Competency Based Learning Materials

(CBLMs)

National Certificate IV in Competency Based Training

and Assessment in TVET

Module – Design Competency Based

Assessment

This module comprises elements 1 to 4 from the UoC: TVTASL401

Design Competency Based Assessment

Version: 01.01- Pilot program

Last update: March 28, 2012

ILO TVET Reform Project

 Competency Based Learning Materials (CBLMs)

Table of Contents

Table of Contents .......................................................................................................... 2

About this module – Design Competency Based Assessment ...................................... 3
How to use this learning guide ...................................................................................... 5
Learning Activities ........................................................................................................ 6
Information Sheet 1 Determine the focus of assessment .............................................. 7
Self check 1 Determine the focus of assessment ......................................................... 25
Answer Key No: 1 Determine the focus of assessment .............................................. 26
Job 1 Determine the Focus of assessment ................................................................... 28
Activity 1.1 Identify the purpose of assessment ......................................................... 29
Specification Sheet 1.1 Identify the purpose of the assessment .................................. 30
Information Sheet 2 Plan and organise assessment processes .................................... 31
Self Check 2: Plan and organise assessment processes............................................... 40
Answer Sheet No.2 Plan and organise assessment processes ..................................... 41
Job 2: Plan and Organise Assessment Processes ........................................................ 42
Activity 2.1 Identify resources required for assessment ............................................. 43
Specification Sheet: 2.1 Identify resources required for assessment .......................... 44
Information Sheet 3 Prepare an Assessment Plan ....................................................... 45
Self Check 3 Prepare an Assessment Plan .................................................................. 55
Answer Key 3 Prepare an Assessment Plan ................................................................ 56
Job 3 Prepare an Assessment Plan .............................................................................. 57
Activity 3.1 Develop an Assessment Plan .................................................................. 58
Specification sheet 3.1 Prepare an Assessment Plan................................................... 59
Assessment Plan .......................................................................................................... 59
Information Sheet 4 Design and Develop Assessment Instruments............................ 64
Self Check 4 Design and Develop Assessment Instruments ....................................... 71
Answer Key 4 Design and Develop Assessment Instruments .................................... 72
Job 4 Design and Develop Assessment Instruments ................................................... 73
Activity 4.1 Observation Checklist Develop an .......................................................... 73
Activity 4.2 Develop an Oral Questioning Tool ......................................................... 73
Activity 4.1 Develop an Observation Checklist .......................................................... 74
Specification Sheet 4.1 ................................................................................................ 75
Specification Sheet 4.1 ................................................................................................ 75
Activity 4.2 Develop an Oral Questioning Tool ....................................................... 77
Review of Competency ............................................................................................... 80

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About this module – Design Competency Based

Assessment

Overview
Learning Outcomes

At the end of the training you will be able to:

1. Determine the focus of assessment

2. Plan and organise assessment processes
3. Prepare an assessment plan
4. Design and develop assessment instruments

After the training you will be required to demonstrate your competency

through the following performance criteria

1.1 Purpose and context of assessment are identified and confirmed with relevant
people according to legal, organisational and ethical requirements.
1.2 The relevant competency standard/criteria for assessment are accessed and
interpreted to establish the evidence required to demonstrate competence.
1.3 Trainee’s assessment needs are identified/ clarified and related documentation
is accessed to inform assessment instrument development.

2.1 Documentation is accessed and interpreted to support planning and

implementation of the assessment process.
2.2 Assessment methods and assessment instruments are finalized that comply
with the rules of evidence and principles of assessment.
2.3 Specific material and physical resources required to conduct assessments and
collect evidence are identified and documented.
2.4 Roles and responsibilities of all people involved in the assessment process are
clarified and documented.
2.5 Timelines and time periods are determined for evidence collection and
document all information to be included in the assessment.
2.6 Assessment record keeping and reporting arrangements are confirmed with
relevant personnel.

3.1 Types of evidence needed to demonstrate competence, according to the rules

of evidence are determined.
3.2 Assessment methods which will support the collection of defined evidence,
taking into account the context in which the assessment will take place are
selected.
3.3 The assessment plan is documented and confirmed with relevant personnel.
3.4 Map assessment plan against competency standards/ unit requirement are
developed.

4.1 Available assessment instruments are analysed for their usability and modify if
necessary.
4.2 New assessment instruments are developed to meet target group need, where
required

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Content

This learning package includes the following:

1. Determining the focus of assessment
2. Planning and organising assessment processes
3. Preparing an assessment plan
4. Designing and developing assessment instruments

Pre-requisites

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How to use this learning guide

This Learning Guide will lead you through a series of activities. These activities may
be completed as part of structured classroom activities or you may be required you
to work at your own pace. These activities will ask you to complete associated
learning and practice activities in order to gain knowledge and skills you need to
achieve the learning outcomes stated earlier.

1. Review the Learning Activity page to understand the sequence of learning

activities you will undergo. This page will serve as your road map towards the
achievement of competence.

2. Read the Information Sheets.. This will give you an understanding of the jobs
or tasks you are going to learn how to do. Once you have finished reading the
Information Sheets complete the questions in the Self Check.

3. Self-Checks are found after each Information Sheet. Self Checks are
designed to help you know how you are progressing. If you are unable to answer
the questions in the Self Check you will need to re-read the relevant
Information Sheet. Once you have completed all the questions check your
answers by reading the relevant Answer Keys found at the end of the learning
guide.

4. Next move on to the Job Sheets. Job Sheets provide detailed information
about how to do the job you are being trained in. Some Job Sheets will also
have a series of Activity Sheets. These sheets have been designed to introduce
you to the job step by step. This is where you will apply the new knowledge you
gained by reading the Information Sheets. This is your opportunity to practise
doing the job. You may need to practise the job or activity several times before
you become competent. .

5. Specification sheets, specifying the details of the job to be performed will be

provided where appropriate.

6. A review of competency is provided on the last page to help remind if all the
required assessment criteria have been met. This record is for your own
information and guidance and is not an official record of competency

When working though this Module always be aware of your safety and the safety of
others in the training room. Should you require assistance or clarification please
consult your trainer or facilitator.

When you have satisfactorily completed all the Jobs and/or Activities outlined in this
learning guide, an assessment event will be scheduled to assess if you have
achieved competency in the specified learning outcomes. You will then be ready to
move onto the next Unit of Competency or Module

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Learning Activities

In order to achieve the objectives stated in this learning guide, you must perform the
learning steps below. Beside each step are the resources or special instructions you
will use to accomplish the corresponding activity.

Learning Steps Resources specific instructions

1 Trainee will ask the instructor about the 1 Instructor will provide the learning
materials to be used. materials in Module 7 of 10
2 Read the Information sheet/s 2 Information Sheet 1: Determine the
focus of the assessment
Information Sheet 2 Plan and organise
assessment processes
Information Sheet 3: Prepare an
assessment plan
Information Sheet 4: Design and develop
assessment instruments

3. Complete the Self Checks & Check 3. Self Check 1

answer sheets. Self Check 2
Self Check 3
Self Check 4
and
Answer Sheet 1
Answer Sheet 2
Answer Sheet 3
Answer Sheet 4

4. Read the Job sheet and Job 1,2,3,4

Specification Sheet
5. Complete Activities ( if applicable) 5. Activity Sheet 1.1, 2.1,3.1, 4.1, 4.2
Specification sheet 1.1, 2.1,3.1,4.1,4.2
6. Perform the Job Job 1

Note: If you have multiple Information sheets and Job Sheets repeat the above
Learning Steps 2 to 6 for each job

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Information Sheet 1 Determine the focus of assessment

Assessment is the process of collecting evidence and making judgments on whether
competency has been achieved. The purpose of assessment is to confirm that the
individual can perform the work tasks to the standards expected in the workplace as
expressed in the relevant competency standards.

The three main features that emerge from the definition of assessment are ;
· assessment involves the collection of evidence.
· assessment involves the making of professional judgments.
· the benchmark for basis of assessment are the competency standards.

Competency based assessment is different from other types of assessment which

have traditionally been used in vocational-education and training. In a competency
based assessment, skills and knowledge are assessed against specific set of
performance criteria as set out in the industry competency standards documents.

The following are characteristics of a Competency Based Assessment.

· It is evidence based.
· It is criterion referenced
· Decisions about whether a person is competent are based upon evidence
provided by trainee/or candidate for assessment.
· It focuses on the capacity to perform workplace activities to industry
standards.
· Evidence of competency may be collected over a period of time.
· It ensures that the assessors judgment of attainment of competencies are
reliable.

To design competency based assessments for a unit or whole qualification you

should follow the steps outlines below.

