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Assessment IN Learning 2 WITH Focus ON Trainers

Methodology I AND II
Technology and Livelihood Education (University of Caloocan City)

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Lesson 1 A document of nationally agreed industry statement which

TOPIC OR LESSON: ORGANIZE ASSESSMENT ACTIVITIES describes the workplace outcomes that industry recognizes as
SUB-TOPIC/S: 1. Factors to be Considered in appropriate for competent performance. It de昀椀nes the minimum
Organizing Assessment Activity required stock of knowledge, skills and attitude a person must
Factors to be Considered in Organizing Assessment Activity possess to earn a particular quali昀椀cation- It provides the
benchmarks for national evaluation.
Assessment- It is the process of collecting evidence and Speci昀椀cally, the Evidence Guide of the unit of competency
judgments on whether competency has been achieved. that de昀椀nes or identi昀椀es the evidence required to determine the
The three (3) messages that emerge from this de昀椀nition of competence of the individual_ It provides information on Critical
assessment are that: aspect Of the competency, underpinning knowledge. underpinning
Assessment involves the collection of evidence skills, resource implications. assessment method and context of
Assessments involves the making of professional judgments assessment.
Assessment is the benchmarks for the competency standard If you are planning to become an assessor, you must have a
Planning an assessment activity is a complex exercise. As knowledge of the competency standard of your quali昀椀cation for you
illustrated in the diagram below, there is a wide range of factors to gather quality evidence as listed in the assessment package.
that needs to be considered.
Assessment Guidelines
The information/instructions given to the candidate and/or the
regarding conditions under which the assessment should be
conducted and recorded.
The assessor must follow the relevant Assessment Guidelines
to ensure
• assessment are fair to all candidates
• assessment processes are implemented in a consistent
manner
• assessment processes produce high quality And
consistent outcome.

Dimension Of Competency
Dimensions of competency must be considered when an
assessor is gathering evidence of a candidate's competency for a
unit, and assessment should be designed to address these
accordingly.
Competency involves successful work performance. As such it
Factors to be considered in planning assessment activity usually seen to comprise four dimensions, namely: task skills, task
management skills, contingency management skills and job role
environment skills.
Competency Standard

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• task skills — this involves undertaking a speci昀椀c workplace The evidence gathering tools are the speci昀椀c questions or
task activities developed from the selected assessment to be used for
Example: Data arc entered the computer using appropriate the assessment.
application in accordance with company procedure
• task management skills — this involves managing several
di昀昀erent tasks to complete A whole work activity. Assessment Centers
Example: Following presentation feedback on product This is where the actual assessment should take place; it must
design is obtained from the appropriate personnel. Any have a safe working condition, equipped with the resources needed
modi昀椀cations are identi昀椀ed and incorporated into the 昀椀nal to conduct assessment.
design. Critical information on the resources needed to conduct an
• contingency management skills — this involves responding assessment activity is located the Resource Implications section of
to problems and irregularities when undertaking a work the Evidence Guide of the relevant unit of competency. This section
activity. This may involve dealing with: provides details on the resources needed for the assessment
 breakdowns activity.
 changes in routine It is the assessor's responsibility to ensure that the resources
 unexpected a typical results or outcomes required for assessment are assembled and tested prior the
 di昀케cult or dissatis昀椀ed clients assessment to be conducted. it is also the assessors to ensure that
Example: Noti昀椀cation of shift availability, or non-attendance a safe assessment environment is provided to the candidate. This
for shift, is given without undue delay and according to store includes ensuring that:
policies and procedures. • Relevant personal protective equipment is available
• job/role environment skills — this involves dealing with the • Tools and equipment are in good working condition
responsibilities and expectations of the work environment • The assessment site complies with relevant
when undertaking a work activity. This may involve: occupational and safety requirements.
 working with others If these conditions are not met, the assessment should not be
 interacting with clients and suppliers conducted.
 complying with standards operating procedures If the candidates are expected to bring materials or
 observing enterprise policy and procedures. equipment to the assessment they must noti昀椀ed beforehand_
Example: Reports is prepared/completed according to
company requirements. Assessment Candidate
An individual seeking recognition of his/her competencies to
Workplace policies and procedures acquire a certi昀椀cation.
Workplace policies often reinforce and clarify standard
operating procedure in workplace. Assessment should include
activities that are very common in the workplace, such safety
practices, 昀椀lling up of pertinent forms and reports, etc.

Evidence gathering tools

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Assessment can be a tool to identify training needs of

employees. This can be a tool to design relevant training
programs.

