Provincial Training Center-SIMTRAC Trainers Methodology I

Planning and Organizing Competency Assessment

Pre-Test 1

Lesson 1: Understanding Competency

Objectives

In this lesson, you will be able to:

Define competency;
Identify the key features of competency; and
Distinguish the different Dimensions of Competency.

Competency

Competency involves applying the required knowledge, skills, and attitudes to successfully complete work activities in a range of situations and environments, in accordance with the standard of performance expected in the workplace.

The Key Features of Competency are:

the ability to do the job;
knowing how and why things are done;
knowing what to do when things go wrong; and
having the right approach to do a job properly and safely.

Source: Defining_Comp_IfD_v1.0.doc, The State of Queensland (Department of Education and Training), 2009

Dimensions of Competency

Task Skills

This dimension focuses on the ability to perform individual tasks to the required standard. It's the "doing" part of competency.

Task Management Skills

This dimension encompasses the ability to manage a number of different tasks or activities within a job role or work environment. It involves planning, organizing, and prioritizing tasks.

Contingency Management Skills

This dimension relates to the ability to respond appropriately to irregularities and breakdowns in routine within a job or workplace. It's about being able to fix problems and adapt to unexpected situations.

Job/Role Environment Skills

This dimension involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others. It encompasses communication, teamwork, and navigating the social dynamics of the workplace.

Transfer Skills

This refers to an individual’s ability to transfer competencies to other contexts. For example, a person knows how to use the knowledge & skills he/she learned at training and can apply them at work or at home.

Examples of Dimensions of Competency

1A Dimensions Of A Competency.m4v

Source: TESDA. (n.d.). Examples of Dimensions of Competency [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58136/mod_lesson/page_contents/672/Dimensions%20Of%20A%20Competency.m4v

Activity: Determining the Dimensions of Competency

Lesson 2: Understanding Competency Standards

Objectives

In this lesson, you will be able to:

Identify the components of the competency standards; and
Identify the sections of a training regulation.

Introduction

Competency Standards outline the skills needed for effective job performance in specific industries. A Competency Assessor must understand the components of these standards, as well as the parts of the Training Regulation where they are discussed. This lesson covers both topics.

Competency Standards

Competency Standards are expressed in the form of units of competency. A unit of competency represents a distinct work activity that would normally be undertaken by one person.

The Section 2 of the Training Regulation or the Competency Standards has six parts. These are the Unit Title, Unit Descriptor, Elements, Performance Criteria, Range of Variables and Evidence Guide.

Parts of a Unit of Competency

TESDA. (n.d.). Parts of a Unit of Competency. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58137/mod_lesson/page_contents/678/Competency_Standards%20%281%29.png

Training Regulation

As mentioned before, the Competency Standards can be found in Section 2 of the Training Regulation. The Training Regulation or TR is a document promulgated by TESDA which serves as basis for:

competency assessment and certification;
registration and delivery of training programs; and
development of curriculum and assessment instruments.

Sections of a Training Regulation

TESDA. (n.d.). Sections of a Training Regulation. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58137/mod_lesson/page_contents/679/Parts_of_a_TR%20%281%29.jpg

Parts of the TR

Activity: Analyzing Competency Standards

Lesson 3: Competency-Based Assessment

Objectives

In this lesson, you will be able to:

Differentiate assessment from testing;
Identify the rules of evidence; and
Enumerate the steps in constructing an evidence plan.

Introduction

Competency-Based Assessment is a process that takes time and involves gathering evidence before certification. Unlike simple testing, it follows key principles and rules. This lesson explores those concepts and principles.

Competency-Based Assessment

Competency-Based Assessment is a structured process of collecting evidence and making judgments on whether competency has been achieved in relation to a registered, national standard. The table below compares the traditional testing method & competency-based assessment.