Identify competency standards & confirm

purpose & context of assessment

Determine types of evidence required

Identify suitable assessment methods &

instruments

Identify materials, resources and equipment

required

Document all the above in an Assessment Plan

and seek endorsement from stakeholders

Develop relevant assessment instruments and

administrative documents

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Context of Assessment
The context of assessment is the environment or setting in which the assessment
activity takes place. The environment should 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:

1. Physical Setting. This may be the workplace, an assessment center,

community project or online set-up. A venue for assessment should be made
accessible to the candidates for their convenience. The assessor should also
ensure that the assessment site is conducive for assessment i.e. has the right
equipment is quiet enough to assess the candidates.

2. Tools, equipment and facilities. Part of the responsibility of the assessor is to

ensure that the tools, equipment and facilities are ready and available before
the assessment start. The checklist of tools, equipment and facilities (in the
Competency Assessment Plan) will help the assessor to monitor their
availability and completeness.

3. Materials. The candidate must have access to perishable and consumable

materials required during the assessment. Determine the materials to be
supplied by the candidate ahead of time. The assessor must also ensure that
all documents pertinent to the assessment are ready and available prior to the
assessment.

4. Purpose of assessment. The purpose of the assessment must be clear to both

the assessor and the assessee. Ensure you one clear if the assessment is for
certification, licensing, OSH or skills audit.

Assessment may be carried out for a number of purposes such as:

Certification/Qualification
Individuals can be assessed against competency standards, to identify if they
meet all the requirements and thus be issued with a formal qualification. In
Bangladesh our NTVQF uses National Certificate levels one to six to describe the
levels of qualification. In addition, we have two prevocational levels.

Diagnosis
Assessment can be used to help determine education and training
needs. Diagnostic assessment is commonly used to determine
learner’s needs especially in relation to literacy and numeracy.

Recruitment
Assessment may be carried out in order to recruit a person for a
particular job or job position. The criteria for the position are
generally stated as selection criteria and form the basis of the
interview.

Education and training needs.

Assessment can be used to identify training needs of employees.
This can be used to design relevant training programs.

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Employee classification
Industries may use competency standards for employees to move from one level
to another. Subsequent to assessment against a relevant competency standard, it
can be determined whether individuals have the required competency for a
corresponding level of performance.

Assurance of progress
Assessment can provide feedback to trainees over a period of learning. Used in
this way, assessment results can be used to modify the way in which a training
program is delivered to best suit the needs of trainees.

Recognition of prior learning (RPL)

An important aspect of competency based education and training
is the recognition of prior competencies. People may already
possess various competencies gained through formal or informal
learning and experiences and these may be recognized using an
RPL process.

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Principles of competency based assessment

In the reformed Bangladesh TVET system the design and conduct of competency
based (CB) assessment should be underpinned by the following set of principles:
validity, reliability, flexibility and fairness.

As a designer of CB assessment events you must check to see your assessment

design complies with the principles outlined below.

Validity
Assessments are valid when they assess what they claim to assess.

The validity in relation to assessment means:

1. Assessments will cover the range of skills and knowledge sufficient to
demonstrate competency.
2. Assessment of competence should integrate knowledge and skills with their
practical application.
3. During assessment, a judgement to determine a candidate's competency should,
wherever practicable, be made on evidence gathered on a number of occasions
and in a variety of situations.

Validity is achieved when:

• assessors are fully aware of what is to be assessed, as indicated by clearly
defined performance or assessment criteria that relate to the units/elements of
competency or learning outcomes, including their underpinning skills, knowledge
(and attitudes)
• evidence is collected from activities and tasks that can be clearly related to the
unit of competency or specified learning outcomes.
• evidence demonstrates that the performance or assessment criteria have been
met
• evidence is sufficient, ie the units/elements of competency or learning outcomes
have been suitably sampled.

Reliability
Assessments are reliable when the methods and procedures used are
consistently interpreted and applied over time with different
candidates, assessors and in various situations.

The reliability in relation to assessment means:

1 Assessment practices should be monitored and reviewed to ensure that there is
consistency in the interpretation of evidence.
2 Assessors must be competent in terms of the national competency standards for
assessment.

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Reliability can be improved by:

• administering assessments in the same way for each candidate
• ensuring that instructions to candidates are clear, consistent and unambiguous
• ensuring that assessors use well planned guides, for observations and for
making judgements about evidence
• making sure that assessment events are 'just right' neither too hard nor too easy
• evaluating and revising the assessment tools and their results with other
assessors and/ or subject experts on a regular basis.

Flexibility
Assessments are flexible when they are appropriate to the range of
knowledge, skills and attitudes encompassed by competency standards,
the range of delivery modes and locations as well as the needs of a wide
range of candidates.

Flexibility is promoted when:

• we recognise that there is no single approach to the assessment of performance
in a competency-based system
• assessment practices reflect a consideration of the widest range of direct,
indirect and supplementary evidence.

Fairness
Assessments are fair when they are accessible to all eligible candidates
regardless of age, gender, disability, ethnic or social background,
language barriers or geographic location, and when no one is
disadvantaged by the procedures or methods used.

The fairness in relation to CB assessment means:

1. Assessment practices and methods are equitable for all groups of learners or
candidates.
2. Assessment procedures and the criteria for judging performance are made clear
to all learners or candidates seeking assessment.
3. There should be a participatory approach to the conduct of assessment. The
process of assessment should, where possible, be jointly developed and agreed
between assessor and the candidate.
4. Opportunities must be provided to allow learners/candidates to challenge
assessments and provision must be made for re-assessment.

Fairness can be achieved by:

· ensuring that the assessment process is 'transparent', ie clear and available to all
relevant people
· consulting candidates on the purpose, methods and procedures for assessment
· providing and seeking informative feedback throughout the assessment process
· making challenges and appeals accessible to all candidates.

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Other principles that should inform the development and conduct of CB

Assessment

Authenticity
When designing assessment tools that use indirect evidence, e.g.
work samples you need to ensure that the assessors check on
authenticity. You should establish that indirect evidence is the work of
the candidate and not someone else's. You should collect more direct
evidence if in doubt.

Currency
When assessment tools also rely on evidence such as samples,
references and qualifications, ensure you check on their currency. If
currency is in doubt, look for more direct evidence.

Cost-effectiveness

It is your responsibility to ensure that the assessment methods and

activities are cost-effective in terms of both time and financial costs.

Reasonable adjustment
Reasonable adjustment measures are made to ensure that an
individual with a disability (or temporary disability) is not presented
with artificial barriers when demonstrating achievement of competence
or learning outcomes.

Candidates with special needs may include those with disabilities or

with literacy, numeracy or language difficulties, those who come from
non-English speaking backgrounds, or anxious or inexperienced
candidates.

The need for functional assistance and or support for individuals may
vary and the needs of each person for support may also vary from
time to time.

Examples of Reasonable adjustments include provision of personal

support services (e.g. reader, interpreter, attendant carer, scribe), use
of special equipment (e.g. word processor or lifting gear) or adaptive
technology, shorter assessment sessions to allow for fatigue or
medication, use of large print version of any papers.

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Assessment Process and Pathways

· This outlines how the assessment is approached and the polices

that guide approach
Assessment
System

· Assessment Plan includes the purpose, target, UoC to be

assessed, resources used as well as how, when and where the
Assessment assessment will take place.
Plan

· Identify the assessment methods that will be used to gather

evidence
Assessment
methods &
tools

· Develop the assessment tools that help the Assessor collect the
evidence
Developing
Assessment
tools

· Conduct the assessment

· Review evidence and make judgements about competency
Assessment
· Report outcomes
of
competence

· Review, compare and evaluate the assessment tools, processes

and evidence AND make recommend or necessary improvements.
Assessment
validation

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Types of assessment
Information collected through competency based assessment can be used in
different ways. In turn, assessments can be categorized into two main types

Formative assessment

This term is used for assessment which assists and supports learning by providing
feedback about performance and progress towards the achievement of competency.
Formative assessment is conducted during training and is designed and conducted
by the trainer.

Summative assessment

The purpose of this type of assessment is to determine whether a trainee has

reached competency, or has achieved the learning outcomes. This kind of
assessment is used for the purpose of recognition, or certification. This type of
assessment is also known as formal assessment and will confirm if your trainee is
competent or not. Summative assessment is usually conducted at the end of a
period of training. However not every person must undergo training before they do
assessment. People who wish to have existing skills recognised may go straight to
competency assessment or apply for RPL.

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Designing Competency Based Assessment

Holistic Assessment Design

This refers to an integrated approach to assessment design which seeks to combine

knowledge, understanding, problem solving, technical skills, attitudes and ethics into
assessment events. Holistic assessment design often involves collecting evidence
from more than one unit of competency.
Wherever possible assessment events should cover several
competencies, elements or learning outcomes and reflect the 'real' nature
of work.

