CCA

In this unit, you will be able to:

• • define Competency;

  • describe Competency Standards;

  • explain Competency Based Assessment; and

  • describe how evidence gathering tools are designed.

Unit Descriptor

This unit will discuss everything you have to learn about planning & organizing Competency Based Assessment. It will first help you understand competency, then Competency Based Assessment and give you an idea of the evidence gathering methods and how tools for these methods are designed.

Examples of Dimensions of Competency

D.  Workplace policies and procedures

Workplace policies often reinforce and clarify standard operating procedure in a workplace. Assessment should include activities that are very common in the workplace, such as safety practices, filling up of pertinent forms and reports, etc.

E.  Evidence gathering tools

The evidence gathering tools are the specific questions or activities developed from the selected assessment method(s) to be used for the assessment.

F.  Assessment centers

This is where the actual assessment should take place; it must have a safe working condition, equipped with the resources needed to conduct assessment.

Critical information on the resources needed to conduct an assessment activity is located in the Resource Implications section of the Evidence Guide of the relevant unit of competency. This section provides details on the resources needed for the assessment activity.

It is the assessor's responsibility to ensure that the resources required for assessment are assembled and tested prior the assessment to be conducted. It is also the assessor’s responsiility to ensure that a safe assessment environment is provided to the candidate. This includes ensuring that:

• • Relevant personal protective equipment is available

  • Tools and equipment are in good working condition

  • The assessment site complies with relevant occupational and safety requirements.

If these conditions are not met, the assessment should not be conducted.

If candidates are expected to bring materials or equipment to the assessment they must be notified beforehand.

G.  Assessment candidate

An individual seeking recognition of his/her competencies to acquire a certification.

Objectives

In this lesson, you will be able to:

1. Identify the components of the competency standards; and

2. Identify the sections of a training regulation.

Introduction

Competency Standards are documents that define competencies required for effective performance in the workplace in specific industries.  And so, a Competency Assessor must be able to understand the key features of the components of the competency standards. As this is discussed in the second section of the Training Regulation, the Competency Assessor must also understand the parts of the Training Regulation. This lesson shall tackle these 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. 

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.

Assessment Guidelines and Assessment Process

Assessment Guidelines are being developed to support each set of competency standards developed by TESDA. The Guidelines:

·   confirm that the benchmarks for assessment are the competency standards.

• • set out the rules on how evidence will be gathered

  • describe the process for designing evidence gathering tools

  • describe the assessment process

  • set out the assessor requirements.

The assessor must follow the relevant Assessment Guidelines in order to ensure that:

• assessment processes are fair to all candidates

• assessment processes are implemented in a consistent manner

• assessment processes produce high quality and consistent outcomes.

Reasonable Adjustment

Reasonable adjustment sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all people are treated equally in the assessment process.

This means that, wherever possible, 'reasonable' adjustments are made to the assessment process to meet the individual needs of candidates.

For example, this may involve translating written instructions into local dialect for candidates from non-English speaking backgrounds or providing instructions orally rather than in writing for candidates with limited language skills.

Adjustments are considered 'reasonable' if they do not impose an unjustifiable hardship upon the assessment centre. In determining whether an adjustment would impose unjustifiable hardship, the following factors should be taken into account:

• the   nature   of  the   benefit   or   disadvantage   likely  to       be experienced by the candidate

• the effect of the disadvantage on the person concerned

• the cost of making the adjustment.

Forms of reasonable adjustment

• Translate English into local dialects

• Use oral in place of written instructions

Legal and ethical responsibilities

• Occupational Health & Safety - it is important to inform the candidate of the nature of work and the potential hazard it may cause to him.   Candidate should be reminded of the precautionary measures; like not be allowing them to undergo assessment if they are not wearing appropriate  personal protective equipment or they are exhibiting unsafe actions.

• Confidentiality of the assessment process means that all information about the assessment should be kept confidential. The assessor must ensure that the following must be kept secure;

• Assessment Package must be kept in a secured place, the assessor should ensure that all the copies of the assessment package are retrieved after the assessment activity. This will guarantee the integrity of the assessment package.