Employee Classi昀椀cation
Industry may use competency standards for employees
Lesson 2 to move from one level to another. Subsequent to assessment
TOPIC OR LESSON: ORGANIZE ASSESSMENT ACTIVITIES against the relevant competency standard it can be
SUB-TOPIC/S: 1. Purpose of Assessment, Orientation, determined whether individuals have the required
Documentation and Appointment competency for a corresponding level of performance.
2. Assessors Responsibility and
Assessors Guide Assurance of Progress
Purpose of Assessment, Orientation, Documentation Assessment can provide feedback to trainees over a
and Appointment period of learning. Assessment result can be used to modify
the way in which a training program is delivered to best suit
The purpose of the assessment must be clear to both the the needs of trainees.
assessor and the candidate. Properly determine if the assessment is
for certi昀椀cation, licensing, OH&S or skills audit. Recognition of Prior Learning
An important aspect of competency-based training is
Assessment maybe carried out for a number of purposes the recognition of prior learning. People may already possess
such as: various competencies gained through formal or informal
learning and experience. This competency can be recognized
Quali昀椀cation through assessment.
One purpose of the assessment is to o昀케cially identify a
person’s level of quali昀椀cation. The quali昀椀cations correspond to Purpose of Assessment Orientation
a speci昀椀c level in the Philippine TVET Quali昀椀cations The purpose of the assessment orientation is to check
Framework (PTQF). An individual can be assessed against candidate’s readiness for assessment.
competency standards, to identify if they meet all the The assessment orientation usually being done at
requirements and thus be issued with a formal quali昀椀cation. Assessment Centers. The candidates must be equip with the
The PTQF uses National Certi昀椀cate for a quali昀椀cation. following information on;
1. Quali昀椀cation for assessment
Recruitment 2. Assessment and certi昀椀cation arrangements
Assessment maybe carried out in order to recruit a
person for a particular job or job position. The criteria for the Purpose of Assessment Documentation
position are generally stated as selection criteria and form the The assessment documentation provides the following;
basis of the interview. 1. candidates’ personal information, work experience,
education/training, and quali昀椀cation
Education or Training Needs 2. candidates result of the assessment

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3. information on number of candidates assessed and certi昀椀ed on a Evidence plan gives information of the quali昀椀cation, unit
certain quali昀椀cation; and of competency, the list of required evidence and in what ways
4. review of assessment process. or assessment method the evidence will be collected.

Purpose of Assessment Appointment

The assessment appointment ensures that there will be an Accredited Competency Assessment Center (ACAC) is an
assessor on the scheduled date of assessment and to inform establishment o昀케cially authorized by TESDA to manage the
candidate on the schedule of assessment. assessment of candidates for national certi昀椀cation.

Assessors Responsibility and Assessors Assessment Center Responsibility

Guide The Accredited Competency Assessment Center under close
Assessors Responsibility supervision by TESDA shall facilitate assessment, pay the services
Plan an assessment activity, of accredited competency assessors and submit required reports to
• ensure the candidate is ready for assessment TESDA PO/DO and RO.
• prepare the assessment tools or materials CAC Provides Information on Assessment to Candidate
• ratify assessment procedures with appropriate
CAC Sta昀昀/Processing O昀케cer
personnel in the industry/workplace or training
organization • Provides information on Quali昀椀cations for assessment
• the time and place for agreed with the candidate • Provides information on assessmentand
and any other relevant parties certi昀椀cation arrangements
• determine the needs of the candidate and any • Administers the self-assessment guide for quali昀椀cation
reasonable or allowable adjustments that has to be applied for to the applicant-candidate
made during assessment
• all appropriate personnel are advised of the CAC Provides Checklist of Requirements to Applicants
assessment. AC Processing O昀케cer
• Provides applicant-candidate the following:
Assessors Guide  Application form
The assessor’s guide is a part of the assessment package that  Checklist of Requirements relevant to the
provides general instructions on the conduct of assessment for a Quali昀椀cation applied for
speci昀椀c quali昀椀cation.
National assessment and certi昀椀cation arrangement CAC Processing O昀케cer Checks Completeness of
This part of the Assessors Guide explains how the Documents
candidate can be certi昀椀ed on a quali昀椀cation, the prerequisite AC Processing O昀케cer
for a quali昀椀cation and who are quali昀椀ed to undertake the • Checks the following:
assessment  Self-Assessment Guide
Evidence plan  Application Form properly and completely
昀椀lled-out