Clustering competencies

As far as possible, assessments should be determined by the logical application

of skills and knowledge required in the workplace, not by the way training programs
or courses are written.

An assessment event can cover more than one unit of competency at a time by
clustering of the competencies. The process of gathering evidence can apply to part
of a unit, a whole unit, a cluster of units or an entire qualification.
Often, real work activities are not adequately described in a single unit of
competency thus for assessment to reflect real work activities it may need to draw on
competencies from a number of units simultaneously.

The benefits of clustering competencies for assessment are:

· it reflects real ways of working,

· evidence for all the dimensions of a competency are
more readily available, and
· it is an efficient use of time and assessment resources,

Clustering is a mechanism to support integrated assessment design.

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It is important that the Assessment Plan documents where clustering is appropriate.

Real time or simulated

Depending on where and when the assessment takes place, you will either have
a real or simulated assessment. In a real work or real time situation, evidence
can be collected through a person’s actual performance in the workplace, and
third party reporting, if an assessor cannot carry out the observation personally.

Where evidence is collected external to real work time or place, it is known as

structured evidence because it has to be designed to simulate or reflect actual
performance. Structured evidence is useful when it is not possible or desirable to
collect real work/real time evidence. This may be due to safety, cost or resource
considerations. Structured evidence is also useful in providing indications of
underpinning knowledge.
Examples of structured evidence include demonstrations, simulations, real work
projects and activities and questions.

Costs of assessment

Assessment must be affordable. Cost considerations are important when planning

and organizing assessment and they must be negotiated with either the assessing
organization or body.
If your practice environment is based in the workplace, candidates and others might
need to be taken off work activities to undertake the assessment.

You might also need to consider the cost effectiveness of the assessment method
and tools. For example:

· use methods which will allow you to assess more than one candidate
at a time, where appropriate
· choose methods which assess clustered units of competency, such as
projects
· design checklists so that they fulfill more than one function, recording
tools can double as feedback tools
· consider tools that are already available (consider modifying available
tools, if necessary)

Organizing assessment timeframes

The timing of assessment events need to be estimated and planned to

ensure that the learner is ready and that all relevant arrangements have been
made.

Legal and ethical requirements

As a designer of assessment, you should ensure assessment events comply with

· OHS policies and procedures
· industry specific legislation and,
· deal with confidentiality and privacy regulations

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· access and equity regulations

· environmental issues and regulations
· industry codes of practice.

Importance of consultation when planning assessment

When you developing an assessment plan, you first need to determine who needs to
be consulted [talked to] about the assessment design. Consultation is important so
that you and the stakeholders are clear about how the assessment process will
happen.

Who needs to be consulted?

This will depend on:

• who you are assessing

• where you are assessing
• how you are assessing.

You will need to let each person you consult know about the assessment plan and
how they fit into the assessment process.

You should consult industry or technical experts and training & assessment experts.

Identifying the benchmark

You need to identify the benchmark that you will assess participants against. The
benchmark is the Industry Competency Standards from the relevant industry, e.g. if
you wanted to apply OSH practices in food industry you would consult the food
industry standards.

Conflict of interest

For assessors conducting assessment, working in close communities can create a

situation where the issue of conflict of interest may come up. You might know or be
related to someone who is scheduled to attend one of your assessment events.
Because of your relationship with this person, they may ask you to assess them,
thinking that it can help them to know you personally or it may be that they simply
feel more comfortable being assessed by someone they know.

As assessors, you will need to be aware of possible conflicts of interests and take
actions to ensure that you act ethically and responsibly. Consult the BTEB Code of
Conduct for Assessors. Whatever the situation if you think there may be a conflict of
interest you must report it to your supervisor immediately.

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The needs of the candidate/s

The individual needs of candidates for assessment must be considered when

determining and designing evidence gathering methods and tools. This
process is called reasonable adjustment and it means choosing alternative
assessment methods or tools where necessary to meet the individual needs of
candidates.

Adjustments are considered reasonable if they still allow for a valid and reliable
assessment within the resource capabilities of the training/assessment
organization.

You need to know the characteristics of the candidates so that you can plan and
organise assessment according to their needs. If you do not know the
candidates, then you will need to identify the characteristics that are relevant to
assessment.

Starting points for identifying and confirming the candidates’ characteristics:

· Candidates should be encouraged to disclose if they have any equity or

additional support needs so this can be catered for.
· Discuss with experienced teachers, trainers and assessors if necessary,
· Check enrolment information
· Speak to relevant workplace personnel or other trainers who may be aware of
less obvious needs, for example low levels of literacy or numeracy
· Check files for background information, but be aware of confidentiality
considerations

Some of the special needs that you might need to consider could relate to the
candidate’s:

· level and experiences of previous learning and assessment

· motivation for assessment—personal or organisational
· language, literacy and/or numeracy levels or needs
· physical impairment or disability such as those involving hearing,
vision, voice, or mobility
· intellectual impairment or disability
· learning progress
· psychiatric or psychological disability
· religious and spiritual observances
· cultural background
· perceptions
· age
· gender.

It is important to remember that accommodating special needs is part of your role

in planning and organizing assessment. But also remember that there may be
others working towards catering for equity or additional support needs. These
people can help you develop strategies and methods. As a designer it is part of your
role to:

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· understand equity and support issues

· provide information on access and support
· keep up to date with issues and information about who can provide
assistance.

Considerations for workplace assessment

Competency assessment can be conducted in a number of environments or
contexts. A typical environment is going to be in a training institute or workplace.
An assessment should always reflect, as near as possible, the real conditions
which normally exist.
The following aspects should be considered when designing any competency
assessment but especially when conducting a workplace competency assessment:
· Purposes - as mentioned earlier, it could be for diagnosing education and training
needs, recognising existing competencies, or recruitment or promotion etc.
· Environment — noise, onlookers, weather conditions, night/day, organisational
culture.
· Internal factors - industrial relations issues, availability of standards, remuneration
implications, availability of resources, production and shift considerations,
complex nature of workplace relationships, literacy and numeracy levels.
· External factors – relevant policies and legislation, access and equity,
occupational safety and health.
· Methods - could include observation, written tests, practical tests, interviews,
project or assignments, samples of work etc. The methods chosen should be
appropriate and relevant to the normal activities which happen in your workplace.
· Feelings - anxiety, stress, self consciousness, fear, friendship, peer pressure,
perception of risk - both physical and emotional.
· Assessment principles - as discussed previously
· Outcomes - security and recording of results, appeals, opportunities for retraining
and reassessment policies.

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Analysing competency standards to determine evidence requirements

The essential knowledge and skills within a unit of competency are the benchmarks
that need to be analysed to understand and determine what evidence needs to be
collected to meet competency standard requirements; the types of evidence that will
match the skills, knowledge and dimensions of competency.

Competency cannot be observed directly. It can only be inferred from performance.

Thus, we need to think about the sorts of performances which will enable us to
gather evidence of sufficient quantity and quality to make sound judgements about
an individual's competence. Such judgements cannot be absolute.

Key factors for analysing competency standards to determine evidence

include:

· Bangladesh NTVQ level descriptors

· Language literacy and numeracy levels
· Essential knowledge and skills
· Dimensions of competency
· Performance criteria
· Range statements
· Evidence guides

What is evidence in the context of competency based assessment?

As a TVET Teacher/trainer, you must know and understand what the assessor
needs from a trainee when he/she undertakes assessment.

You may plan to assess a trainee immediately after he /she has completed a Unit of
Competency or a set of competencies.

Understanding what evidence means and what makes it suitable proof of

competency is therefore important.

What is then Evidence?

Evidence is information gathered and matched against a unit of competency/ies to
provide proof that a person is competent. Evidence can take many forms and can
be gathered from a number of sources. Evidence can be gathered from a wide
range of sources may include;

· Products that have been produced or made by assessee

· Processes that had been carried out by the assessee
· underpinning knowledge and skills demonstrate by the assess
· underlying attitudes exhibited by the assessee

The following table shows some examples of different aspects of competency on

which evidence can be collected.

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Examples of Evidence

Products Processes

• Work piece is to specification. • Correct procedures are followed

• Sale of product is made. • Safe work methods are used.
• Customer is satisfied. • Required service is provided.
• Budget is achieved. • Correct sequence is followed
• Equipment is correctly set-up. • Work as a member of a team.
• Good communication are
maintained.

Forms of evidence

Evidence of competency can take many forms. The forms of evidence required will
depend on the purpose of the assessment and the performance outcomes.
As a TVET assessment designer you must know what form of evidence you will
require from your Trainee/Candidate to prove competency.

