Conduct Competency

Assessment
 UC - Conduct Competency
Introduction Assessment
This module covers the knowledge, skills and attitudes
in conducting assessment. It details the requirements
for organizing assessment activities, preparing the
candidate, gathering and evaluating evidence,
recording assessment outcomes and providing
feedback.
Summary of Learning Outcomes

AT THE END OFTHIS MODULES, YOU MUST BE

ABLE TO:
1. Organize assessment activities
2.Prepare the candidate
3.Gather evidence
4.Make the assessment decision
5.Record assessment results
6.Provide feedback to the candidate
 LO 3. Gather Evidence
Assessors are responsible for ensuring that all assessments are conducted in accordance
with the principles of assessment
Contents:

1.Different Forms of Evidence

2. Methods of Gathering Evidence

3. Rules of Evidence

4. Evidence Gathering Process, methods and tools

5. Skills in gathering evidence

6. Application of various
The assessment assessment
tool assessing whatmethod
it’s supposed to assess.

7. Assessment package/tools and Assessment

Guidelines
8. Assessment Rating
Assessment Sheet
instrument must have consistent interpretation of the assessment requirements
regardless of the assessor or the candidate
LO 3. Gather Evidence
Evidences (are information gathered when matched against the PR, provides proof of
Competency)

Forms of Evidence:

a. DIrect Evidence (observed and witness by the assessor

b. Indirect Evidence (can be reviewed or examines by the assessor)

Methods of Gathering Evidence

a. Multiple Observation
b. Demonstration
c. Portfolio
d. Written Test
e. Questioning/Interview
f. Third Party
 LO 3. Gather Evidence
In making assessment decisions, the assessor must consider
the following:
Dimensions of Competency

1.Tasks Skills
Check the evidence to ensure that the candidate carried out the work tasks according to
workplace procedures.

2. Task Management Skills

Check the evidence to ensure the candidate has appropriate skills in selecting equipment,
planning, coordinating, organizing and prioritizing.

3. Contingency Management Skills

Check the evidence to ensure that the candidate knows how to deal with unplanned
events, emergencies and breakdowns.

4. Job/Role Environment Skills

Check the evidence to ensure that the candidate is aware of enterprise policies and procedures,
functions effectively in the workplace and contributes to the organization’s quality system.
LO 3. Gather Evidence
Assessors SHOULD follow the rules of evidence in making assessment decisions.

Rules of Evidence

1.Authentic
• The evidence is the candidate’s own work
• The evidence is genuine

2. Consistent

• The evidence shows the candidate consistently meet the standards under workplace
conditions
• Incorporate multiple terms of evidence
3. Current
• The evidence must reflect the candidate’s current knowledge
• The evidence establishes that the candidate can meet the elements and performance
criteria specified in the current version of CS
LO 3. Gather Evidence
Assessors SHOULD follow the rules of evidence in making assessment decisions.

Rules of Evidence

4. Recent
• The evidence shows the latest training attended by the candidate relative to the current
version of the CS

5. Sufficient

• The evidence covers all the elements

• Meets ALL the evidence requirements
• Meets all the dimension of competency

6. Valid

• The evidence is related to the current version of the CS

• The evidence is relevant to the elements and PC
• The evidence is consistent with the Range of Variables and Evidence Guide
LO 3. Gather Evidence
Evidence Gathering Tool (EGT)
LO 3. Gather Evidence
Workshop: Develop EGT

Individual Output:
Given a template, be able to develop evidence gathering tools in Written,
Demonstration with Oral Questioning and Interview).

After an hour, present your output.

LO 3. Gather Evidence
Role Playing: Gathering Assesment Evidence

Group Performance
Using the developed EGT, present a role play in Gathering Assessment
Evidence in 10 minutes.

Use the Performance Checklist to evaluate performance.

 LO 4. Make the Assessment Decision
Assessors are responsible for ensuring that all assessments are conducted in accordance
with the principles of assessment
Principles of Assessment

1.Fairness
This requires consideration of the individual candidate’s needs and characteristics, and any
reasonable adjustments, ensuring that all are treated equally. (Assessment Process; Allowable
Adjustment; Appeals process.