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 Pictures; 3 pcs., colored, passport size,  Electronic copy and three (3) hardcopies of the
(3.5cm x 4.5cm with head size ranging from Registry of Workers Assessed and Certi昀椀ed
27 mm to 31 mm; white background, with (RWAC)
collar; and with name printed at the back:)  CARS
 Rating Sheets
• Post assessment results of candidates found
CAC Collects Assessment Fee CAC competent
Processing O昀케cer • Pays honoraria of competency assessor
• Requests applicant to pay the assessment fee after
receiving the complete documents Lesson 3
• Ensures that assessment fee is paid only to the authorized TOPIC OR LESSON: ORGANIZE ASSESSMENT ACTIVITIES
person in the Assessment Center and checks O昀케cial Receipt SUB-TOPIC/S: 1. Assessment Resources and
issued to applicant. Assessment Packages/ Instruments
• Detaches Admission Slip from the Form and returns it to the 2. Context of Assessment
applicant 3. Competency Standard and
• Informs candidate of any preparation to be undertaken e.g., Assessment Guidelines
PPE, etc.
Assessment Resources and Assessment Packages/
ACAC Assigns Competency Assessor ACAC Instruments
Processing O昀케cer
• Prepares Attendance Sheet of candidate-applicants Assessment Resources
per batch according to Quali昀椀cation Assessment resources are the tools, equipment and supplies
• Submits schedule to CAC Manager and requests for that the candidate will use in the assessment process for a speci昀椀c
Competency Assessor quali昀椀cation.
ACAC Manager Assessors must ensure that;
• Assigns Competency Assessors on rotation basis Note: • all the tools are in working condition.
Each competency assessor shall assess a maximum of • all the equipment are in working condition and has provision
10 candidates per assessment schedule for safety.
• Con昀椀rms competency assessor's acceptance • all supplies are available
• Informs TESDA PO/DO of the number of candidates Candidate must be informed beforehand of the tools and
scheduled for assessment two days before the date of supplies that they will bring during the assessment process, like PPE
assessment and hand tools.

Competency Assessor Conducts Assessment Assessment Package

CAC Submits Reports to PO Assessment Package - assessment materials that are used in the
• Reviews the Competency Assessment Results assessment process. It consists of the following;
Summary
• Application form with two pictures.

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• Assessor's Guide - a set of documents which contains • needs and any allowable adjustments in
information that will assist the assessor in the evidence the assessment procedure
gathering process. • understanding of the competency standards,
• Competency Assessor's Script - outlines the series of steps evidence requirements and assessment process
that competency assessor and candidate move through while • readiness for assessment and decide on the time and place
undertaking the assessment. of the assessment
• Candidate's Guide - contains the Self-Assessment Guide,
Competency Assessment Agreement and Speci昀椀c Instructions Context of Assessment
for the Candidate. The context of assessment is the environment or setting in
• Rating Sheet - contains speci昀椀c questions or activity(ies) which the assessment activity takes place. A combination of
developed from the selected assessment methods and the circumstance may be prepared and established prior to the
conditions under which the assessment should be conducted assessment as this will ensure that the assessment process will
and recorded. take place as expected.
The context of assessment includes the following:
The assessment packages are being kept at the TESDA 1. Physical setting- this maybe the workplace, an assessment
Provincial O昀케ce for safekeeping. These are only issued to center, community project or online set-up. A venue for assessment
accredited assessment center during the scheduled should be made accessible to the candidates for their convenience.
assessment. The assessor should also ensure that the assessment site is
conducive for assessment.
Context of Assessment 2. Tools, equipment and facilities- The assessor should introduce to
When preparing a candidate for assessment it should result to the candidate the di昀昀erent tools, equipment and facilities that will
supportive assessment environment; be used in the assessment process.
• Suitable for the assessment 3. Materials - The assessor should also introduce to the candidate
• Candidate is relaxed and not apprehensive the perishable and consumables materials required during the
• Establish rapport with candidate assessment. The assessor must also ensure that all documents
• Provide overview of the process pertinent to the assessment are ready and available prior to
• Advise candidate on assessment conditions assessment.
• Answer candidate questions 4. Purpose of assessment-The assessor should have an
understanding of the purpose of assessment such as certi昀椀cation,
Preparing a candidate for assessment is an orientation activity licensing, OH&S, skills audit.
that will inform the candidate of the following: 5. Employment status of candidate - the assessor can ask questions
• context and purpose of the assessment and the assessment to the candidate to know if the assessment is directly related to the
process candidate's work?
• competency standards to be assessed and the evidence to 6. Access to support personnel - one of the things that the assessors
be collected should do in preparing the candidate is to introduce the support
• assessment procedure, the preparation which the candidate sta昀昀 that will be a part of the assessment process. It can be a tool
should undertake and answer any questions keeper or the one who will issue to you the needed supplies or
materials.