Direct Evidence: is evidence that can be observed or witnessed by the Assessor

and may include the following;

· Observations by the assessor, of the candidate carrying out the activities.

· Oral questioning of the candidate.
· Demonstration by the candidate of specific skills needed to complete the
task.

Indirect Evidence: is evidence of the candidate’s work that can be reviewed or

examined by the Assessor.

This may include;

· Assessment of finished products.

· Written test to determine underpinning knowledge.
· Review of previous work performed.
· Testimonials or reports from employers, colleagues or supervisors.
· Evidence of Training.

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Rules of Evidence

As an Assessor you must ensure that the evidence a trainee/candidate presents is

“Valid, Sufficient, Current, Consistent and Authentic.

To help determine if evidence meets the above criteria, the Assessment designer will
need to check

a) Validity

The assessment method you choose must meet all the benchmarks or criteria
requirements. If the benchmark is a unit of competency, then the collected evidence
must include:

• All performance criteria

• All elements
• Dimensions of competency
• Considerations of the Bangladesh NTVQF
• Essential skills and knowledge that are listed in the evidence guide
• Critical evidence listed in the evidence guide
• All of the ‘musts’ in the range statement.

b) Currency

The evidence that will be collected needs to show the person has current skills and
knowledge.

This means:

• It is certain that the person has knowledge that is up to date and current.

Example
The person provides evidence that they can take a temperature with an oral
thermometer to provide evidence of competency in that skill. However, due to safety
measures, it is now standard practice to use digital ear thermometers. Therefore the
person’s evidence is not current as they have not provided evidence that they can
use the most up-to-date method of taking someone’s temperature.

• A person provides a supervisor’s report written five years ago confirming their
competency to work in teams - this evidence on its own may not be current

c) Authenticity

The evidence collected from the person for assessment must be work they have
produced or created themselves and can be directly attributed [credited] to them.

What procedures are in place to ensure the authenticity of the evidence?

· observation of work in progress

· declarations
· drafting
· third party validation

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These can be collected via:

• videoing
• recording
• written transcripts
• sign-off sheets
• testimonials

d) Recency
· Is the evidence less than three years old?

e) Sufficiency

The evidence collected will be sufficient [enough] to make a decision about a

person’s competence.

This usually means:

• Collecting evidence more than once and in more than one situation
• Making sure the tools and methods assess all parts of the competency standard
• Using more than one method of assessment to ensure sufficient evidence

Usually three types of evidence are accepted as sufficient.

f) Consistency
· Does the evidence presented by the candidate and/or collected by the
assessor show that the candidate consistently meets the standards under
work place conditions?

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Notes

___________________________________________________________________

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Self check 1: Determine the focus of assessment

1. Explain the purpose of formative assessment and summative assessment

2. Which section of a competency standard should you consult to determine
assessment guidelines?
3. Explain the two forms of evidence
4. What do you understand by context of assessment
5. How do you explain “reliability” principles of assessment?

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Answer Key No: 1 Determine the focus of assessment

Answer 1

The purpose of formative assessment is to assist and support learning by providing

feedback about performance and progress towards the achievement of competency.
Formative assessment is conducted during training and is designed and conducted
by the trainer.

The purpose of summative assessment is to determine whether a trainee has

reached competency, or achieved learning outcomes, for the purpose of recognition,
classification or certification following a training program.

Answer 2

Evidence guide.

Answer 3

Direct Evidence: is evidence that can be observed or witnessed by the assessor.

These may include the following;

· Observations by the assessor, of the candidate carrying out the activities.

· Oral questioning of the candidate.
· Demonstration by the candidate of specific skills needed to complete the
task.

Indirect Evidence: is evidence of the candidate’s work that can be reviewed or

examined by the assessor.

This may include;

· Assessment of finished product.

· Written test to determine underpinning knowledge.
· Review of previous work performed.
· Testimonials or reports from employers, colleagues or supervisors.
· Evidence Training.

Answer 4

The context of assessment is the environment or setting in which the assessment

activity takes place. The environment may be prepared and established prior to
the assessment as this will ensure that the assessment process will take place as
expected.

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Answer 5

The reliability principles are:

1 Assessment practices should be monitored and reviewed to ensure that there is
consistency in the interpretation of evidence.
2 Assessors must be competent in terms of the national competency standards for
assessment.

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Job 1 Determine the Focus of assessment

1. Identify the people you need to consult to confirm the purpose of assessment
2. Establish the purpose of assessment
3. Determine the target group and their assessment requirements
4. Analyse competency standards to determine evidence requirements
5. Establish the context of assessment

Activity 1.1 Identify the Purpose of Assessment

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Activity 1.1: Identify the purpose of assessment

See Specification Sheet 1.1 and using the checklist-

· Identify the purpose of assessment

· Identify relevant people who you need to consult to establish purpose of

assessment

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Specification Sheet 1.1 Identify the purpose of the

assessment
Materials/Tools Required

· Pen/pencil
· Checklist for identifying the purpose of assessment

Policy and curriculum documents required

· Relevant competency standards

Checklist for identifying the purpose of assessment

What is the purpose of assessment q Certification of competency against

(tick appropriate box) National Competency Standards

q Identifying training needs for workers

q Career development opportunities

q Determining learning program,

q Other? (mention in brief)

Who do you need to consult to q Principal

establish the purpose of assessment? q Trainer
(tick appropriate box) q Technical experts
q Training & assessment coordinator
q Trainees.

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Information Sheet 2: Plan and organise assessment

processes

The assessment process is the series of steps that candidates and assessors move
through while undertaking assessment

When planning an assessment it is important to determine which particular

assessment method is relevant.. After you have checked on the assessment
methods you will need to determine what you need to do in order to
conduct the assessment event.

Choosing assessment methods and tools

Assessment planning requires you to choose an assessment method and then

decide what you need in order to use that method of assessment.

Assessment methods

There are many evidence-gathering methods that can be used to assess an

individual’s competence against the benchmark. The methods you choose will
depend on many factors. The list below gives you an idea of the types of factors that
will influence your choice of assessment method.

Factors that influence assessment methods:

· Organisational culture, polices and systems.

· Amount of time and money available.
· Evidence-gathering opportunities. The selection of the methods and tools
may need to depend upon when they are available for the evidence-gathering
opportunity.
· Legal, ethical and OHS requirements may need to be included in an
assessment method.
· Single and multiple units of competency.
· The needs of participant/s.
· The risks and requirements that are connected with the different assessment
applications in various contexts.

Choosing assessment methods for integrated assessment

Integrated assessment is an assessment approach that focuses on ‘performing a

whole job’ or a real work task. It covers the clustering of multiple units and/or
elements from relevant units of competency.

This assessment combines the application and demonstration of:

• knowledge
• skills
• attitude
• ethics from a range of work activities).

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Select Assessment Methods and Tools, make sure they:

• Collect evidence that meets the rules of evidence

• Allow you to collect evidence in line with the principles of assessment

Review Assessment Methods and Tools

Make sure they meet the rules of evidence and principles of assessment.

This task may be done by more than one assessor if needed, and is also a process of
validation of the assessment tool.

Modify Assessment Methods and Tools

After reviewing the assessment tools and methods, make adjustments or choose
other tools.

Meet Special Needs of Participant/s

Make sure that the assessment is fair and flexible. Assessment methods and tools
may need to be altered and reasonably adjusted to cater for the specific
characteristics of participants.

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The people involved in the process

Each party involved in the assessment process needs to be aware of their role and
responsibilities, and proposed expectations of the recognition process.
The people involved in the process include the:

• participant or candidate
• assessor
• supervisor
• technical expert
• other assessors.

If the assessor does not inform and involve the key people who are involved in the
process, it may result in an unacceptable outcome.

The types of evidence that can be collected for recognition assessment

include:

· Work records and examples of work products

· Records of workplace or other training undertaken
· Assessment of current skills
· Assessment of current knowledge
· Third party reports from current and previous supervisors, trainers,
managers and customers or clients
· Previous qualifications

What is best practice recognition assessment?

· Assessors should be technically competent (know the job role and can map
the units of competency to the actual work activity). If not, they should buddy
up with a workplace supervisor or industry specialist who can assist in the
technical aspects of the job role.
· An assessor must know what the job looks like, even if they do not have
experience of ‘doing’ that job.
· The assessor needs to establish the relationship between typical workplace
activities and how they relate to the recognition application.
· An assessor looks at the whole picture (unit of competency) not the
fragments.
· Best practice recognition assessment processes use a strategic approach in
weighing up evidence against units of competency.
· Evidence of current competence should be gathered in preference to more
historic evidence and if necessary, assessors may gain additional evidence
through:

o Observation
o Workplace documents that show the ‘ why, how and when’ factors
o Workplace products that show the ‘outcome’
o Questioning that relates to the ‘why, how and when’ factors
o Questions that relate to ‘what if’ scenarios
o Questions that relate to ‘risk’ - identifying, actioning, reporting
o Third Party Reports

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Assessment Methods

Assessment methods are the particular technique/s used to gather different types of
evidence. This may include methods or techniques such as questioning, observation,
structured activities, third party feedback and portfolios.