TESDA. (n.d.). Comptetency-based Assessment. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58138/mod_lesson/page_contents/684/TRAD_VS_CBA.png

Activity: Comparing Traditional and Competency Based Assessment

Rules of Evidence

All evidence must be evaluated against the rules of evidence. This means that the Competency Assessor (CA) must ensure that the evidence is:

Valid
Current
Consistent
Sufficient
Authentic
Recent

To help determine if the evidence meets these criteria, the CA should ask the following questions:

2A The Rules Of Evidence.m4v

Source: TESDA. (n.d.). Rules of Evidence [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58138/mod_lesson/page_contents/687/The%20Rules%20Of%20Evidence.m4v

Activity: Understanding the Rules of Evidence

To help determine if the evidence meets these criteria, the CA should ask the following questions:

Preparing an Evidence Plan

In preparing the evidence plan, we must consider the critical aspects of competency. The following are the critical aspects of competency:

Tells the Competency Assessor (CA) what evidence is essential for a successful performance.

It identifies the essential:

Product evidence
- completes work piece/service to specification
Knowledge evidence
- things that must be known
Process evidence
- complies with industry practices and procedures
- complies with OH & S practices
- sets up tools and equipment
- handles tools, materials, and equipment
- identifies and solves faults and problems
- communicates with others to ensure safe and effective operations

Evidence Plan is a planning tool that classifies the evidence requirements to prove attainment of competency and the methods to be used in gathering the evidences. Making the evidence plan is also the first step in developing evidence gathering tools.

STEPS IN CONSTRUCTING AN EVIDENCE PLAN

TESDA. (n.d.). Steps in constructing an evidence plan. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58138/mod_lesson/page_contents/690/steps_evidence_plan.png

The key steps in constructing an evidence plan are:

Select the unit of competency to be assessed.
Read the complete unit of competency, with emphasis on:
- elements and performance criteria;
- range of variables; and
- evidence guide.
Identify the evidence requirements to infer competency. It is recommended to consider the following:
- performance criteria of each of the elements;
- four dimensions of competency (task skills; task management skills; contingency management skills; job role/environment skills);
- required knowledge and skills; and
- critical aspects of competency.
In identifying the evidence requirements, the CA may pose questions such as:
- What are the key tasks performed by the competent person?
- What level of performance is required of the competent person?
- What knowledge does the competent person require and how may this be applied in performing the work activity?
- What contingencies may arise in this work and how does the competent person deal with them?
- What level of supervision does the competent person require?
- How much autonomy does the competent person have?
- What would the competent person not do?
- How does the competent person interact with others in the workplace?
- How does the competent person manage the different tasks associated with this work activity?
- How much responsibility does the competent person have for other
Establish the evidence requirements for all the elements of the unit of competency.
Note the following in establishing the evidence requirements:
- Documentation is important. Thus, write the evidence requirements in the left hand column of the template for Evidence Plan.
- For every evidence requirement you have listed, it is important to identify the best method of collecting the evidence.
- There is a ‘Methods of Assessment’ section in the Evidence Guide; it is a must that you read it for the evidence collection method is specified there.
Document the Evidence Plan. In constructing the evidence gathering tools, this document shall as your basis.

Evidence Plan Making Tutorial

3A Preparing The Evidence Plan.m4v

Source: TESDA. (n.d.). Preparing the evidence [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58138/mod_lesson/page_contents/691/Preparing%20The%20Evidence%20Plan.m4v

Completing an Evidence Plan

Here is a partially filled-up evidence plan.

Lesson 4: Designing Evidence Gathering Tools

Objectives

In this lesson, you will be able to:

Describe the different evidence gathering methods;
Enumerate evidence gathering tools;
Identify the contents of the assessment package; and
Identify ways to design and evaluate evidence gathering tools.

Introduction

Proper use of evidence-gathering tools ensures reliable and valid assessments. A Competency Assessor must understand various methods and tools—especially the Assessment Package—to conduct effective evaluations.

Evidence Gathering Methods

Evidence gathering methods are different approaches to collect evidence required for assessment. There are four broad categories of these methods which are:

Real work/real time activities

Methods under this category involve gathering evidence: 1) while the candidate really works in his/her workplace or 2) from other people in the candidate’s workplace. Methods under this category are Direct Observations and Third Party Reports.

Structured activities

This category requires the CA to used pre-established methods proven to effectively extract the candidates’ competencies. An example method is Demonstration.

Questioning

This category involves the use of Written Tests or Oral Questioning to extract the candidate’s knowledge on the tasks required in the qualification.