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Lesson 4
Competency Standard and Assessment Guidelines TOPIC OR LESSON: ORGANIZE ASSESSMENT ACTIVITIES
SUB-TOPIC/S: 1. Reasonable Adjustment
The Competency Standard 2. Assessment Forms
The competency standard is a document that de昀椀nes the 3. Competency Standard and
competencies required for e昀昀ective performance in the workplace. Assessment Guidelines
Reasonable Adjustment
It is a written speci昀椀cation of the knowledge, skills and attitude
Reasonable adjustment, sometimes called reasonable
required for a performance of job or occupation and the
accommodation or allowable adjustment, is designed to ensure that
corresponding standard required for these in a workplace. all people are treated equally in the assessment process.
Another aspect of preparing the candidate is the introduction This means that, wherever possible, 'reasonable' adjustments
of the competency/ies to be assessed. The assessor must explicitly are made to the assessment process to meet the individual needs
explain the following; of candidates.
For example, this may involve translating written instructions
• The relevant unit of competency/ies covered in the into local dialect for candidates from non-English speaking
assessment. The assessor must explain the di昀昀erent elements backgrounds or providing instructions orally rather than in writing
covered for each competency. for candidates with limited language skills.
• The evidence requirements as stipulated in the evidence Adjustments are considered 'reasonable' if they do not impose
guide for each unit of competency. an unjusti昀椀able hardship upon the assessment centre. In
determining whether an adjustment would impose unjusti昀椀able
Assessment Guidelines and the Assessment Process hardship, the following factors should be taken into account:
Assessment Guidelines are being developed to support each • the nature of the bene昀椀t or disadvantage
set of competency standards developed by TESDA. The Guidelines: likely to be experienced by the candidate
• con昀椀rm that the benchmarks for assessment • the e昀昀ect of the disadvantage on the person concerned
are the competency standards. • the cost of making the adjustment.
• set out the rules on how evidence will be gathered
• describe the process for designing evidence gathering tools Forms of reasonable adjustment
• describe the assessment process • Translate English into local dialects
• set out the assessor requirements. • Use oral in place of written instructions

The assessor must follow the relevant Assessment Guidelines Legal and ethical responsibilities
in order to ensure that: • Occupational Health & Safety - it is important to inform the
• assessment processes are fair to all candidates candidate the nature of work and the potential hazard it may
• assessment processes are implemented in a consistent cause to him. Candidate should be reminded of the
manner precautionary measures; like not be allowing them to undergo
• assessment processes produce high quality and consistent assessment if they are not wearing appropriate personal
outcomes. protective equipment, or they are exhibiting unsafe actions.

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• Con昀椀dentiality of the assessment process means that all believes they have been incorrectly assessed. The
information about the assessment should be kept con昀椀dential. underlying principles of an appeal process include:
The assessor must ensure that the following must be kept  a natural justice for a candidate, to avoid
secured; unfair treatment or an assessors' error of
 Assessment Package must kept in secured judgment;
place, the assessor should ensure that all  an incentive to quality and consistent
the copies of the assessment package are performance bv assessors;
retrieved after the assessment activity. This  assurance to employers and candidates of
will guarantee the integrity of the the objectivity of the assessment system.
assessment package.
 Candidate’s assessment result must also be Assessment Forms
kept con昀椀dential to ensure candidates Assessment Forms
personal integrity. The assessment result Assessors must be aware of the di昀昀erent assessment forms
can only be made available to authorized being used in the assessment process. The following are the forms
personnel, like to his supervisor or human used in the assessment process;
resource personnel where he works and to • Candidates Application Form
the institution where he is actually have his The candidates Application Form is 昀椀lled up by the candidate
training. upon undergoing orientation at the assessment center,
 Assessment procedure or process must also pertinent data will be given by the candidate, such as his/her
be kept con昀椀dential. The assessor must personal pro昀椀le, education, work experience. This form also
inform the candidate to refrain from giving includes the admission slip that the candidate will have to
any form of information that took place bring during the scheduled assessment.
during the assessment process. • Attendance Sheet is one of the required forms that the
• Free consent of candidates - Assessor must ensure assessor should have to bring during the actual assessment.
that the candidate was not pressured in any way to be The candidate should 昀椀ll up this attendance sheet to con昀椀rm
assessed. that he is present during the assessment.
• Adheres to quality system, policies and procedures of • Competency Assessment Agreement refers to the document
the workplace. which is concurred by the candidate and the assessor
• Integrity of the assessor - assessor must not in any regarding the requirements of assessment.
way make assessment decision in favor of somebody • Registry of Workers Assessed and Certi昀椀ed refers to a
request, be it the candidate, a close record that contains the documentation of the results of
acquaintance/friend, or even powerful people. The assessment and as a basis for national certi昀椀cation.
decision must be solely based on the result of the • Competency Assessment Results Summary refers to the
assessment. consolidated assessment decisions made by the competency
• Appeal Process - appeal for reassessment to gain an assessor which indicates the overall performance of the
independent second opinion will apply in cases where a candidate during the assessment process.
candidate is judged as "Not yet competent" and • Assessment Package - assessment materials that are used
in the assessment process. It consists of the following: 1)