Methods of Formative Assessment

There are simple techniques that trainers can use to collect evidence of performance
on how well their trainees are learning what they are being taught It is both a
teaching approach and a set of techniques The approach is that the more you know
about what and how trainees are learning, the better you can plan learning activities
to structure your teaching.

The techniques are mostly simple, non-graded, in-class activities that give both you
and your trainees useful feedback on the teaching learning process.

Methods Description what to do with the data

Written Test Short test items. usually after each Identify where trainees
topic to verify learning of committed the most
concepts. mistake. Use this to review
your learning materials
You may need to revise
the presentation of the
learning materials.

Questioning Either oral or written There are Get clues from their
two basic types of questions that answers as basis for
can be asked These are closed coaching or mentoring.
and open-ended questions Closed
questions are used to find out if a
trainee has specific factual
information since the question
requires a specific response Open
ended questions when a more
detailed response is required It
may involve problem solving,
interpretation and application of
knowledge and skill to new
situations

Observation and This is used when the trainees are Make a tally of the
Questioning performing practice tasks. weaknesses of the trainees
Observe the movements of the performing the tasks You
trainees as they perform their may focus your
tasks. Only a competent person demonstration on these
can observe the correct rhythm of weaknesses.
body movements as the trainee Review responses and
perform the task Coach and note any useful comments.
demonstrate when necessary Ask
what. and why questions to
ensure that the trainees
understand what they are doing

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During the last few minutes of the During the next class
class period, ask trainees to periods emphasize the
Learning Diary answer on their work book 'What issues illuminated by your
is the most important point you trainees' comments
learned today and, 'What point
remains least clear to you?"
The purpose is to elicit data about
trainees' comprehension of a
particular class session

Group Work Group work is a fact of life in the Assessment works best
Assessment corporate work force At the when trust is high,
beginning of a project or group confidentiality is assured,
activity, each member of the group honesty is respected. and
is provided a copy of the group courtesy is maintained
assessment form. This will make
performance expectations visible
to all members. If the group
members have their
disagreements. provide time for
trainees to state the concerns or
opinions They should be able to
recognize the strengths--- that
they collectively bring to a group.
Do this at appropriate time.

Summative assessment
The purpose of this type of assessment is to determine whether a trainee has
reached competency, or achieved learning outcomes, for the purpose of recognition,
classification or certification following a training program. This type of assessment is
the more formal assessment and will tell you whether your trainee is competent or
not.

Methods used for summative assessment.

Method Description
Written Test For "knowing" and "thinking" kinds of learning outcomes the
written tests or sometimes called paper and pencil test is
the preferred method of most teachers For a review on how
to construct your test items read the attached reference
materials or search in the internet sites that can help you
construct test items Written test must consider being able to
assess not only recall but the higher level of learning
Oral Questioning This technique can be used alone or in tandem with
demonstration or on the job observation. The questions
must be clear and simple to elicit answers that can provide
evidence of underpinning knowledge, application of skills,
task management skills and contingency management
skills A list of questions and model answers is prepared
before you conduct the assessment.
Demonstration The trainee is asked to perform a task under actual or
simulated conditions. The teacher gathers the data or
evidence using a previously prepared observation guide

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Questions to verify ‘know how’ on the other dimensions of

competency which are not directly observable like task
management skills and contingency management skills are
asked using an oral question sheet. The demonstration
may end with a product. If so standards for product quality
must be included in the observation criteria.

On the Job Observation While the trainee is performing the task in the job site,
observation can be done data gathering is done by the
teacher using a previously prepared observation checklist
Oral questions can be used to verify underpinning
knowledge. On-the-job observation is inappropriate when:
work activities occur irregularly, work take place over an
extended period of time or are difficult to observe such as
planning a process or managing a team, work activities that
involve issues of privacy such as counseling; and situations
where the presence of an observer may compromise
workplace safety.

Trainee Portfolio Formative assessment data or evidence can contribute to a

better judgment as to the competence of the trainees. The
trainees are responsible in gathering data or evidence of
his accomplishments during the entire training period and
usually these are results of the formative assessment The
teacher may provide assistance to the trainee by identifying
the data that has to be collected by the trainee at the
beginning of the training period

For each of the following assessment method, there is a corresponding assessment

tool or evidence gathering tool such as the following;

Assessment Method Evidence Gathering Tool

_

1. Written test 1. Short test questions, essay, etc.

2. Oral Questioning 2. List of questions and response

sheet
3. Observation 3. Task observation checklist

4. Demonstration 4. Task Observation checklist

5. On-the-job observation 5. On-the-job observation checklist

6. Portfolio 6. Portfolio evaluation checklist

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Identifying material and resource requirements

Depending on what the assessment involves, you may need to obtain materials or
resources. This can affect the time and costs involved with assessment.

Consider items like the availability of plant; the venue; technology; other
personnel and equipment; sufficient and appropriate protective equipment; or
other preexisting assessment resources.

Sample of an assessment resources checklist

Assessment Resources Checklist

Unit of competency to be assessed……………………………………………………...

Module Title ………………………………………………………………

Date (from – to)……………………………….. Venue………………………………

Done (Tick the Quantity Remarks

box below once Particulars
you have
arranged)
Physical Resources
o Assessor 1 BTEB registered
o Observer 1 Contact ISC for
name
o Technician 1
o Venue for assessment 1

Equipment and Tools

o Weighing scale 1
o Mixing machine 2 One manual and
one digital
o Electric oven 1
o Fermentation cabinet 1
o Baking tray
Working table 1
o Dough cutter 1
o Personal protective equipment (chef 1 pair
jacket, hand gloves, apron, rubber sole
shoes

Add more columns if necessary

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Roles and responsibilities of an assessment designer

The assessment designer should

· have clear concept of TVET environment

· have clear concept of competency based assessment system
· be clear about evidence requirements in CB assessment
· be competent in assessment planning and designing assessment instruments
· be clear about assessment validation process

Record keeping and documentation arrangements

Evidence of assessment plans and outcomes will need to be obtained and retained
in line with BTEB requirements. The requirements will be

· Assessment instruments-
o Observation checklists
o Oral questioning sheets
o Written test paper
· Assessment registration forms
· Assessment self check sheet (completed by trainees prior to assessment)
· Result sheet for recording competency outcomes
· Assessment project sheets and specification sheets

After recording and documenting the assessment requirements, the above

mentioned documents should submit to BTEB.

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Notes

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Self Check 2: Plan and organise assessment

processes

1. List the methods of assessment suitable for use when assessing competency

2. Name the documents you need to keep at the time of assessment

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Answer Sheet No.2 Plan and organise assessment

processes

Answer 1

Method Description
Oral Questioning This technique can be used alone or in tandem with
demonstration or on the job observation. The questions
must be clear and simple to elicit answers that can
provide evidence of underpinning knowledge, application
of skills, task management skills and contingency
management skills A list of questions and model answers
is prepared before you conduct the assessment.
Written Test For "knowing" and "thinking" kinds of learning outcomes
the written tests or sometimes called paper and pencil test
is the preferred method of most teachers For a review on
how to construct your test items read the attached
reference materials or search in the internet sites that can
help you construct test items Written test must consider
being able to assess not only recall but the higher level of
learning
Demonstration The trainee is asked to perform a task under actual or
simulated conditions. The teacher gathers the data or
evidence using a previously prepared observation guide
Questions to verify ‘know how’ on the other dimensions of
competency which are not directly observable like task
management skills and contingency management skills
are asked using an oral question sheet. The
demonstration may end with a product. If so standards for
product quality must be included in the observation
criteria.
Trainee Portfolio Formative assessment data or evidence can contribute to
a better judgment as to the competence of the trainees
The trainees are responsible in gathering data or
evidence of his accomplishments during the entire training
period and usually these are results of the formative
assessment The teacher may provide assistance to the
trainee by identifying the data that has to be collected by
the trainee at the beginning of the training period

Answer 2

· Assessment instruments-
o Observation checklists
o Oral questioning sheets
o Written test paper
· Assessment registration forms
· Assessment self check sheet (completed by trainees prior to assessment)
· Result sheet for recording competency outcomes
· Assessment project sheets and specification sheets

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Job 2: Plan and Organise Assessment Processes

· Confirm units of competency to be assessed

· Collect assessment guidelines and instruments
· Prepare administrative paper works
· Organise equipment, materials, resources required for assessment event
· Confirm timeframe for evidence collection
· Confirm record keeping and reporting arrangement with relevant personnel.

