CCA

In this unit, you will be able to:

• • enumerate the 6 steps of the Assessment Process;

  • establish the assessment context;

  • prepare evidence gathering tools;

  • prepare the candidate;

  • collect evidence;

  • make an assessment decision;

  • provide feedback;

  • record and report assessment results; 

  • identify the people involved in evaluating the assessment process; and

  • recite the Assessor's Credo.

Unit Descriptor

This unit will give you a deeper understanding of the 6 steps of the assessment process. Also, it will give you tips on how to do each step.

Objectives

In this lesson, you will be able to:

1. Enumerate the six (6) steps of assessment process.

2. Enumerate the people involved in the assessment;

3. Describe the roles of the people involved in the assessment;

4. Identify the qualifications of a competency assessor;

5. Identify the roles of a competency assessor; and

6. Identify the values of a competency assessor.

Introduction

This lesson will be an introduction to the 6 steps of the assessment process, the people involved in the process. It will give special emphasis to the responsibilities, values and qualification of an assessor.

The Assessment Process

The assessment process is a series of steps that candidates and Competency Assessors (CAs) move through while undertaking the assessment. It includes preparing, conducting, organizing and recording, reporting and reviewing the assessment.

Flow of the 6 Steps of Assessment

Principles of Competency Based Assessment

All assessment systems are required to establish agreement with the four principles of assessment. It is considered as good practice and an obligation to follow regulatory standards. According to the Australian National Training Authority, the principles of assessment are:

People Involved in the Assessment Process

Competency Assessor

• designated by TESDA to assess competencies of a candidate for national certification.

• accredited Competency Assessor is required to wear his / her Assessor Identification Card (ID) within the vicinity of the Assessment Centre during the duration of the assessment.

• expected to ensure that the resources required for assessment are completelyassembled and tested prior to the assessment.

TESDA Representative

• designated by TESDA to oversee the conduct of competency assessment in an Accredited Assessment Center of designated assessment venue.

• Reviews & validates assessment documents:

  1. Candidate list

  2. Attendance Sheet

  3. Assessment Packages

• Prepares Assessment Proceeding Report.

• Receives complaints.

• Administers Competency Assessor’s Performance Evaluation.

Assessment Center Manager

• tasked to oversee the day-to-day operations during the Assessment.

• the one who coordinates with the TESDA Provincial Office for approval of assessment schedule and venue, when applicable.

• assigns and coordinates with Competency Assessors.

• creates linkages with companies, establishments and institutions for appropriate venues for assessment.

Processing Officer

• tasked to provide information to candidates and process their applications for assessment.

• the one who prepares the Registry of Workers Assessed and Certified (RWAC) and makes sure that it is signed by the Competency Assessor & Assessment Center Manager.

Candidate

• the individual seeking recognition of his/her competencies to acquire certification.

This diagram shows how the people involved in the assessment process need to work together.

Requirements for Accreditation

To become a Competency Assessor an applicant must submit the following:

• Letter of intent

• Application form

• Certificate of Employment indicating compliance to the requirement of two years work or teaching experience

• For trainer-assessor, Photocopy of NTTC Level I

• For industry practitioners who are not engaged in any training activity, the following requirements shall be applicable: Certification attested by the AC Manager, Accredited Competency Assessor and TESDA Representative that the applicant has assisted administration of assessment to at least five candidates under the supervision of an Accredited Competency Assessor

  1. Photocopy of Certificate of Competency on “Conduct Competency Assessment”

  2. Photocopy of National Certificate relevant to the Qualification

  3. Endorsed by a respectable association

• Certification attested by the AC Manager, Accredited Competency Assessor and TESDA Representative that the applicant has assisted administration of assessment to at least five candidates under the supervision of an Accredited Competency Assessor

Objectives

In this lesson, you will be able to:

1. Identify the different contexts of assessment; and

2. Identify the various purpose of assessment.

Introduction

This lesson will guide you how to do the first step of assessment – Establishing the assessment context. It will tackle the different contexts and purpose of assessment. 

Context of Assessment

The context of assessment is the environment or setting where the assessment activity takes place.  A combination of circumstances may be prepared and established prior to the assessment as this will ensure that the assessment process will take place as expected.

The context of assessment includes the following:

• Tools, equipment and facilities. It is part of the responsibility of the CA to ensure that the tools, equipment and facilities are ready and available before the assessment starts.  The checklist of tools, equipment and facilities (in the Competency Assessment Plan) will help the CA to monitor their availability and completeness.