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Assessor’s Guide; 2) Competency Assessor's Script; 3)

Candidate's Guide; and 4) Rating sheet.

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Lesson 5
TOPIC OR LESSON: PREPARE THE CANDIDATES
SUB-TOPIC/S: 1. Preparing Candidates
Preparing Candidates

Performance Objective
Given a candidate, competency assessment agreement,
pencil, and ball pen you are to role play on preparing candidate for
assessment following the procedure listed below.
One of the most important phases of conducting assessment
is to prepare the candidate for assessment before the assessor
starts to gather evidences. Remember, as a competency assessor,
you must provide a supportive environment before starting with the
assessment activity. You must ensure that the environment is
suitable for the assessment and the candidates are relaxed and not
apprehensive.

Prepare candidate for assessment following the steps listed

below
1. Explain the context and purpose of assessment to candidates in
line with the requirements of the relevant Assessment Guidelines.

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2. Determine the needs of the candidates to establish any allowable slips once your name is
called. (let the candidates sign on
adjustments in the assessment procedures. the attendance sheet, compare
3. Convey information using verbal and non-verbal language to signature of candidates on
promote a supportive assessment environment. admission slip against the
signature on the attendance sheet)
4. Explain the legal and ethical responsibilities associated with the
assessment to the candidates in line with the relevant Assessment I have here with me your
Guidelines. accomplished self-assessment
guide. This is an indication Attendance sheets
5. Explain the competency standards to be assessed and the that you know and can
evidence to be collected to the candidate as contained in the perform all the units of
assessment guidelines. competency enumerated in
this quali昀椀cation. (self-
assessment guide was given to the
Materials/References candidate by the processing officer
of the assessment center)
Good morning everybody!
The competency assessor gives the
My name is (state your overview of the Qualification to be
name). I am an accredited assessed:
competency assessor for
. ( the assessor Today, I am going to
must wear his/her administer competency
ID card as a proof of his/her assessment for (state the
accreditation) Relevant Quali昀椀cation / units of
Quali昀椀cation). It is the
Quali昀椀cation level with competency
I would like to acknowledge (Enumerate the Core Units of Relevant National Assessment
the presence of Mr./Ms. and Certi昀椀cation Arrangements
, one of Competencies . Core
the members of our Competencies
and
Mr./Ms. , our Relevant copy of National
representative from TESDA namely:
Provincial O昀케ce. Assessment Package for Full
1.
Quali昀椀cation
You do not have to worry 2.
about their presence. They 3.
are here to oversee the Clustered Units of
conduct of competency OR Competency
assessment and to check if (Certi昀椀cate of Competency)
the conduct is in accordance
with the prescribed These
competency assessment
methodology and procedures. core units are clustered to
They will not assess you. form one (1) assessment
package for full
Before I start, let me 昀椀rst Quali昀椀cation /
check the attendance. Please
present to me your admission clustered

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units of Competency which is If you need assistance, I will

-------------------------------- be more than willing to assist
--------. It covers the following: you.

