: You'll learn how to apply the rules of evidence and evidence gathering methods to effectively collect evidence and make a sound assessment decision.
By the end of this lesson, you'll be equipped with the tools and knowledge necessary to make accurate and fair assessment decisions based on the evidence gathered during the assessment process.
Understanding Evidence
Understanding Evidence
Evidence is said to be of high quality when it conforms to the rules of evidence.
It can be collected in a variety of ways during the assessment process. These methods include:
Real Work/Real Time Activities:
Evidence is gathered while the candidate is performing their tasks in their real workplace or through third-party reports from colleagues or supervisors.
Common tools used: Observations and third-party reports.
Structured Activities:
The Competency Assessor (CA) uses pre-established activities designed to test the candidate's competencies in a controlled environment.
Examples include demonstrations and role plays.
Questioning:
The CA uses written tests or oral questioning to assess the candidate's knowledge and understanding of the required tasks.
This method helps gauge the candidate's theoretical knowledge.
Portfolios:
This method involves the candidate compiling a portfolio that showcases their past experiences and evidence of their competencies in the qualification they are being assessed for.
The portfolio acts as a tool to document and present evidence of the candidate’s prior work or experiences.
These methods ensure that a variety of evidence is gathered to make a well-rounded and informed assessment decision.
TESDA. (n.d.). Understanding evidence. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58146/mod_lesson/page_contents/752/rules_of_evidence.png
Guidelines on Gathering Evidence
Guidelines on Gathering Evidence
When gathering evidence, the Competency Assessor (CA) must adhere to the following guidelines to ensure the assessment process is valid, fair, and consistent:
Provide Required Materials: Ensure that all materials, tools, and equipment needed for the tasks are provided to the candidate, and that they match the specifications in the assessment tools.
Clear Instructions: Give clear and specific instructions to the candidates, speaking slowly to ensure understanding. If necessary, translate instructions into local dialects.
Ensure Understanding: Make sure the candidate fully understands what is expected, including the time limit for completing the tasks. Allow candidates to ask questions before starting.
Follow Competency-Based Methodology: Administer the assessment in line with the competency-based assessment methodology to maintain consistency.
Implement Evidence Gathering Process: Ensure the evidence gathering is conducted in a way that is valid, reliable, fair, and flexible.
Adhere to Time Limits: Keep track of the time limits specified in the assessment package and ensure the candidate is aware of them.
Collect Appropriate Evidence: Gather evidence that aligns with the elements, performance criteria, range of variables, and evidence guide outlined in the relevant units of competency.
Document Unusual Conditions: Take note of any unusual conditions or situations that occur during the assessment and include these in the final report.
Avoid Providing Assistance: Do not offer assistance or indicate if the candidate is performing correctly unless there is a safety concern.
Safety First: Stop the candidate if there is any imminent danger or risk during the assessment.
Stay Until Completion: Do not leave the assessment area until the assessment activity is fully completed.
By following these guidelines, the CA ensures the assessment process is conducted fairly, consistently, and according to established standards.
How to Gather Evidence
How to Gather Evidence
Gathering Evidence.m4vTESDA. (n.d.). Gathering evidence [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58146/mod_lesson/page_contents/755/Gathering%20Evidence.m4v
Evaluating Evidence
Evaluating Evidence
After gathering the evidence, the next step is to evaluate and make a judgment of competence. This requires carefully considering the following factors and asking the right questions to ensure that the evidence is thoroughly assessed:
TESDA. (n.d.). Evaluating evidence. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58146/mod_lesson/page_contents/756/assessment_decision.png
STEP 5: Obtaining and Providing Feedback
STEP 5: Obtaining and Providing Feedback
Objectives
Objectives
In this lesson, you will be able to:
Identify different approaches to giving feedback;
Determine the benefits of giving feedback; and
Identify effective ways of giving feedback.
Introduction
Introduction
When delivered correctly, feedback provides valuable insights for a candidate to understand what needs improvement and how to make those improvements. However, assessors must recognize that feedback is more than just commenting on a candidate’s performance—it involves following specific methods and timing. This lesson will guide assessors in offering feedback more effectively.
Approaches to Obtaining Feedback
Approaches to Obtaining Feedback
Feedback is essential for candidates to understand their performance and areas for improvement. A Competency Assessor must be skilled in delivering feedback effectively to encourage positive change.