Activity 2.1 Identify resources required for assessment

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Activity 2.1 Identify resources required for assessment

· Identify specific and physical resources required for conducting assessment

· Develop a checklist using Assessment Resources Checklist Template (See

specification sheet 2.1)

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Specification Sheet: 2.1 Identify resources required for

assessment

Materials/Tools required
· Pen/pencil
· Template of Assessment resources checklist

Policy and curriculum documents required

· Relevant competency standards

Assessment Resources Checklist

Unit of competency to be assessed……………………………………………………

Module Title ………………………………………………………………

Date (from – to)……………………………….. Venue………………………………

Done Particular Quantity Remarks

Physical Resources
o
o
o
o
o
Equipment
o
o
o
o
o

Add more columns if necessary

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Information Sheet 3 Prepare an Assessment Plan

An assessment plan is the overall planning document for the assessment process
and includes a range of information to guide assessors which may include purpose,
context, personnel, competency standards/assessment benchmarks, assessment
methods and tools, the evidence plan, organisational arrangements including
physical and material resources and equipment and other relevant information. An
assessment plan is developed by an assessment designer.

Assessment plan includes:

· purpose and aims of assessment
· context of assessment
· relevant benchmarks for assessment
· other assessment information and documentation identified as relevant,
such as
o what is to be assessed
o how assessment is to take place
o where assessment is to take place
o when assessment is to take place

Characteristic of an effective assessment plan

An effective assessment plan includes several important characteristics:

· The program’s learning outcomes should align with the program’s objectives
· Multiple methods of assessment should be used including both direct and
indirect methods
· Trainer should be very involved in the process of assessing trainee learning
· Assessment results should inform improvement in designing of future
assessment events.

Stages in preparing an assessment plan

· Read and understand the unit of competency

· Select an element or elements

· Identify evidence requirements

o performance criteria
o dimensions of competence
o underpinning skills and knowledge
o critical aspects of competence

· Identify best ways of collecting evidence- refer to Rules of Evidence

· Document assessment/evidence plan

Documenting your assessment plan is essential and will help you stay organised
and on-track while working on the assessments, and later help you to remember

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what you did. It is important that you specify who does what when . If
responsibility is clearly defined the tasks are much more likely to be completed.

Sample assessment plan

An assessment plan is developed for a course/program or unit of competency to

provide an overview of the assessment of the course/ qualification or a unit/s of
competency.

Name of Assessment Designer

Qualification/ Unit of competency Certificate IV in Competency Based Training and

Assessment in TVET

Purpose and context of Assessment: (Purpose of assessment: State the outcome of assessment. State
competency/ies demonstrated through the evidence collected through the assessment process? Context of
assessment should include details of where and when the assessment is going to take place, e.g. Off-the
job, a week after the training is completed)

The assessment will include both process and product as evidence.

Process based assessment:
There will be an assessment event after training is completed, where the trainee teachers will have to
conduct a training session between 45-60 minute in duration. Assessment will be conducted in a
simulated environment, against a predefined Observation Checklist. The assessment should be
completed within a month of completion of training.
Product based assessment:
Trainee teachers will have to demonstrate competency through the development and/or completion of a
range of documents, as specified in the Assessment Guidelines.
The trainee will also have to complete a questionnaire to demonstrate their underpinning knowledge.
The questionnaire may be completed and submitted to the Assessor before or on the day of the
Assessment event.

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Assessment planning matrix
Qualification Certificate IV in Competency Based Training & Assessment Practice in TVET

Unit code and title TVTDEL401: Organise competency based training sessions

Unit descriptor This unit specifies the competence required to organise competency based training sessions

Assessment A B C D
process Observation Oral questioning/Written Completed product and/or Third party report
questionnaire document

Unit code Elements/Performance criteria A B C D

TVTDEL401 1. Determine trainees training requirements of trainees 2
1.1. Relevant curriculum documents are reviewed and analysed. Ö Ö
1.2. Trainees’ current competencies are identified and compared with competencies to be attained. Ö
1.3. Results of comparison is used to determine training requirements where necessary Ö
1.4. Learning outcomes and assessment activities are refined according to trainees’ training requirements Ö Ö
1.5. Training requirements are discussed and validated with appropriate people where appropriate Ö
2. Prepare unit delivery plan and relevant session plan 2
2.1 Unit delivery plan is developed outlining all the sessions and relevant timeframes required. Ö
2.2 Training delivery modes appropriate for the training are outlined Ö
2.3 Sequence of training activities are determined based on competencies standards Ö Ö
2.4 Session plan for each segments of the learning program are developed and finalized Ö
3. Organise teaching and learning resources 3
 Competency Based Learning Materials (CBLMs)

Unit code Elements/Performance criteria A B C D

3.1 Resources required for the training is identified & checked for availability Ö
3.2 Appropriate training locations/venue are identified and arranged according to training needs Ö Ö
3.3 Training resources requirements are documented and access is arranged in accordance with organization procedures and appropriate staff. Ö Ö

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Summary of assessment methods: (Insert information from the competency standard document for
Cert IV in CBT&A in TVET, including the Unit code and titles along with the respective elements, in the
sections below. Also select information on proposed assessment methods from the Assessment
planning matrix and include them in the following table. Details of respective UoCs could be included as
an attachment, if necessary.)
Element (Add additional rows Proposed assessment
UoC
if necessary) methods
TVTDEL401 1. Determine trainees training · Observation
Plan and Organise competency requirements of trainees · Oral questioning/Written
based training sessions 2. Prepare program delivery questionnaire
plan and relevant session · Completed products and/or
plan document
3. Organise learning and
teaching resources

To demonstrate competence in this unit you are required to complete

the following assessment tasks:
ASSESSMENT TASKS:
(Provide brief description of tasks to be completed for gathering evidence or
complete assessment requirements)
(Provide a brief summary
of the assessment tasks
and projects be used, e.g.
demonstration,
questionnaire, project etc.)
Project 1 : Develop a unit delivery plan
Plan competency
based training o that contains at least three or more sessions
o the plan must be based on competency standards or
accredited courses and must cover at least one entire unit
of competency or accredited course/program module.
o In the absence of relevant competency standards, similar
standards (based on task analysis/training needs
analysis/curriculum documents) should be developed for
the relevant unit of competency and used as the basis of
the program delivery plan.

Prepare three session plans for consecutive training/learning &

assessment sessions that
o integrate theory, practise and feedback
o use a range of training techniques and effective
communication skills appropriate to the learners
o demonstrate linkage among the sessions
o is a minimum of 45-60 minutes duration each

Conduct a task analysis to analyse a task and use it to inform the

development of session plans
 Competency Based Learning Materials (CBLMs)

Oral/written To address the underpinning knowledge of this unit the trainee will
questionnaire need to correctly answer a set of questions. The candidates will be
provided with the questionnaire, which they will have to complete
and submit on or before the day of the Assessment event.

Oral questions pertaining to the assessment event/observation will

be asked during or after the Observation of training facilitation on
the day of the assessment event.
Observation of training · Identify and confirm appropriate training venue according to
delivery training needs
· Document training resources

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 Develop professional Identify the professional and technical competencies and
and technical skills development needs required to deliver the new competency based
development plan on curriculum (or your current course if a CBT is not yet available) of
your own trade complete the relevant documentation

Resource requirements for assessment (State resource requirement in the workplace and/or simulated
environment, such as tools, equipment, computer etc)
For the Assessment of this unit of competency the following resources may be required:

For the Assessment of this unit of competency/ course the following resources may be required:
Access to computer and competency based learning resources
Access to training venue for training period
Access to assessment venue/ centre

Assessment Designer’s signature: Date:

Assessment Planning Matrix

Assessment planning matrix is a tool that allows you to map every elements and its
performance criteria against appropriate assessment methods.

An assessment planning matrix articulates the program learning goals and identifies
courses in which material related to these goals is taught and assessed.