2. Flexible
Assessment MUST acknowledge the skills and knowledge a person has regardless of how they
were acquired.
3. Validity
The assessment tool assessing what it’s supposed to assess.

4. Reliability
Assessment instrument must have consistent interpretation of the assessment requirements
regardless of the assessor or the candidate
 LO 4. Make the Assessment Decision
In making assessment decisions, the assessor must consider
the following:
Dimensions of Competency

1.Tasks Skills
Check the evidence to ensure that the candidate carried out the work tasks according to
workplace procedures.

2. Task Management Skills

Check the evidence to ensure the candidate has appropriate skills in selecting equipment,
planning, coordinating, organizing and prioritizing.

3. Contingency Management Skills

Check the evidence to ensure that the candidate knows how to deal with unplanned
events, emergencies and breakdowns.

4. Job/Role Environment Skills

Check the evidence to ensure that the candidate is aware of enterprise policies and procedures,
functions effectively in the workplace and contributes to the organization’s quality system.
LO 4. Make the Assessment Decision
Assessors SHOULD follow the rules of evidence in making assessment decisions.

Rules of Evidence

1.Authentic
• The evidence is the candidate’s own work
• The evidence is genuine

2. Consistent

• The evidence shows the candidate consistently meet the standards under workplace
conditions
• Incorporate multiple terms of evidence
3. Current
• The evidence must reflect the candidate’s current knowledge
• The evidence establishes that the candidate can meet the elements and performance
criteria specified in the current version of CS
LO 4. Make the Assessment Decision
Assessors SHOULD follow the rules of evidence in making assessment decisions.

Rules of Evidence

4. Recent
• The evidence shows the latest training attended by teh candidate relative to the current
version of the CS

5. Sufficient

• The evidence covers all the elements

• Meets ALL the evidence requirements
• Meets all the dimension of competency

6. Valid

• The evidence is related to the current version of the CS

• The evidence is relevant to the elements and PC
• The evidence is consistent with the Range of Variables and Evidence Guide
 LO 4. Make the Assessment Decision
Requirements of the Unit of Competency

Evidence = Elements and Performance Criteria

Evidence MUST address critical aspects of competence: underpinning knowledge and skills

Involves the following questions:

1.Does the candidate show the relevant level of knowledge and skills?
2.Can the candidate apply appropriate level of problem solving and information
processing skills?
3.Is the candidate able to demonstrate the appropriate level of responsibility for
the candidate’s ow work and that of others?
LO 4. Make the Assessment Decision
Corroboration of Evidence

One evidence MUST support other pieces of evidence and help to build a “picture of
competent performance.
QUIZ
LO 5. Recording Assessment Results

ACTIVITY
LO 6. Providing Feedback
Different ways of communicating feedback

• Face to face discussion

• Written Communication
• Telephone, email, fax
• Combination of methods
Evidence MUST address critical aspects of competence. underpinning knowledge and skills

How to provide feedback?

The feedback sandwich method is providing
feedback that incorporates both positive and
negative feedback. The idea is to create a
balanced and constructive feedback session to
help assessors build the confidence of the
candidates at the same time provide
improvement of there performance.
LO 6. Providing Feedback
How do you evaluate and discuss feedback to learners?

• All comments should be based upon observable behavior and NOT assumed motives or

intents.

• Positive comments should be made first in order to give the student confidence and gain
Evidence MUST address critical aspects of competence. underpinning knowledge and skills
his/her attention.

• Language should be descriptive of specific behavior rather than general comments indicating

vague judgements.

• Feedback SHOULD emphasize the sharing of information.

• Feedback should NOT be so detailed.

• Feedback SHOULD deal with the behavior the candidate can control or change

• Feedback requires the ability to tolerate a feeling of discomfort.

LO 6. Providing Feedback

ACTIVITY
 THANK
YOU AND
THE
ENJOY
LEARNING
JOURNEY