• Materials.  The candidate must have access to perishable and consumable materials required during the assessment. The CA must determine the materials to be supplied by the candidate ahead of time.  The CA must also ensure that all documents pertinent to the assessment are ready and available prior to the assessment.

• Purpose of assessment.  The purpose of the assessment must be clear to both the CA and the candidate. The CA must properly determine if the assessment is for certification, licensing, Occupational Health and Safety or skills audit.

• Method of assessment.  The method of assessment should be explained together with the relevant assessment tools. 

• Access to support personnel during the assessment.  The CA must ensure that he/she has other personnel who would help him/her  with the administrative and other support activities during the assessment.  The support personnel may include the technical, administrative and other support service staff.

Purpose of Assessment

The following are the reasons why Competency Based Assessment is conducted:

Objectives

In this lesson, you will be able to:

1. Enumerate the tools that should be secured by the assessor before the assessment; and

2. Identify the people who are responsible for giving required tools to the assessor.

Introduction

This lesson will guide you on how to prepare for evidence gathering. It will discuss what the assessor should receive from the TESDA Representative and Assessment Center Manager.  

Assessment Tools and Documents

In this step, the Competency Assessor will receive the Assessment Package from the TESDA Representative.

The following are the contents of the Assessment Package:

• One copy of Assessor’s Guide which includes:

• 1. Evidence Plan;

  2.  Checklist of Tools, Equipment and Materials;

  3. the Specific Instructions For The Assessor; and

  4. Guide Questions and Acceptable answers.

• Specific Instruction to the Candidate;

• Competency Assessment Results Summary or CARS;

• Answer Sheets (when applicable); and

• Rating Sheets according to the methods of assessment to be used corresponding to the number of candidates.

And from the Processing Officer, the CA will receive the accomplished Application Form and Self-Assessment Guide.

Objectives

At the end of the lesson, you should be able to:

1. Determine the process of checking the attendance;

2. Determine the proper way of conducting the orientation; and

3. Determine the legal and ethical responsibilities of the assessor.

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 Candidates’ Identity

Checking Attendance

         Before conducting the competency assessment, checking of the attendance and collecting the admission slip of the candidates must be done. Also, the use of the Self-assessment guide must be properly and clearly presented and explained.

The assessor shall:

• Introduce himself/herself;

• Check the attendance and identity of candidates and collect the admission Slips of the candidates;

• Instruct the candidates to sign on the Attendance Sheet; and

• Conduct orientation of candidates.

Orientation - Informing the candidate

Before the start of the assessment, the orientation, to be managed by the competency assessor, is done.

The key to a well-conducted assessment process involves informing the candidate well. The candidate should be provided with the clear information about the:

• Unit of competency;

• Evidence he or she is required to present;

• Evidence gathering process;

• Role of the assessor;

• Time that is allowed for the assessment;

• When they can begin the assessment task; and

• The information may be presented in either oral or written form.

Orientation - Tasks of a Competency Assessor

The competency assessor must explain the following:

• Context and purpose of the assessment

• Qualifications/units of competency to be assessed

• Task to be performed and the evidence to be collected

• Assessment procedures to be undertaken

• Needs of the candidates to be considered during the assessment

• Allowable/reasonable adjustments when applicable

• Dos and don’ts during assessment

• Rights and appeal system

• Issuance of NC/COC

• Reassessment procedures

• Occupational safety and health requirements

The competency assessor needs to ensure that all the information given and explained to the candidates are understood. Afterwards, a number will be assigned to the candidates indicating the order of who will be assessed first and next.

How to Conduct the Orientation

Legal and Ethical Responsibilities of an Assessor

As an authority accredited to assess the competency of a candidate, the Competency Assessor (CA) has responsibilities to the candidate and the work place. The following are the legal and ethical responsibilities of a CA.

Objectives

At the end of the lesson, you will be able to:

1. Recall the rules of evidence and evidence gathering methods;

2. Determine the guidelines of gathering evidence; and

3. Determine how to evaluate evidence factors.

Introduction

Collecting evidence and making the assessment decision is the most complex step in the assessment process.  This is where we must recall all the fundamental concepts we’ve learned to accurately collect evidence and make a sound decision. In this lesson, we will review the rules of evidence and evidence gathering methods, and learn how to use these concepts in gathering evidence and making the assessment decision.

Understanding Evidence

Evidence is said to be of high quality when it conforms to the rules of evidence.