Feedback should be given after the assessment, covering:
The assessment process
The assessor’s techniques
The assessment decision
Follow-up actions
Good communication skills are key in both giving and receiving feedback. Feedback can be shared through:
Face-to-face discussions
Written comments
Telephone, fax, or email
A combination of these methods
Building rapport with the candidate beforehand can make the feedback process smoother.
Effective Ways of Providing Feedback
Effective Ways of Providing Feedback
Effective feedback can be provided through the following steps:
Ask the candidate to assess their own performance.
Highlight the positive aspects of the assessment.
Encourage the candidate to suggest areas for improvement.
Discuss the areas for improvement in detail.
Talk about the need for additional evidence.
Share your proposed final decision.
Discuss whether the candidate agrees or disagrees with the decision.
Plan ways to address gaps identified in the assessment.
Remind the candidate about next steps (e.g., signing forms, recording information).
Ask for feedback on how you can improve the assessment process in the future.
TESDA. (n.d.). Effective ways of providing feedback. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58147/mod_lesson/page_contents/760/giving_feedback01.png
Tips on How to Provide Feedback to Candidates Who Failed to Achieve the Required Level of Competence
Tips on How to Provide Feedback to Candidates Who Failed to Achieve the Required Level of Competence
When informing a candidate they didn’t pass the assessment, it’s important to approach the situation with care. Here are tips to deliver this news effectively:
Be as positive as possible, without creating false hope.
Clearly explain the gaps in the candidate’s competence.
Identify which parts of the assessment need to be repeated, if any.
Emphasize the specific competencies that were achieved and those that were not.
Suggest strategies for further learning or practice to address the gaps.
Offer the candidate another opportunity to complete the assessment requirements.
TESDA. (n.d.). Tips on How to Provide Feedback to Candidates Who Failed to Achieve the Required Level of Competence. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58147/mod_lesson/page_contents/761/giving_feedback03.png
Advantages on Providing Feedback on Assessment Performance
Advantages on Providing Feedback on Assessment Performance
Debriefing is a crucial part of the assessment process, especially since candidates are often anxious about their results. To make the experience positive and productive, feedback serves several important purposes:
Allows for a review and evaluation of the assessor’s performance.
Provides an opportunity to assess and improve the assessment process and documents.
Offers a chance to explain the assessment decisions made.
Identifies the candidate’s strengths and weaknesses.
Guides the candidate toward further training.
Encourages candidates who haven’t yet achieved the required competence.
How to Give Feedback
How to Give Feedback
Providing Feedback.m4vTESDA. (n.d.). Providing feedback [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58147/mod_lesson/page_contents/763/Providing%20Feedback.m4v
STEP 6: Recording and Reporting Procedures
STEP 6: Recording and Reporting Procedures
Objectives
Objectives
In this lesson, you will be able to:
Identify what is assessment recording and reporting;
Determine the qualities of a good assessment record;
Enumerate the role of the assessor in recording and reporting assessment outcome;
Describe the assessment evaluation process; and
Recite the Assessor’s Credo.
Introduction
Introduction
After collecting evidence, the Competency Assessor must record and report the evidence to assess the candidate’s competency in a specific unit. This documentation serves as a record of the assessment, which can be referenced in the future. This lesson will also cover how the assessment is evaluated and the Assessor’s Credo.
Importance of Assessment Recording and Reporting
Importance of Assessment Recording and Reporting
To ensure a transparent and fair decision-making process, Competency Assessors (CAs) must maintain clear and accurate records. These documents support the decisions made and are crucial for effective assessment recording and reporting. For the recording and reporting to be considered effective, it should:
Provide evidence of the candidate’s competence, useful for training, future assessments, or job promotions.
Support the issuance of the certificate of competence.
Serve as a basis for credit transfer or recognition of prior learning.
Provide a foundation for feedback.
Offer insights for improving the assessment process.
Confirm that the assessment activity was conducted.
