This is Learning Outcome No. 4 - Conduct Competency Assessment. The following are the Contents and Assessment Criteria of this unit.
CONTENTS:
1. Institutional Competency Evaluation
ASSESSMENT CRITERIA:
1. Competency assessment procedures is explained to the learners according to guidelines
2. Competency assessment tools, materials and equipment are provided to the learners.
3. Evidences are gathered and documented using relevant assessment tools
4. Appropriate feedback mechanism is used to inform learner of his/her progress
5. Assessment results are documented and records are and kept in according to guidelines
This Unit deals with conducting the institutional competency evaluation. This evaluation is done every after a trainee finishes all learning activities of a competency using the Institutional Competency Evaluation Tool you prepared in Unit 4 of Plan Training Session. The learning activities on the right will guide you through learning this LO.
After accomplishing and submitting all activities of this Unit, you are ready to proceed to the next Unit on reviewing training delivery.
Learning Objectives:
After reading this LESSON, YOU MUST be able to outline the steps in conducting learning evaluation. Learning evaluation’s primary goal is to assess trainee’s performance with the purpose of adjusting the training process so that it meets the trainees’ training needs. Learning evaluation may take place anytime during the training. Self-evaluation is done by the trainee based on the performance criteria for each activity, formative evaluation is done by the trainers to check the accomplishments and to evaluate the level of competencies for purposes of adjustments in the training and a summative evaluation is done at the end of the training to assess trainees’ performance and knowledge of trainees.
In this Unit, we shall be discussing about the Institutional Competency Evaluation which is done for every competency. Remember that in CBT, you are training trainees by competency. Before he advances to another competency or before assigning him to another competency you should test his current competency using the Evaluation Tools previously prepared. In competency based training, learning evaluation essentially measures the sufficiency of trainees’ performance, knowledge and attitudes compared to a set competency standard. Institutional Competency Evaluation is done to check whether the competencies set in the Training Regulations and the Competency Based Curriculum is met by the trainee. It is one of the bases for giving the Certificate of Achievement to the trainee. Since training is self-paced, institutional assessment may be done anytime a trainee is ready to be assessed.
The Assessment Logbook
The assessment logbook is a schedule of trainees ready to be assessed for the day. You should prepare this logbook and have it accomplished by your trainees anytime they are ready to be assessed. This tool will help you schedule the limited equipment that you have in your workshop.
In case your equipment is used for both training and institutional assessment, trainees should be assigned to other learning areas of the competency they are training on to give way for assessment.
This tool is very important when more than one trainee is to be assessed in a particular day considering that normally the trainer is also the assessor of the institutional competency evaluation and you are doing training and assessment at the same time.
Preparations for Institutional Competency Assessment
Prior to institutional assessment, the trainer should prepare the following:
Competency Evaluation tool
Answer sheet for written test
Marking sheets
Tools, materials and equipment needed for assessment
A well lighted and well-ventilated assessment area within the workshop
Methods used in Institutional Competency Evaluation
1. Written test – the written test is usually given to test the knowledge aspect of the competency. This type of test is therefore a must in the evaluation. It is usually administered first before the performance test. It is recommended that the passing score for the written test is 70% of the total test items. This is to ensure that trainees learn the concepts of the competency as they learn the skills.
2. Demonstration with questioning – this method is viewed to be the most appropriate method of evaluation for institutional competency evaluation as long as the materials, supplies and equipment mimic those that are in the actual work area. This method allows you to set the procedures of the performance test, the time allotment and the assessment activities so that all criteria in the evidence plan will be observed.
You should follow – up the performance with questions. In case, you are not sure that the criteria in the evidence plan are substantially evident, you should ask follow-up questions using your questioning tools. Usually, there is a need for you to ask questions on Job Role and environment and contingency management skills. You are not required to ask all questions in the assessment tool.
3. Observation with questioning – this is a method used in the actual work area. This method maybe applicable to some competencies especially if assessment cannot be done within the workshop. If your materials and equipment are not appropriate or insufficient, it is wiser to use this method.
An example of an assessment which may use this method is “laying brick/blocks for structure”. Assessment for this competency can never be done inside the workshop since you cannot lay blocks then remove it after. You have do the assessment in an area where there is a need to lay blocks. In this way you will be able to observe the trainee perform the competency and gather the evidences in the evidence guide.
Sometimes Observation method has an advantage over demonstration method because you can directly observe Job Role and environment management skills because the customer, the boss(the owner), and the environment are there. Adjustments maybe needed because of factors of the inclination of the ground and customer’s request which will eventually test the contingency management skill of the trainee. Other methods of assessment maybe used as you deem more applicable and may vary from competency to competency.
Before the test
1. Give a short description of the assessment
2. Orient the trainees about:
the evidence requirements that has to be observed during the assessment process
what type of tests will be given
how the evidences of competencies will be gathered
time allotted for each activity
3. Give specific instruction as slowly and as clearly
4. Specify the do’s and don’ts specially on concerns of safety
5. Issue tools and materials in orderly manner.
6. Assign each trainee to an assessment area.
During the test
1. Make all necessary announcements just before the test.
2. Help trainees overcome their nervousness, distractions and irritation.
3. Administer the written test. A passing score should be attained by the trainee before he proceeds to the performance test.
4. Ensure that trainees are in appropriate working attire during the performance test.
5. Explain thoroughly the procedures of the performance test.
6. Be present at the test area during the entire test.
7. Observe carefully the specified time limits.
8. Stop the trainee if they destroy equipment or work in hazardous manner.
9. Give follow up questions in case a performance criteria is not demonstrated.
10. Closely watch the demonstration of critical aspects of competency
11. Tick on the performance criteria on the rating sheets observed as demonstrated as the performance test is going on.
After the test
1. Provide immediate feedbacks starting with positive feedback to the performance that needs improvement.
2. In case the trainee is not yet competent on an area, advice him to go back to the particular task he failed to perform for more practice.
3. Re – assess the candidate on the competency that he did not perform well.
4. Record the result to the Institutional Evaluation Record Sheet and the Progress Chart.
5. You may award the Certificate of Achievement the following day.