Reviewing assessment plan

Reviewing the assessment plan is critical to ensure that the proposed outcomes
of the assessment plan have achieved what was intended. It is normal to have
several versions of the assessment plan before you finally reach agreement with
your colleagues or stakeholders. However, it is important that the final version is
communicated and confirmed with key stakeholders, and recorded. This can be
achieved using version control.
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Gathering Evidence

Methods of Gathering Evidence

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

· Multiple observations of the candidate by the assessor carrying out work
activities
· Demonstration of specific skills needed to complete the task
· Assessment of technical qualities of finished product
· Written test of underpinning knowledge
· Oral questioning of candidate
· References from previous employer

Interview can be structure or unstructured

Presentation for example, assessment of trainer, salesperson

Written assessment assesses underpinning knowledge

Questioning dialogue assesses underpinning knowledge; improves access and

equity; when integrated with observation of performance
can assess understanding in context

Samples of work often already exist, however you need to ensure

authenticity

Portfolio candidate may need guidance in portfolio development,

authenticity needs to be assured

Simulation for example, interviewing skills or career consultation;

useful for overcoming ethical or safety problems

Observation needs a well planned guide; difficult to assess

underpinning knowledge unless combined with other
methods

Project can combine on-job and off-job activities

Self assessment valuable for adult learners; enhances self-esteem and

promotes 'critical reflection'

Learning journal/log records progress over a period of time; can be combined

book with self-assessment

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Evidence gathering tools

The following are examples of evidence gathering tools
· Observation checklist
· Third party report
· Demonstration
· Work related project
· Questioning
· Portfolio

Purpose of evidence gathering tools

· Help candidate understand what is expected

· Focus for the assessor in evidence gathering
· Record assessment outcome
· Identify what action is needed to address skill and knowledge gaps

Selecting appropriate assessment methods

Think about you own assessments and how relevant they were to
· the skill or competency being assessed
· the purpose and nature of the assessment
· what resources are available to you and/or the candidate
· what evidence already exists in the workplace
· how easy the assessment tools are to use
· whether the method is practical in terms of time and cost
· how well it can be used to collect evidence in an integrated and realistic way
· if you need to make Reasonable adjustments for a candidate with a permanent or
temporary disability.

Now think about these points in relation to an assessment you might have to plan

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Notes

___________________________________________________________________

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Self Check 3 Prepare an Assessment Plan

1. What is an Assessment plan? Who develops it?

2. What are the stages of preparing an assessment plan?
3. What do you understand by assessment matrix
4. Why do you need to review your assessment plan?

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Answer Key 3 Prepare an Assessment Plan

Answer 1

An assessment plan is the overall planning document for the assessment process
and includes a range of information to guide assessors which may include purpose,
context, personnel, competency standards/assessment benchmarks, assessment
methods and tools, the evidence plan, organisational arrangements including
physical and material resources and equipment and other relevant information. An
assessment plan is developed by an assessment designer.

Answer 2

Stages in preparing an assessment plan

· Read and understand the unit of competency

· Select an element or elements

· Identify evidence requirements

o performance criteria
o dimensions of competence
o underpinning skills and knowledge
o critical aspects of competence

· Identify best ways of collecting evidence- refer to Rules of Evidence

· Document assessment/evidence plan

Answer 3

Assessment planning matrix is a tool that allows you to map every elements and its
performance criteria against appropriate assessment methods.

Answer 4

Reviewing the assessment plan is critical to ensure that the proposed outcomes
of the assessment plan have achieved what was intended. It is normal to have
several versions of the assessment plan before you finally reach agreement with
your colleagues or stakeholders. However, it is important that the final version is
communicated and confirmed with key stakeholders, and recorded. This can be
achieved using version control.

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Job 3 Prepare an Assessment Plan

1. Determine the evidence needed to demonstrate competence

2. Select appropriate assessment methods taking into account the context of
assessment
3. Develop an assessment plan

Activity 3.1 Develop an assessment plan

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Activity 3.1 Develop an Assessment Plan

· Read Specification Sheet 3.1 and understand the requirements

· Select a Unit of Competency or a qualification
· Identify evidence requirements to prove the competence
· Develop a list of evidence requirements
· Identify best ways of collecting evidence
· Document assessment/evidence plan

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Specification sheet 3.1 Prepare an Assessment Plan

Materials/Tools required

· Pen/pencil
· Assessment planning template

Policy and curriculum documents required

· Relevant competency standards

Assessment Plan

An assessment plan is developed for a course/program or unit of competency to

provide an overview of the assessment of the course/ qualification or a unit/s of
competency.

Name of Assessment Designer

Qualification/ Unit of competency

Purpose and context of Assessment: (Purpose of assessment: State the outcome of assessment.
State competency/ies demonstrated through the evidence collected through the assessment process?
Context of assessment should include details of where and when the assessment is going to take place,
e.g. Off-the job, a week after the training is completed)

Job/project to be completed/ product to be produced at assessment. Where multiple units of

competencies are being assessed provide details of the job/project/product

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Assessment planning matrix (Use one for each UoC)

Qualification
Unit code and title
Unit descriptor
Assessment process A B C D
Observation Oral questioning/ Written Portfolio Third Party Report
questionnaire (Sample product and/or document)

Unit code Elements/Performance criteria A B C D

1.
1.1.
1.2.
1.3.
1.4.
1.5.
2.
2.1.
2.2.
2.3.
2.4.
2.5.

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Unit code Elements/Performance criteria A B C D

3.
3.1
3.2
3.3
3.4
3.5
4.
4.1
4.2
4.3
4.4
4.5
5.
5.1
5.2
5.3
5.4
5.5

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Unit of Competency: (Insert information from the competency standard document for Cert IV in
CBT&A in TVET. In case of assessing a course or multiple units include the Unit code and titles rather
than the all the units of competencies in detail. Details of respective units should be included as an
attachment.)
Element (Add additional rows Proposed assessment
UoC
if necessary) methods
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To demonstrate competence in this unit you are required to complete

the following assessment tasks:
ASSESSMENT TASKS:
(Provide brief description of tasks to be completed for gathering evidence or
complete assessment requirements)
(State method/tools of
Assessment to be used,
e.g. demonstration,
questionnaire, project etc.)

Resource requirements for assessment (State resource requirement in the workplace and/or simulated
environment, such as tools, equipment, computer etc)
For the Assessment of this unit of competency the following resources may be required:

Assessment Designer’s signature: Date:

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Information Sheet 4 Design and Develop Assessment

Instruments

Assessment tool (the evidence-gathering tool)

The assessment tool contains both the instrument and the instructions for gathering and
interpreting evidence:

· Assessment instrument/s include(s):the specific questions

or activity developed from the selected assessment
method/s to be used for the assessment. A profile of
acceptable performance and the decision making rules for
the assessor may also be included.

· procedures - the information/instructions given to the

participant and/or the assessor regarding conditions under
which the assessment should be conducted and recorded

Check for existing assessment tools/instruments

When selecting assessment tools, you should make it a priority in your planning process to
look over the tools that already exist. This may save you and your time and money.

Developing Assessment Tools

Observation Checklist

Checklists are extremely useful tools for structuring observations.

They act as:

· a prompt for the assessor

· a guide for the candidate.

Preparing an Observation Checklist

· Review the Evidence Plan

What evidence must be observed whilst the work activity is being

performed?

¨ elements and performance criteria

¨ underpinning skills

¨ critical aspects of competence

¨ dimensions of competency

· Select the observation checklist template

· Enter the observation points in the template

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Sample Observation Checklist

Candidate name:
Assessor name:
Assessment Centre
Unit of competency: Use personal computing skills
Instructions for the assessor:
· List the date and location of the assessment activity
· Observe the candidate using the basic functions of a WWW-browser to locate information
related to their job.
· Place a tick in the box to show that the candidate completed each aspect of the activity to the
standard expected.
· Complete the feedback section of the form.

Date of observation
Location of assessment activity
The candidate…. If yes, tick the
box
· safely operates computer equipment and peripherals
· uses basic functions of a WWW-browser to locate information
· establishes information requirements for Internet search
· launches browser
· loads search engine
· enters appropriate search criteria / or URL of site
· follows relevant links to locate required information
· bookmarks useful pages are as required
· solve routine problems associated with computer use
Did the candidate’s overall performance meet the standard? Yes No

Feedback to candidate:

Assessor signature: Date:

When observation is not appropriate?

· activities that occur irregularly, take place over an extended period of time or
are difficult to observe
· activities that require privacy and confidentiality
· situations where it may be culturally inappropriate to observe the activity
· situations where workplace safety may be compromised.

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Oral Questioning Tool

Questioning is prepared when

· Observation cannot be used

· Verifying observations
· Check underpinning knowledge
· Explore dimensions of competency ie: contingency skills, problem
solution etc.

Extension questions

o What would you do if … ? (a similar but different situation)

o What if you were using … instead of … ? (alternative equipment/procedures
etc)

Contingency questions

o What would you do in the event of …? (accident or emergency)

o What would you do if ... ? (equipment broke down or something
malfunctioned)
o What would you do if … (complaint was made or conflict occurred)
o How do you avoid … ? (preventative safety measure)

Safety questions

o What precautions must you take when … ?

o What safety equipment and clothing should you use when … ?
o Why shouldn’t you … ? (procedure or activity that is not permitted)
o What would you do if … ? (dangerous situation)
o How do you avoid … ? (preventative safety measure)

Questions on infrequent activities

o What would you do if …? (rarely occurring but critical situation)

o If … happened, what action would you take?