(The competency assessor

The competency assessor
explains and guides the
orients/briefs the
candidates in accomplishing
candidates. Explains the
the Competency Assessment
following:
Agreement sheet)
Relevant Copy of
 context and purpose of
CS/Qualification After the candidate is through Accomplished Competency
assessment
with accomplishing the Assessment Agreement sheet
 qualification/units of Competency Assessment
competency to be Copy of National Agreement sheet, you will review
assessed Assessment package for full the answers and will give feedback
Qualification to the candidates.
 tasks to be performed and
the evidence to be collected ( National Certificate) You now assign a number to the
 assessment procedures to be candidates (candidate #1,
undertaken candidate # 2, candidate #3) . . . . .
Clustered Units of
 needs of the candidates Competency and give instruction that
to be considered ( Cer琀椀昀椀cate of Competency) candidate #1 will be the
during assessment first to enter the assessment room.
 allowable/reasonable The other candidates will have to
adjustments in the wait at the waiting area.
assessment procedure
(the competency assessor
can conduct orientation to
at least ten (10) candidates)
Do you have any questions or
clari昀椀cations?
Competency Assessment Agreement
If none, I will now distribute Sheet
the Competency Assessment
Agreement sheets. Please
read the instructions carefully
and answer all the questions
outlined in the document.

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Lesson 6 • Evidence of training

TOPIC OR LESSON: GATHER EVIDENCES Method of Gathering Evidence
SUB-TOPIC/S: 1. Forms of Evidence There are various way of gathering evidence. Among these
2. Ways of Gathering Evidence are:
• Multiple observations by the assessors of the candidate
Forms of Evidence carrying out the work activities
• Demonstration of speci昀椀c skills needed to complete the task
Evidence is information gathered which, when matched • Assessment of technical qualities or 昀椀nished product
against the performance criteria, provides proof of competency. • Written test of underpinning knowledge
Evidence can take many forms and be gathered from a number of • Oral questioning of candidates
sources.
As noted above, assessment involves collecting evidence. This Ways of Gathering Evidence
evidence may be direct evidence (such as observation of workplace
performance), indirect evidence (such as formal testing) or After knowing the forms of evidence, you will be introduced to
supplementary' evidence (such as references from employers). This the di昀昀erent ways of gathering evidence. This lesson will equip you
evidence is used by an assessor to make a judgement about with the di昀昀erent ways of gathering evidence and will give the tips
whether the candidate is competent. It is the responsibility of the on how to use this evidence.
assessor to determine what and how much evidence is required to Observation
make the assessment judgement. Training Regulations provide
guidance on the types of evidence required, and further advice may Observation is a key form of evidence gathering in the actual
be gained through moderation and industry consultation. workplace. When the picture of competence is developed within a
workplace context it is easy to 昀椀nd opportunities for observing work
Forms of Evidence: performance. However, there are situations in which it might not be
1. Direct Evidence is evidence that can be observed and possible, or it may be inappropriate to use observation. For
witnessed by the assessor. This may include: example:
• Observation of the assessors of the candidate carrying out • work activities that occur irregularly, take place over an
work activities. extended period of time or are di昀케cult to observe (this may
• Oral questioning of the candidate.
include work activities such as dealing with an emergency
• Demonstration of speci昀椀c skills needed to complete the
task. situation, planning a process or managing a team task)
2. Indirect evidence is evidence of the candidates’ work that can • work activities that involve issues of privacy and
be reviewed or examined by the assessor. This may include: con昀椀dentiality, such as counselling, providing feedback to
• Assessment of 昀椀nished product team members on work performance or dealing with
• Written test of underpinning knowledge
con昀椀dential or private client information
• Review of previous work performed
•Testimonials or report from employers, colleagues, clients or
supervisors

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• situations where it may be culturally inappropriate to hours or at another site, such as an Accredited Competency
observe the activity Assessment Center (ACAC), using similar machinery.
In these situations, alternative forms of evidence will be Demonstrations can be used in a wide range of situations,
required, such as structured activities, third party feedback. such as:
Observation should aim to collect evidence of all components • showing how to use speci昀椀c functions of a computer
of competency, including key competencies, dimensions of package
competency, safety and quality. • showing safe lifting procedures for di昀昀erent types of loads
• showing how to use an equipment in a range of situations
When conducting an observation, the assessor should: • giving a verbal presentation to a group.
• use observation as an opportunity to observe practical skills
In implementing a demonstration, the assessor should:
as well as attitudes, underpinning knowledge, key
• check that the demonstration complies with the information
competencies, and dimensions of competency in the Training Regulation,
• include a range of work activities • including the elements and performance criteria,
range statement and evidence guide
• supplement observation with questioning or an interview, to • equipment used is safe and re昀氀ects the type of equipment
draw out the way in which underpinning knowledge, key currently used in the industry
competencies and the dimensions of competency are being • conduct the demonstration at a site which re昀氀ects
applied in practice conditions in the workplace (Accredited Competency
Assessment Center)
• consider other forms of supporting evidence which show • set realistic expectations, for example, time limits and
how the candidate has prepared or planned for the task quality speci昀椀cations
• use materials and applications that are relevant
• remember that the candidate might feel nervous while
to the workplace and the unit of competency
being observed • set realistic expectations, for example, time limits and
• use a checklist to record that the candidate has performed quality speci昀椀cations
all required tasks. • use materials and applications that are relevant
to the workplace and the unit of competency
Demonstration
For logistical reasons such as safety, expense, or time, it is Third Party Reporting
not always possible for assessors to observe a process during real
There are some situations in which workplace evidence is
work time. Therefore, it may be necessary for the candidate to
required but it is not possible for the assessor to directly observe
demonstrate the process at another time or location. For example, it
the candidate at work. For example, the work activities may be at a
may not be possible for the candidate to demonstrate machine
remote location, involve issues of privacy or con昀椀dentiality, only
shutdown procedures during normal work hours. So the assessor
may ask the candidate to demonstrate this skill out of working