• Candidate’s assessment result must also be kept confidential to ensure candidates' personal integrity. The assessment result can only be made available to authorized personnel, like to his supervisor or human resource personnel where he works and to the institution where he actually has his training.

• Assessment procedure or process must also be kept confidential. The assessor must inform the candidate to refrain from giving any form of information that took place during the assessment process.

• Free consent of candidates - Assessor must ensure that the candidate was not pressured in any way to be assessed.

• Adheres to quality system, policies, and procedures of the workplace.

• Integrity of the assessor - assessor must not in any way make assessment decisions in favor of somebody's request, be it the candidate, a close acquaintance/friend, or even powerful people. The decision must be solely based on the result of the assessment.

• ·Appeal Process - appeal for reassessment to gain   an independent   second   opinion   will   apply   in   cases         where a candidate is judged as "Not yet competent" and believes they have been incorrectly assessed. The underlying principles of an appeal process include:

1. 1. 1. a natural justice for a candidate, to avoid unfair treatment or an assessors' error of judgment;

      2. an incentive to quality and consistent performance by assessors;

      3. assurance to employers and candidates of the objectivity of the assessment system.

Objectives

In this lesson, you will be able to:

1. Differentiate assessment from testing;

2. Identify the rules of evidence; and

3. Enumerate the steps in constructing an evidence plan.

Introduction

Competency Based Assessment is not as linear as testing. It involves different processes over a longer period of time. Before an assessor can declare a person fit for certification he/she must first gather evidences and uphold the rules of evidence. In this lesson we will learn concepts & principles in assessing competencies.

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. 

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

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. 

The key steps in constructing an evidence plan are:

1. Select the unit of competency to be assessed.

2. Read the complete unit of competency, with emphasis on:

   • elements and performance criteria;

   • range of variables; and

   • evidence guide.

3. 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.

4. 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

5. 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.  

6. Document the Evidence Plan. In constructing the evidence gathering tools, this document shall as your basis.

Forms of Evidences

Evidence is information gathered which, when matched against the performance criteria, provides proof of competency. Evidence can  take many forms and be gathered from a number of sources.

As noted above, assessment involves collecting evidence. This evidence may be direct evidence (such as observation of workplace performance), indirect evidence (such as formal testing) or supplementary' evidence (such as references from employers). This evidence is used by an assessor to make a judgement about whether the candidate is competent. It is the responsibility of the assessor to determine what and how much evidence is required to make the assessment judgement. Training Regulations provide guidance on the types of evidence required, and further advice may be gained through moderation and industry consultation.

Forms of Evidence:

1.   Direct Evidence is evidence that can be observed and witnessed by the assessor. This may include:

• Observation of the assessors of the candidate carrying out work activities.

• Oral questioning of the candidate.

• Demonstration of specific skills needed to complete the task.

2.   Indirect evidence is evidence of the candidates' work that can be reviewed or examined by the assessor. This may include:

• Assessment of finished product

• Written test of underpinning knowledge

• Review of previous work performed

• Testimonials or report from employers, colleagues, clients or supervisors

• Evidence of training

Method of Gathering Evidence

There are various way of gathering evidence. Among these are:

• Multiple observations by the assessors of the candidate carrying out the work activities

• Demonstration of specific skills needed to complete the task

• Assessment of technical qualities or finished product

• Written test of underpinning knowledge

• Oral questioning of candidates

• Reference from previous employer

Ways of Gathering Evidence

After knowing the forms of evidences, you will be introduced to the different ways of gathering evidences. This lesson will equip you with the different ways of gathering evidences and will give the tips on how to use this evidences.

 Ways of Gathering Evidence Observation

Observation is a key form of evidence gathering in the actual workplace. When the picture of competence is developed within a workplace context it is easy to find opportunities for observing work performance. However, there are situations in which it might not be possible or it may be inappropriate to use observation. For example:

• work   activities   that   occur   irregularly,   take   place   over   an extended period of time or are difficult to observe (this may include work activities such as dealing with an emergency situation, planning a process or managing a team task)

• work activities that involve issues of privacy and confidentiality, such as counselling, providing feedback to team members on work performance or dealing with confidential or private client information

• situations where it may be culturally inappropriate to observe the activity

In these situations alternative forms of evidence will be required, such as structured activities, third party feedback.