Questions on regulations and procedures

o What are the regulations in respect of … ?
o What are the specified procedures or steps to … ?
o What checks are required by the manufacturer to … ?
o What is the regulation that covers … ? (situation or activity)
o What are the organisational regulations that apply when … happens?

Reflective Questions
o If you had to show a fellow worker how to do ……… what would you do?
o If you were doing this task again what would you do?
o What is one tip you could give a fellow worker about doing this task?
o How could you improve the way in which you performed this task?

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Sample Oral Questioning Tool

Candidate name: Ms. Y

Assessor name: Mr. X
Assessment Centre
Unit of competency: Operate a Personal Computer
Instructions for the assessor:

Date of assessment
Location of assessment activity

Questions Satisfactory response

The candidate answer of the following questions satisfactorily Yes No

1. What is the difference between a search engine and a browser? o o

2. What is a URL? o o
3. If I wanted information on contextual learning what search criteria
o o
would I enter?
4. What do people use bookmarks? How do I create a bookmark? o o

5. What would you do if you wanted to go to a website you located

o o
yesterday but had forgotten the site’s address?
6. Based on your experience. List three uses of the Internet in your
o o
teaching?
The candidate’s underpinning knowledge was: Satisfactory o Not Satisfactory o
Feedback to candidate:

The candidate’s overall performance was: Satisfactory o Not Satisfactory o

Assessor signature: Date:

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Third party report

o Evidence provided by person who has first hand information on a

candidate’s performance
o Often supplied by person in authority
o Useful for verifying assessor observation
o Useful in assessing consistency of candidate performance
o Has limited use in situations where authenticity is an issue.

Sample third party report

Candidate name:
Name of third party: Contact no.
Position:
Relationship with qemployer qsupervisor qcolleague qother
candidate:
Please specify
________________________________________________
Please do not complete the form if you are a relative, close friend or
have a conflict of interest]
Dates the candidate worked with you From: To:
Competency standards: TVET Trainer
Unit of competency: Use personal computer skills
The candidate is being assessed against the assessment competency standards. We are seeking
your support in the judgement of this candidate’s competence. Please answer these questions
honestly as a record of the candidate’s performance while working with you. Thank you for your
time.
Comments regarding candidate performance and experience
I can verify the candidate’s ability to: Yes No
(tick the correct response]
safely operate computer equipment and peripherals
perform basic computer operations to access and retrieve data
select and open correct software application
use basic software applications to create new files and documents
use basic functions of a WWW-browser to locate information

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Portfolio

A portfolio is a collection of evidence that may be presented to an assessor to prove

your competence to do a job or task.

What could be included in a portfolio of evidence?

o Training results / certificates

o Training workbooks
o References from colleagues / employers
o Job descriptions / work experience
o Photos / videos
o Work journal / diary
o Awards
o Work samples - menus, letters, memos, budgets

Where a portfolio is presented you will need to create an evaluation form similar to
the one below.

Sample portfolio evaluation form

Candidate name:
Unit[s] of competency: Operate a Personal Computer
The evidence provided by the candidate is:
valid authentic sufficient current recent consistent
The contents of the portfolio provided satisfactory evidence that the Item
candidate: no[s]
safely operated computer equipment and peripherals
performed basic computer operations to access and retrieve data
selected and opened correct software application
used basic software applications to create new files and documents
used basic functions of a WWW-browser to locate information
established information requirements for Internet search
launched browser and loads search engine
entered appropriate search criteria / or URL of site
followed relevant links to locate required information
bookmarked useful pages are as required
knew and applied basic ergonomics of keyboard and computer use
knows types of computers and basic features of different operating system
identified main parts of a computer

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Notes

___________________________________________________________________

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Self Check 4 Design and Develop Assessment

Instruments

1. Name three assessment instruments that you may use

2. Give an example of a contingency question
3. What do you explain third party report?

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Answer Key 4 Design and Develop Assessment

Instruments

Answer 1

· Observation checklist
· Oral questioning tool
· Third party report

Answer 2

What would you do if ... ? (equipment broke down or something malfunctioned)

Answer 3

Third party report

o Evidence provided by person who has first hand information on a

candidate’s performance
o Often supplied by person in authority
o Useful for verifying assessor observation
o Useful in assessing consistency of candidate performance
o Has limited use in situations where authenticity is an issue.

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Job 4 Design and Develop Assessment Instruments

· Analyse available assessment instruments for their usability

· Modify existing assessment instruments if necessary

· Develop new assessment instruments to meet target group need if required

(see Activity 4.1, and 4.2)

Activity 4.1 Observation Checklist Develop an

Activity 4.2 Develop an Oral Questioning Tool

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Activity 4.1 Develop an Observation Checklist

· See Specification sheet 4.1 and understand the requirements

· Provide required information as per pro-forma
· Write down the key points that you are going to observe. You can add more
columns if necessary

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Specification Sheet 4.1

Materials/Tools required

· Pen/pencil
· Observation checklist pro-forma

Policy and curriculum documents required

· Relevant competency standards

· Course Assessment plan

Observation Checklist Pro-forma

Candidate name:
Assessor name:
Assessment Centre
Unit of competency:
Instructions for the assessor:
1. Observe the candidate using the ……………………………………………. .
2. List the date and location of the assessment activity.
3. Place a tick in the box to show that the candidate completed each aspect of the activity to the
standard expected.
4. Complete the feedback section of the form.
Date of observation
Location of assessment activity
The candidate…. If yes, tick the
box
· q

· q

· q

· q

· q

· q

· q

· q

· q
Did the candidate’s overall performance meet the standard? q Yes No

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Feedback to candidate:

Assessor signature: Date:

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Activity 4.2 Develop an Oral Questioning Tool

· See Specification sheet 4.2
· Provide required information as per pro-forma
· Develop a questionnaire related to your trade area. You can add more
columns if necessary

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Specification Sheet 4.2 Develop an Oral Questioning Tool

Materials/Tools required

· Pen/pencil
· Oral questioning tool pro forma

Policy and curriculum documents required

· Relevant competency standards

· Course Assessment plan

Oral Questioning Tool Pro-forma

Candidate name:
Assessor name:
Assessment Centre
Unit of competency:
Instructions for the assessor:

Date of assessment
Location of assessment activity

Questions Satisfactory response

The candidate answer of the following questions satisfactorily Yes No

1. o o

2. o o
3. o o
4. o o

5.
o o

6. o o
7.

8.

9.

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10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

The candidate’s underpinning knowledge was: Satisfactory o Not Satisfactory o

Feedback to candidate:

The candidate’s overall performance was: Satisfactory o Not Satisfactory o

Assessor signature: Date:

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Review of Competency

Below is your self assessment rating for module “Design Competency Assessment”

Assessment performance Criteria Yes No

1.1 Purpose and context of assessment are identified and confirmed
with relevant people according to legal, organisational and ethical 5 5
requirements.
1.2 The relevant competency standard/criteria for assessment are
accessed and interpreted to establish the evidence required to 5 5
demonstrate competence.
1.3 Trainee’s assessment needs are identified/ clarified and related
documentation is accessed to inform assessment instrument
development.
2.1 Documentation is accessed and interpreted to support planning 5 5
and implementation of the assessment process.
2.2 Assessment methods and assessment instruments are finalized
that comply with the rules of evidence and principles of 5 5
assessment.
2.3 Specific material and physical resources required to conduct 5 5
assessments and collect evidence are identified and documented.
2.4 Roles and responsibilities of all people involved in the 5 5
assessment process are clarified and documented.
2.5 Timelines and time periods are determined for evidence collection 5 5
and document all information to be included in the assessment.
2.6 Assessment record keeping and reporting arrangements are
5 5
confirmed with relevant personnel.
3.1 Types of evidence needed to demonstrate competence, according
5 5
to the rules of evidence are determined.
3.2 Assessment methods which will support the collection of defined
evidence, taking into account the context in which the 5 5
assessment will take place are selected.
3.3 The assessment plan is documented and confirmed with relevant 5 5
personnel.
3.4 Map assessment plan against competency standards/ unit
5 5
requirement are developed.
4.1 Available assessment instruments are analysed for their usability 5 5
and modify if necessary.
4.2 New assessment instruments are developed to meet target group
5 5
need, where required

I now feel ready to undertake my formal competency assessment.

Signed:

Date:

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