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occur rarely or may be conducted at a location where safety is • the candidate’s responsibilities at work
compromised if another person is present. • the candidate’s understanding of legislative and safety
requirements that impact on activities or tasks at work
Situations in which an assessor may not be able to observe • the candidate’s understanding of workplace procedures
the candidate include: • whether the candidate is able to transfer skills to other contexts
and situations
• while it may be possible to see a security guard carry out
the mechanical operations required to use a gun, it is unlikely
• what the candidate would do if something di昀昀erent or unusual
that the assessor will be able to observe the o昀케cer using the happened or if something went wrong.
weapon appropriately in real life situations
• in some situations assessments have to be carried out in Oral questioning
distance mode because it is not possible for the assessor to • Oral questioning involves the assessor asking the candidate a
number of questions about real, simulated or hypothetical
visit the workplace to observe the candidate.
situations. The questions may be preset. Alternatively, assessors
In each of these situations, the evidence will need to be may develop their own set of questions to suit the context of the
collected by an observer or a third party, who may be the security assessment and the requirements of the competency standard.
o昀케cer or the work supervisor. • Oral questioning complements real time/real work observations
and structured activities as it provides a means of probing the
The assessor should select the best person to observe the candidates understanding of the work. Oral questioning: is a
candidate and prepare materials which help the observer to provide valuable tool for collecting evidence of underpinning knowledge and
relevant feedback on the candidate’s performance that is directly its application across a wide range of contexts
related to the relevant unit(s) of competency. • can be used where written questioning might not be appropriate
due to literacy and language problems (in particular, to con昀椀rm the
It is important to remember that the assessment decision is candidate’s understanding of the question and to probe for further
made by the assessor, not the third-party observer. information if the candidate’s response is not su昀케cient)
• can be standardized to enhance validity and reliability
• provides immediate information about the candidate’s knowledge
Questioning and understanding to assist in determining what other evidence
may need to be collected.
• Questioning is evidence gathering technique that is widely used in
competency-based assessment. Questions may be asked orally or in Although questioning is a valuable tool for collecting evidence,
a written format. Answers to questions assessors need to be aware that the correct questioning techniques
need to be used to avoid asking leading questions, mistakenly
• provide evidence of underpinning knowledge, application of skills answering questions or giving clues to the required responses.
and the capacity of the candidate to transfer knowledge and skill to Assessors also need to be aware that some candidates may not be
di昀昀erent contexts. able to visualize or conceptualize hypothetical situations and that
questioning may favor those with good communication skills. To
Questioning may be used to determine:
ensure that oral questioning is e昀昀ective, the questions need to be
• why the candidate does particular activities or tasks at work