As discussed in Lesson _ of the previous Module, evidence may be collected in a variety of ways. These could be:

1.    Real work/real time activities

  This method involves gathering evidence: 1) while the candidate really works in his/her workplace or 2) from other people in the candidate’s workplace. Assessment tools or evidence gathering tools that could be used under this method are observations and third party reports. 

2.    Structured activities

  This method requires the CA to used pre-established activities proven to effectively extract the candidates’ competencies. Examples of these activities are demonstrations and role plays.

3.    Questioning

  This method involves the use of tools such as written tests or oral questioning to extract the candidate’s knowledge on the tasks required in the qualification.

4. Portfolios

  This method 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 tool that is used under this method is also called portfolio. 

Guidelines on Gathering Evidence

Here are general guidelines when gathering evidence:

1. Provide the candidate with all the materials, tools and equipment required to complete the tasks. Ensure that all tools should be of the same kind, quality and size as indicated in the assessment tools. Equipment should be set up the same way for each candidate.

2. Give specific instructions to the candidates clearly and slowly.

3. Translate written and verbal instructions from English into local dialects when appropriate and necessary.

4. Make sure that the candidate completely understands what is expected and knows the time allotted to finish the activity.

5. Before the assessment starts, let the candidates raise questions.

6. Administer the assessment in accordance with the competency based assessment methodology.

7. Implement the evidence gathering process and ensure its validity, reliability, fairness and flexibility.

8. Observe carefully the specified time limits provided in the assessment package.

9. Collect appropriate evidence and match compatibility to the element, performance criteria, range of variables, and evidence guide in the relevant units of competency.

10. Take notes of unusual conditions/situation observed in the duration of the assessment and include it in the report.

11. Do not provide any assistance during the assessment or inform the candidate whether he/she is doing the activity correctly unless it’s for safety reasons.

12. Stop the candidate if accident is imminent.

13.  Do not leave the assessment area until the end of the assessment activity.

How to Gather Evidence

Evaluating Evidence

Once you are done gathering the evidence, making a judgment of competence is the next step. In judging or giving a ruling, the evidence has to be evaluated against a number of factors. Below are the factors and questions you need to ponder upon in evaluating the evidence:

Objectives

In this lesson, you will be able to:

1. Identify different approaches to giving feedback;

2. Determine the benefits of giving feedback; and

3. Identify effective ways of giving feedback.

Introduction

Given properly, feedback can be helpful information for a candidate to know what to improve and how to improve. But an assessor must learn that giving feedback is not merely commenting on a candidate’s work and that there are proper ways and instances to give this. This lesson will help assessors be more effective in giving feedback.

Approaches to Obtaining Feedback

A candidate should be informed of how he/she did in the assessment process in order to improve his/her performance. A Competency Assessor must then be skilled in relaying feedback for it to take a positive effect on the candidate.

Feedback should be provided after the assessment process.  It is the process of identifying assessment outcomes and explaining them to the candidate. The feedback process includes describing:

• Assessment process

• Assessors techniques

• Assessment decision

• Follow-up actions

Good communication skills are important in the process of obtaining and giving feedback to candidates.  Assessment performance maybe discussed and confirmed using the following:

• Face-to-face discussion

• Written comments

• Telephone, fax or e-mail communication

• Combination of above mentioned methods

Discussing performance with the candidate can be a little easier if the facilitator has established rapport with the candidate before and during the assessment.

Effective Ways of Providing Feedback

The following are possible ways you can effectively provide feedback:

1. Start by asking the candidate to judge how well she or he performed.

2. Reinforce all the positive aspects of the assessment.

3. Ask the candidate to suggest areas for improvement.

4. Discuss the areas for improvement in detail.

5. Discuss the need for further evidence

6. Inform the candidate of your proposed final decision

7. Discuss agreement or disagreement with decision

8. Work out ways in which the gaps from assessment maybe filled

9. Remind the candidate of the next procedures, e.g. recording information, signing the assessment forms

10. Ask the candidate how you can improve assessments for future purposes.

Tips on How to Provide Feedback to Candidates Who Failed to Achieve the Required Level of Competence

Informing someone he/she did not qualify for a competency is tricky. The candidate might become too hurt to analyze how to translate the feedback to future actions for improvement. The following are tips on informing someone he/she didn’t pass:

• Be as positive as the circumstances permit, without raising any false expectations.

• Be as precise as possible about the gaps in the candidate’s competence.

• Identify whether any part/s of the assessment needs to be repeated and if so, specify which part/s.

• Emphasize and explain the results, “Which competency has been and has not been achieved?”