Portfolios

This category looks into a candidate’s past experiences through asking a candidate to present a compilation of proofs that he/she has prior experience in the qualification he/she is being assessed in. The method under this category is also called Portfolio.

Evidence Gathering Methods - Demonstration

It is observation done in a simulated workplace environment. This measures the candidate’s competence in performing a task. It is necessary to prepare a checklist containing the skills that the Competency Assessor needs to look for in a candidate.

TESDA. (n.d.). Evidence gathering methods-demonstration. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/696/C__Users_etesda_Desktop_COC_2_EXE_COC2_NL_VER_COC2_photos_Process_demonstration02.png

Evidence Gathering Methods - Observation

Observation happens during actual work tasks, using a checklist to guide and record the candidate’s performance. However, it has limits because of privacy, confidentiality, and safety. It may not be suitable when:

Tasks happen rarely, take a long time, or are hard to see (e.g., emergencies, planning, or team management)
Tasks involve private matters (e.g., counseling or giving feedback)
An observer’s presence could affect safety

TESDA. (n.d.). Evidence gathering methods - observation. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/697/C__Users_etesda_Desktop_COC_2_EXE_COC2_NL_VER_COC2_photos_Process_observation02.png

Evidence Gathering Methods - Written Test

Also known as a paper-and-pencil test, it is an objective test with clear correct answers, often in multiple choice or true/false format. It checks the candidate’s knowledge, understanding of concepts, and ability to apply them. This test is part of the assessment package given to competency assessors.

TESDA. (n.d.). Evidence gathering methods - written test. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/698/writtentest01.png

Evidence Gathering Methods - Written Report

A written report is a method where the candidate provides a detailed written account of how they performed a task or handled a situation. It allows the assessor to evaluate the candidate’s understanding, decision-making, and communication skills. This method is useful for assessing tasks that involve planning, analysis, or reflection.

TESDA. (n.d.). Evidence gathering methods - written report. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/699/writtenreport.png

Evidence Gathering Methods - Portfolio

A portfolio is a collection of the candidate’s work and documents showing their skills and experience. It includes things like certificates, work samples, journals, and feedback. The portfolio shows the candidate’s consistent ability to meet job standards over time.

TESDA. (n.d.). Evidence gathering methods - portfolio. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/700/giving_feedback02.png

Evidence Gathering Methods - Questioning

Questioning is a common way to gather evidence in competency assessments. It helps check the candidate’s understanding by asking questions during or after they demonstrate their skills. It can be done anytime depending on the task.

There are two basic types of questions that a CA can ask. These are:

Closed questions

These questions require a specific response such as the name of an item, a yes/no answer, a date or title. These are used to find out if the candidate knows the specific factual information that is required in the unit of competency. These are used in situations where there is an established correct answer.

Example:

- What type of bolt will you use to attach X?
- When was this product last used?
Open-ended questions

These questions ask for detailed answers and test problem-solving, understanding, and how the candidate uses their skills in new situations. They can:

Ask about similar tasks or different equipment
Check the candidate’s knowledge of what, when, where, why, and how
Explore rare or emergency situations not seen during observation
Test important safety knowledge
See how the candidate would handle unusual problems
Check understanding of rules and procedures
Ask about the candidate’s work activities

There are five categories you can use when asking questions about work activities.

TESDA. (n.d.). Questioning. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/704/Questions.png

Evidence Gathering Methods

4A Evidence Gathering Methods Written Report.m4v

Source: TESDA. (n.d.). Evidence gathering methods written [Video]. E-tesda. Retrieved May 30, 2025, from https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/705/Evidence%20Gathering%20Methods%20%20Written%20Report.m4v

Evidence Gathering Tools

Evidence Gathering Tools or Assessment Tools are materials containing both the instrument and the instructions for gathering and interpreting evidence.

For each assessment method, there is a corresponding assessment tool or evidence gathering tool such as:

Assessment Method: Evidence Gathering Tool

Observation with oral questioning: Rating Sheet for Observation with Oral Questioning
Demonstration with oral questioning: Rating Sheet for Demonstration with Oral Questioning
Portfolio: Portfolio Rating Sheet
Written Report: Rating Sheet for Written Report

The Assessment Package

The Assessment Package includes materials used during the assessment process. It consists of:

Assessor’s Guide
Instructions to the Candidate
Rating Sheet
Competency Assessment Results Summary

For the Assessor:

Assessor’s Guide and Rating Sheets are used during assessment.