Features of A Good Assessment Record
Features of A Good Assessment Record
A good assessment record should include the following details:
Qualification applied for
Unit of Competency
Competency Assessor’s Name
Date of Assessment
Summary of Evidence
Summary of Evidence Gathering Tools
Assessment Decisions
Signature of Assessor
Characteristics of an Effective Assessment Reporting and Recording Process
Characteristics of an Effective Assessment Reporting and Recording Process
All organizations, especially assessment organizations, should establish uniform procedures for reporting and recording results that reflect a candidate’s competencies. An effective system of assessment recording and reporting should have the following qualities:
Ease of use
Minimal operational and maintenance costs
Easy retrieval of information
Relevance of the information held in the records
Data security
Compliance with the system by all users
Control over documentation and documented procedures
Review process
Careful attention must be given to documenting candidates' performances and the reasons behind all decisions made during the assessment process.
Role of the Assessor in Recording and Reporting Assessment Outcomes
Role of the Assessor in Recording and Reporting Assessment Outcomes
The role of the Competency Assessor in recording and reporting the outcomes of the assessment includes the following:
Reviewing the assessment decision against the evidence plan and evidence gathering tools.
Recording the assessment results using the approved format (e.g., Rating Sheet, CARS, Attendance Sheet).
Checking that the results have been recorded correctly.
Submitting the assessment record to the person responsible for keeping the documents.
Signing the assessment record.
Submitting the assessment record to the appropriate personnel (e.g., TESDA Representative and Assessment Center Manager).
How to Record and Report Assessment
How to Record and Report Assessment
Recording And Reporting Assessments.m4vTESDA. (n.d.). Recording and reporting assessments [Video]. E-tesda. Retrieved May 30, 2025, from tesda.gov.ph/pluginfile.php/58148/mod_lesson/page_contents/771/Recording%20And%20Reporting%20Assessments.m4v
Evaluating the Assessment Process
Evaluating the Assessment Process
The assessment process is evaluated by both the candidate and the Assessment Center Manager (ACM).
Evaluation by the Candidate:
Evaluation by the Candidate:
Random Selection: Two candidates are randomly chosen by the TESDA representative to evaluate the concluded assessment process.
Evaluation Form: These candidates are given an evaluation form to rate the assessment process and the competency assessor.
Time Limit: A fixed time is allotted for completing the evaluation, and a minimum of 10 candidates must participate in this evaluation annually across different assessment schedules.
Evaluation by the Assessment Center Manager (ACM):
Evaluation by the Assessment Center Manager (ACM):
Evaluation Form: The TESDA representative provides the ACM with an evaluation form to assess the assessment process and the competency assessor.
Time Limit: The ACM must complete the evaluation within the allotted time.
Competency Assessor’s Evaluation Criteria:
Competency Assessor’s Evaluation Criteria:
The Competency Assessor will be assessed on the following aspects:
Physical appearance
Clarity in giving instructions
Rapport with candidates
Ability to ensure candidates understand instructions
Ability to address questions and comments
Ability to explain the context and purpose of the assessment
Preparation and organization of assessment requirements
Provision of allowable/reasonable adjustments
Adherence to assessment methodologies
Skill in collecting and analyzing evidence during the assessment
Ability to give clear and constructive feedback
Fairness, reliability, and validity in assessment decisions
Competency Assessor's Credo
Competency Assessor's Credo
The Competency Assessor’s Credo reflects the core values and principles that a competency assessor must uphold throughout the assessment process. A competency assessor must embody these values to ensure fairness, transparency, and professionalism. Here’s an overview of the key work values typically reflected in the Credo.
Competency Assessor’s Credo
Competency Assessor’s Credo
I believe that the credibility and prestige of the Philippine TVET Competency Assessment and Certification System is enhanced or destroyed, depending on the way competency assessors conduct themselves. Believing in this, I will administer competency assessments strictly in accordance with the guidelines set forth in the system’s competency assessment methodologies.
I will be professional in my dealings with the competency assessment candidates, whether during the assessment, or outside of assessment conditions.
I shall place a high value on objectivity and integrity and maintain the highest standards in the services I offer.
Believing in every candidate’s right to total concentration during the assessment, I will do my best to provide and maintain an environment conducive to assessment.
I shall administer assessments only in areas where I have the competence.
I shall not allow the competency assessment to be an instrument for corruption.
I shall not make the candidate nervous, distracted or irritated during the assessment.
Last but not the least, I shall zealously safeguard the validity of the competency assessment instruments. I shall see to it that nobody else has access to instrument materials except members of the TESDA competency assessment team and accredited/authorized persons.
TESDA. (n.d.). Competency assessor's credo. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58148/mod_lesson/page_contents/774/Assessor.png
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