• Suggest strategies to the candidate for further learning or practice to fix the gaps.

• Arrange further opportunity for candidate to complete assessment requirements.

Advantages of Providing Feedback on Assessment Performance

Candidates are usually anxious about results of assessment.  It is important, therefore, that debriefing should be a thorough and positive experience for the candidate. 

Feedback is beneficial both to the CA and the candidate to provide for the following:

• review/evaluation of assessor’s performance;

• review/evaluation of assessment process and assessment documents;

• chance to explain assessment decisions made;

• identifying the candidate’s strengths and weaknesses;

• giving guidance for further training; and

• encouragement for candidate who has not achieved the required level of competence.

Objectives

In this lesson, you will be able to:

1. Identify what is assessment recording and reporting;

2. Determine the qualities of a good assessment record;

3. Enumerate the role of the assessor in recording and reporting assessment outcome;

4. Describe the assessment evaluation process; and

5. Recite the Assessor’s Credo.

Introduction

After gathering evidence, the competency assessor will need to record and report the evidence collected during the assessment. The evidence will be used to assess the candidate’s competency on a particular unit of competency. It serves as documentation of the assessment conducted that can be used as future reference. This lesson will also discuss how the assessment will be evaluated and the Assessor’s Credo.

Importance of Assessment Recording and Reporting

For the Competency Assessors (CA) to maintain a transparent and fair decision-making process, records are kept for clear documentation. All information provided by these documents support the decisions made. Thus, effective assessment recording and reporting are needed.

To prove if the assessment recording and reporting are effective, it should:

• Provide proof of the candidate’s competence that can be used as evidence in training, future assessment or job promotion;

• Provide supporting documents for the issuance of the certificate of competence;

• Serve as basis for credit transfer arrangements or recognition of prior learning;

• Provide a basis for feedback;

• Provide information for further enhancement of the assessment process; and

• Provide proof that the assessment activity actually took place.

Features of A Good Assessment Record

A good assessment record should include the following information:

• 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

Procedures for reporting and recording results which indicate the candidate’s competencies are recommended for all organizations to have. Specifically, for assessment organizations, there must be a uniform procedure for reporting and recording results. An effective system of assessment recording and reporting has the following qualities:

• Ease of use

• Minimal cost of operation and maintenance

• Ease of retrieval of information

• Relevance of assessment information held in the records

• Data security

• Compliance with the system by all users

• Control of documentation and documented  procedures

• Review process

To ensure full documentation of the performances of candidates, and reasons for all decisions made in the course of evaluating the competencies of the candidates, particular care must be taken.

Role of the Assessor in Recording and Reporting Assessment Outcomes

The role of the Competency Assessor in recording and reporting outcome of the assessment are the following :

• Reviews assessment decision against evidence plan and evidence gathering tools.

• Records assessment results using the approved recording format (Rating Sheet, CARS, Attendance Sheet)

• Checks that results have been recorded correctly.

• Submits assessment record to person responsible for keeping the documents.

• Signs assessment record.

• Submits assessment record to appropriate personnel (TESDA Representative & Assessment Center Manager).

How to Record and Report Assessment

Evaluating the Assessment Process

The assessment process will be evaluated by both the candidate and Assessment Center Manager.

For the evaluation by the candidate, the TESDA representative will be choosing two candidates randomly to evaluate the concluded assessment process. These candidates will be provided with an evaluation form. They will rate or evaluate the assessment process and the competency assessor. There will be a fixed amount of time for the candidate to finish the evaluation. Note that the evaluation involves not less than 10 candidates per year at different assessment schedules.

For the evaluation by the Assessment Center Manager, the evaluation forms are to be given and collected by the TESDA representative also. The AC manager will be filling up the evaluation form rating the assessment process and the competency assessor. Time allotted to complete the evaluation should be strictly followed by the AC manager.

The Competency Assessor will be assessed for his/her:

• physical appearance;

• way of giving instructions

• rapport with candidates;

• ability to make sure candidates understand the instructions;

• ability to answer questions and comments;

• ability to explain context and purpose of assessment;

• ability to prepare and organize requirements for assessment;

• ability to give allowable/reasonable adjustment;

• ability to conduct assessment according to methodologies;

• ability to collect and analyze evidence while conducting assessment;

• ability to give clear and constructive feedback; and

• ability to give fair, reliable and valid assessment decision.

Competency Assessor’s Credo

All the work values a competency assessor must have is reflected in the Competency Assessor’s Credo. And so, a competency assessor must know the credo whole-heartedly.

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.