Observation should aim to collect evidence of all components of competency, including key competencies, dimensions of competency, safety and quality.

When conducting an observation, the assessor should:

·   use observation as an opportunity to observe practical skills as well as attitudes, underpinning knowledge, key competencies and dimensions of competency

• include a range of work activities

• supplement observation with questioning or an interview,  to draw out the way in which underpinning knowledge, key competencies and the dimensions of competency are being applied in practice

• consider other forms of supporting evidence which show how the candidate has prepared or planned for the task

• remember that the candidate might feel nervous while being observed

• use a checklist to record that the candidate has performed all required tasks.

Demonstration

For logistical reasons such as safety, expense or time, it is not always possible for assessors to observe a process during real work time. Therefore, it may be necessary for the candidate to demonstrate the process at another time or location. For example, it may not be possible for the candidate to demonstrate machine shutdown procedures during normal work hours. So the assessor may ask the candidate to demonstrate this skill out of working hours or at another site, such as an Accredited Competency Assessment Center (ACAC), using similar machinery.

Demonstrations can be used in a wide range of situations, such as:

• showing how to use specific functions of a computer package

• showing safe lifting procedures for different types of loads

• showing how to use an equipment in a range of situations

• giving a verbal presentation to a group.

In implementing a demonstration the assessor should:

• check that the demonstration complies with the information in the Training Regulation,

• including   the elements and   performance criteria,           range statement and evidence guide

• equipment used is safe and reflects the type of equipment currently used in the industry

• conduct the demonstration at a site which reflects conditions in the workplace (Accredited Competency Assessment Center)

• set realistic expectations, for example, time limits and quality specifications

• use   materials   and   applications   that   are   relevant   to  the workplace and the unit of competency

Third party reporting

There are some situations in which workplace evidence is required but it is not possible for the assessor to directly observe the candidate at work. For example, the work activities may be at a remote location, involve issues of privacy or confidentiality, only occur rarely or may be conducted at a location where safety is compromised if another person is present.

Situations in which an assessor may not be able to observe the candidate include:

• while it may be possible to see a security guard carry out the mechanical operations required to use a gun, it is unlikely that the assessor will be able to observe the officer using the weapon appropriately in real life situations

• in some situations assessments have to be carried out in  distance mode because it is not possible for the assessor to visit the workplace to observe the candidate.

In each of these situations, the evidence will need to be collected by an observer or a third party, who may be the security officer or the work supervisor.

The assessor should select the best person to observe the candidate and prepare materials which help the observer to provide relevant feedback on the candidate’s performance that is directly related to the relevant unit(s) of competency.

It is important to remember that the assessment decision is made by the assessor, not the third party observer.

Questioning

• Questioning is an evidence gathering technique that is widely used in competency based assessment. Questions may be asked orally or in a written format. Answers to questions

• provide evidence of underpinning knowledge, application  of  skills and the capacity of the candidate to transfer knowledge and skill to different contexts.

Questioning may be used to determine:

• why the candidate does particular activities or tasks at work

• the candidate’s responsibilities at work

• the candidate’s understanding   of legislative and  safety requirements that impact on activities or tasks at work

• the candidate’s understanding of workplace procedures

• whether the candidate is able to transfer skills to other contexts and situations

• what the candidate would do if something different or unusual happened or if something went wrong.

Oral questioning

• Oral questioning involves the assessor asking the candidate a number of questions about real, simulated or hypothetical situations. The questions may be preset. Alternatively, assessors may develop their own set of questions to suit the context of the assessment and the requirements of the competency standard.

• Oral questioning complements real time/real work observations and structured activities as it provides a means of probing the candidates understanding of the work. Oral questioning: is a valuable tool for collecting evidence of underpinning knowledge and its application across a wide range of contexts

• can be used where written questioning might not be appropriate due to literacy and language problems (in particular, to confirm the candidate’s understanding of the question and to probe for further information if the candidate’s response is not sufficient)

• can be standardized to enhance validity and reliability

• provides immediate information about the          candidate’s knowledge and understanding to assist in determining what other evidence may need to be collected.