Assessor’s Guide contains:

Instructions for assessors on how to conduct the assessment.
An evidence plan outlining required evidence and assessment methods.
A list of equipment, supplies, and materials needed.
Assessment guide with questions and acceptable answers to support interviews during assessment.

TESDA. (n.d.). The assessment package. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/707/Assessors_guide.png

Rating Sheet

The Rating Sheet includes specific questions or activities based on chosen assessment methods, along with the conditions for conducting and recording the assessment.

There are different types of rating sheets used:

Rating Sheet for Written Report
Portfolio Evaluation Sheet / Candidate Portfolio Rating Sheet
Rating Sheet for Demonstration with Oral Questioning
Recording Sheet for Interview
Rating Sheet for Written Report

TESDA. (n.d.). Rating sheet. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/708/Rating_sheet.png

Specific Instructions to Candidate

During the assessment, candidates use the following:

Specific Instructions to the Candidate
Written Test
Answer Sheet

Specific Instructions to the Candidate outlines:

Qualification title
Unit of Competency being assessed
Nature and type of assessment
Time allowed
Tasks to be completed
Criteria for grading or evaluation

TESDA. (n.d.). Specific instructions to candidate. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/709/Specific_Instructions_for_the_Candidate.jpg

Written Test

The Written Test is a paper-and-pencil assessment with objective questions (factual answers). It may include multiple-choice and modified true/false questions.

It contains:

A cover page
Instructions for the candidate on how to take the test
Questions that will measure their knowledge

TESDA. (n.d.). Written test. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/710/Written_test.jpg

Answer Sheet

The Answer Sheet is where the candidate records their responses to the written test questions. It is used by the assessor to evaluate the candidate's answers and performance.

It includes:

Title of the qualification
Units of competency
Numbers corresponding to the questions in the written test
Letters of the choices for each question, to be marked by the candidate

TESDA. (n.d.). Answer sheet. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/711/Answer_sheet.jpg

Self Assessment Guide

The Self-Assessment Guide and the is a pre-assessment tool that helps both the candidate and the assessor identify available evidence, gaps, and readiness for the assessment.

It includes:

Title of the qualification being undertaken
Title of the Certificate of Competency to be assessed
Nature of the assessment
Instructions on how to complete the guide
A list of evidence requirements
Instructions on how to use the form

TESDA. (n.d.). Self-assessment guide. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/712/SAG.png

Competency Assessment Results Summary (CARS)

The Competency Assessment Results Summary (CARS) is a document that consolidates the assessment decision, reflecting the candidate's overall performance during the assessment.

It includes:

Names of the candidate and assessor
Title of the qualification
Units of competency assessed
Possible results for each unit of competency
Recommendation based on the assessment
Overall evaluation: whether the candidate is competent or not competent
General comments
Candidate’s copy showing the assessment results

It must be signed by the candidate, assessor, and assessment center manager.

TESDA. (n.d.). Competency assessment results summary (CARS). E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/713/CARS.jpg

Activity: The Assessment Package

Procedure for Developing Evidence Gathering Tools

TESDA. (n.d.). Procedure for developing evidence gathering tools. E-tesda. https://e-tesda.gov.ph/pluginfile.php/58139/mod_lesson/page_contents/715/Steps_egt.png

Summary of Key Steps in Constructing an Evidence Gathering Tool:

Select the unit of competency to be assessed.
Review the entire unit of competency, including:
- Elements and Performance Criteria
- Range of Variables
- Evidence Guide
Identify required evidence that a competent person should provide, documented in the Evidence Plan.
Choose the appropriate template for the evidence gathering tool, such as:
- Observation Checklist
- Written Test
- Demonstration
- Written Report
- Questioning
- Portfolio
Fill in the template, including:
- Details on the unit of competency
- Location and date of the evidence gathering activity
- Instructions for the Competency Assessor (CA) and candidate
- List of evidence to be collected
Check the evidence gathering method against the Evidence Plan to ensure all required evidence is covered.
Have the tool reviewed by another CA to confirm it meets the requirements of the unit of competency.

Post-Test 1

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