Although questioning is a valuable tool for collecting evidence, assessors need to be aware that the correct questioning techniques need to be used to avoid asking leading questions, mistakenly answering questions or giving clues to the required responses. Assessors also need to be aware that some candidates may not be able to visualize or conceptualize hypothetical situations and that questioning may favour those with good communication skills. To ensure that oral questioning is effective, the questions need to be well planned and structured. The following tips will provide assessors with guidelines for structuring and asking questions.

Hints for effective questioning

The assessor should:

• keep questions short and focused on one key concept

• ensure that questions are formal and structured

• test the questions to check that they are not ambiguous

• use open-ended questions such as ‘what if…?’ and ‘why…?’, rather than closed questions

• keep questions clear and straightforward and ask one at a time

• link the questions to work experience

• use words that the candidate will understand

• look at the candidate when asking questions

• ensure that the candidate understands the questions

• ask the candidate to clarify an answer if the assessor does not understand the response

• confirm   the   response   by   saying   the   answer   back   in   the candidate’s own words

• document responses on a checklist or recording sheet

• time questions so that the candidate is not interrupted while carrying out a task that requires full concentration

• encourage a conversational approach when appropriate, to put the candidate at ease and also to make the questioning flow with the task

• use questions or statements as prompts for keeping focused on the purpose of the questions and the kind of evidence being collected

• keep questions flexible and adjust language to a suitable level

• listen   carefully   to   the   answers   for   opportunities   to   find unexpected evidence

• follow up responses with further questions, if useful, to draw out more evidence or to make links between knowledge areas

• make up a list of acceptable responses to ensure reliability of assessments

Recording responses

It is important for the assessor to have a record of the questions asked and an indication of the suitability of the responses given by the candidate. If the candidate’s response is insufficient the assessor should record why on the recording sheet or checklist. This provides information that can be used later, if necessary, to explain to the candidate where skills and/or underpinning knowledge need to be developed to achieve the required competence.

Written test

Written test can be useful for assessing underpinning knowledge and for supplementing evidence gathered through real time/real work and structured activities.

Written test can be asked under test situations or as part of a structured activity.

Assessing written questions

An assessment guide, containing acceptable responses to questions, should be developed for all written test given to the candidate, whether the questions are set under test conditions or not. It is good practice to write the expected response(s) to a question as the question is being written. Developing responses to questions helps to ensure that the answers are assessed objectively and consistently, increasing the reliability and validity of the assessment.

Portfolios

What is a portfolio?

A portfolio contains individual pieces of evidence demonstrating work outputs that have been collected by the candidate. The items are usually produced over a period of time and come from different sources. A well-constructed portfolio incorporates a selection of evidence that is clearly benchmarked against the relevant unit(s) of competency and indicates consistent performance of work activities in accordance with workplace standards.

As indicated below, portfolios may be organized and presented in a variety of forms:

Portfolio evidence

Portfolios can include a wide variety of evidence. In many cases evidence will come from the candidate’s day to day work. However, the portfolio can also include evidence from other work situations, previously certificated learning and other activities such as recreational pursuits. This evidence may derive from either current performance or past achievements.

The evidence presented in a portfolio must be valid. That is, it must relate to the elements, performance criteria, range statement and evidence guide of the relevant unit(s) of competency. It must be sufficient and current, demonstrating that the candidate is competent across the full range of activities described in the relevant unit(s).

Portfolios may contain both direct and indirect evidence. A portfolio may include work samples produced by the candidate, performance evidence such as photographs and video tapes and reports describing what the candidate has been observed doing in the past. It may also contain written evidence describing what the candidate would do in response to emergencies, breakdowns or other contingencies (supplied by the candidate).

There are no set rules about the proportion of direct evidence to indirect evidence in a portfolio. The importance attached to any given item of evidence varies according to its context, age and whether or not it is supported by other evidence.

Evaluating a portfolio

The provision of workplace documents, work samples and other records in a portfolio does not mean that the candidate is competent. This is the responsibility of the assessor. In evaluating a portfolio the assessor should:

• seek verification of the role of the candidate from others who have witnessed the events documented

• interpret the currency of the material and the way that the candidate applies the skills in the present context

• obtain explanations of the material from the candidate to clarify the context and relevance to the unit(s) of competency involved (this may be achieved by interviewing the candidate)

• evaluate the contents of the portfolio using a holistic approach (rather than taking an atomistic approach by checking each item in the portfolio against the unit requirements, assessors should consider evidence as a whole or in large integrated pieces. The benefits of this approach are that it is less time- consuming and allows assessors to concentrate on those areas where there are perceived gaps in the evidence).

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. 

Objectives

In this lesson, you will be able to:

1. Describe the different evidence gathering methods;

2. Enumerate evidence gathering tools;

3. Identify the contents of the assessment package; and

4. Identify ways to design and evaluate evidence gathering tools.

Introduction

Using evidence gathering tools properly has a big role in making sure that the assessment is reliable and valid. And so, a Competency Assessor must be familiar with the different evidence gathering methods and the different tools used with these methods, especially the Assessment Package.

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

1.    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. 

2.    Structured activities 

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

3.    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.

4.      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.

Evidence Gathering Methods - Observation

Observation is done during real time activities in the workplace. And so an observation checklist is used as a guide and record of the candidate’s performance.

Observation is limited due to aspects of privacy, confidentiality and obstruction to workflow. There are situations in which it might not be possible or it may be inappropriate to use observation. Some examples are:

• • Work activities that occur irregularly, take place over an extended period of time or are difficult to observe (this may include work activities such as dealing with an emergency situation, planning a process or managing a team task)

  • Work activities that involve issues of privacy and confidentiality, such as counseling, or providing feedback to team members on work

  • Situations where the presence of an observer may compromise workplace safety

Evidence Gathering Methods - Written Test

It is also called a paper and pencil test. A written test must be objective or must only have a factual set of correct answers. It usually follows a multiple choice or modified true or false format. It is used to test the candidate’s knowledge of facts, principles, and terms. It also tests a candidate’s ability to see relationships, to interpret information, and to apply principles. It is included in the assessment package provided to the competency assessors during the assessment process.

Evidence Gathering Methods - Written Report

Evidence Gathering Methods - Portfolio

It is a collection of work samples of the candidate, products with supporting documents; historical evidence; journal/logbook and information about life experience. Usually, the items are produced over a period of time and come from different sources. A well-constructed portfolio incorporates a selection of evidence that is benchmarked against the unit of competency and indicates consistent performance of work activities in accordance with workplace standards.

Some evidence are: 

a) self-assessment schedule; 

b) certificates; 

c) assessment feedback or completed checklists; 

d) job descriptions; 

e) work journals; 

f) work samples (e.g. reports, letters, designs); and 

g) finished products (e.g. tools completed).

Evidence Gathering Methods - Questioning

Questioning is an evidence gathering technique that is widely used in competency based assessment. Oral questioning complements observation and demonstrations as it provides a means of probing the candidate’s understanding of the work. The oral questioning can either be done during or after the demonstration and observation proper. It can also be done anytime depending on the task being performed.

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

• 1. Closed questions

  2. Open-ended questions

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 are used when a more detailed response from the candidate is required. They often involve problem solving, interpretation and the application of knowledge and skill to new situations. Some uses of these questions are:

• • Extend on what has been observed in similar but different situations, or in using other equipment procedures;

  • Probe candidate’s required knowledge and understanding—that is, the what, when, where, why and how of the tasks;

  • Explore contingency situations such as emergencies, breakdowns and unusual situations that are not likely to occur during the period of observation;

  • Check on the candidate’s critical safety knowledge and understanding needed for the activity;

  • Check how the candidate would respond in situations that occur rarely such as an emergency, breakdown or unusual weather conditions;

  • Probe the candidate’s knowledge and understanding of relevant regulations and procedures; and

  • Asking questions about work activities.

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

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

This package is composed pf materials that are used in the assessment process. It consists of the following:

1.  Assessor’s Guide;

2. Instruction to the Candidate;

3. Rating Sheet; and

4. Competency Assessment Results Summary.

For the assessor’s use during the assessment, there are the Assessor’s Guide and the Rating Sheets.

• Assessor’s Guide- is a set of documents which contains information that will assist the assessor in the evidence gathering process.

  • Specific instructions to the assessor. It contains instructions on the tasks to be performed by the assessor in conducting an assessment.

  • Evidence plan. It is a document that identifies evidence requirements and assessment methods to be used in assessing the candidate of a particular qualification

  • List of equipment, supplies and materials. It is a list of supplies and materials needed during the assessment process.

  • Assessment Guide (questions and acceptable answer). It is a list of questions and their possible answers that acts as a guide for the competency assessor during the interview within the assessment process.

Rating Sheet

Rating Sheet - it contains specific questions or activity developed from the selected assessment methods and the conditions under which the assessment should be conducted and recorded. There are different forms of rating sheet used in the assessment, these are:

• 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

Specific Instructions to Candidate

For the candidate’s use during the assessment, there are the Specific Instructions to the Candidate, the Written Test, and the Answer Sheet.

• Specific Instructions to Candidate - it contains the tasks to be performed by the candidate in order for him/her to pass the assessment. The form contains the following:

• • The title of the qualification being undertaken

  • The title of the Unit of Competency to be assessed

  • The nature of the assessment to be performed

  • The time allotted for the assessment

  • The tasks that the candidate must perform

  • The criteria how the assessment will be graded/judged

Written Test

• Written Test - this is a paper and pencil test. It is objective which means it has a factual set of correct answers.  It may contain multiple choice and modified true or false questions.

It includes:

• • Cover page

  • Instructions to the candidate on how to take the written test

  • Questions measuring their knowledge on the chosen units of competency.

Answer Sheet

Answer Sheet - The answer sheet is where the candidate will put/write his/her answers to the questions in the written test. It is used by the assessor to check the answers and performance of the candidate during the written test. 

It includes:

• • The title of the qualification

  • Units of competency

  • Number corresponding to the questions in the Written Test

  • Letters of the choices per item in the test to be marked by the candidate

Self Assessment Guide

Other documents in the assessment package are the Self-Assessment Guide and the Competency Assessment Results Summary (CARS).

• Self Assessment Guide - is pre-assessment tool used to help the candidate and the assessor what evidence is available and where gaps exist, and readiness for assessment. The form contains the following:

• • The title of the qualification being undertaken

  • The title of the Certificate of Competency to be assessed

  • The nature of the assessment to be performed

  • Instructions on how to accomplish the guide

  • List of Evidence Requirements

  • The instruction on the use of the form

Competency Assessment Results Summary (CARS)

Competency Assessment Results Summary (CARS) - It refers to the consolidated assessment decision made by the competency assessor which indicates the overall performance of the candidate during the assessment process.

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

It includes:

• • The candidate’s and the assessor’s name

  • Title of the qualification

  • Unit of the competency/ies the candidate will be assessed on

  • Possible result of the assessment for each unit of competency

  • Recommendation

  • Overall evaluation indicating if the candidate is competent or not competent

  • General comments

  • Candidate’s copy indicating the assessment results

Procedure for Developing Evidence Gathering Tools

The key steps in constructing an evidence gathering tool are:

1. Select the unit of competency to be assessed.

2. Read the complete unit of competency, including:

• • Elements and Performance Criteria

  • Range of Variables

  • Evidence Guide

3. Identify the evidence that a person who can competently perform the work activity should be able to provide. This should be documented in the Evidence Plan.

4. Select the appropriate template for the required evidence gathering tool. This may be:

• • 1. 1. Observation Checklist

       2. Written Test

       3. Demonstration

       4. Written Report

       5. Questioning

       6. Portfolio

5. Fill in the template. This will involve:

• providing details on the unit of competency to be assessed;

• providing details on the location and date of the evidence gathering activity;

• providing instruction for the CA and candidate; and

• listing the evidence that will be collected.

6. Check the evidence gathering method against the Evidence Plan to ensure that all required evidence is identified.

7. Have the evidence gathering tool checked by another CA to ensure that it meets the requirement of the unit of competency.