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well planned and structured. The following tips will provide It is important for the assessor to have a record of the
assessors with guidelines for structuring and asking questions. questions asked and an indication of the suitability of the responses
given by the candidate. If the candidate’s response is insu昀케cient
the assessor should record, why on the recording sheet or checklist.
Hints for e昀昀ective questioning This provides information that can be used later, if necessary, to
The assessor should: explain to the candidate where skills and/or underpinning
• keep questions short and focused on one key concept knowledge need to be developed to achieve the required
• ensure that questions are formal and structured competence.
• test the questions to check that they are not ambiguous
• use open-ended questions such as ‘what if…?’ and ‘why…?’,
rather than closed questions Lesson 7
• keep questions clear and straightforward and ask one at a time TOPIC OR LESSON: GATHER EVIDENCES
• link the questions to work experience SUB-TOPIC/S: 1. Written Test, Portfolios and
• use words that the candidate will understand Dimension of Competencies
• look at the candidate when asking questions 2. Dimensions of Competency
• ensure that the candidate understands the questions
• ask the candidate to clarify an answer if the assessor does not
understand the response Written Test, Portfolios and Dimension of Competencies
• con昀椀rm the response by saying the answer back Written test can be useful for assessing underpinning
in the candidate’s own words knowledge and for supplementing evidence gathered through real
• document responses on a checklist or recording sheet
time/real work and structured activities.
• time questions so that the candidate is not interrupted while
carrying out a task that requires full concentration Written test can be asked under test situations or as part of a
• encourage a conversational approach when appropriate, to put structured activity.
the candidate at ease and to make the questioning 昀氀ow with the
task What is a portfolio?
• use questions or statements as prompts for keeping focused on
A portfolio contains individual pieces of evidence demonstrating
the purpose of the questions and the kind of evidence being
work outputs that have been collected by the candidate. The items
collected
• keep questions 昀氀exible and adjust language to a suitable level are usually produced over a period of time and come from di昀昀erent
• listen carefully to the answers for opportunities to sources. A well-constructed portfolio incorporates a selection of
昀椀nd unexpected evidence evidence that is clearly benchmarked against the relevant unit(s) of
• follow up responses with further questions, if useful, to draw out competency and indicates consistent performance of work activities
more evidence or to make links between knowledge areas in accordance with workplace standards.
• make up a list of acceptable responses to ensure reliability of
assessments As indicated below, portfolios may be organized and
presented in a variety of forms:
Recording Responses Portfolio evidence

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Portfolios can include a wide variety of evidence. In much community/volunteer role.

cases evidence will come from the candidate’s day to day work. Work samples, for Provides evidence of the
However, the portfolio can also include evidence from other work example candidate’s ability to do part
situations, previously certi昀椀cated learning, and other activities such reports, letters, or whole of work tasks or
as recreational pursuits. This evidence may derive from either designs processes
current performance or past achievements. Finished products, for Provides evidence of
example candidate’s ability to
The evidence presented in a portfolio must be valid. That is, it tools completed produce a product
must relate to the elements, performance criteria, range statement or service.
and evidence guide of the relevant unit(s) of competency. It must Product descriptions Provides evidence that the
be su昀케cient and current, demonstrating that the candidate is or speci昀椀cations candidate is aware of the
competent across the full range of activities described in the inputs,
relevant unit(s). outputs or standards
required to produce a
Portfolio Materials product or provide
Form of Evidence Application a service.
Transcripts of records, Provides evidence of prior Statutory Provides evidence that
certi昀椀cates education or training declarations work samples are the
completed on or o昀昀-the-job.
candidate’s own work.
Assessment Provides evidence of on-the-
Portfolios may contain both direct and indirect evidence. A
feedback or job performance, observers’
completed comments and future action portfolio may include work samples produced by the candidate,
checklists as a result of assessment. performance evidence such as photographs and video tapes and
Written statements or Provides evidence of the reports describing what the candidate has been observed doing in
references candidate’s job the past. It may also contain written evidence describing what the
performance, candidate would do in response to emergencies, breakdowns, or
responsibilities, other contingencies (supplied by the candidate).
achievements and skills
levels. There are no set rules about the proportion of direct evidence
Job descriptions Provides evidence of prior to indirect evidence in a portfolio. The importance attached to any
work experience given item of evidence varies according to its context, age and
Work journals Provides evidence of tasks, whether or not it is supported by other evidence.
activities or other Evaluating a portfolio
achievements
accomplished by the The provision of workplace documents, work samples and
candidate in the course of other records in a portfolio does not mean that the candidate is
days or weeks at the
workplace or in a

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competent. This is the responsibility of the assessor. In evaluating a Incorporate and assess dimensions of competency
portfolio, the assessor should: E昀昀ective workplace performance requires not only isolated
technical skills, but the knowledge and attitudes lo apply those skills
• seek veri昀椀cation of the role of the candidate from others who have in routine and non-routine situations. People are considered to be
witnessed the events documented competent when they are able to apply their knowledge and skills to
successfully complete work activities in a range of situations and
• interpret the currency of the material and the way that the
environments.
candidate applies the skills in the present context
The four dimensions of competency are:
• obtain explanations of the material from the candidate to clarify • task skills – this involves undertaking a speci昀椀c workplace
the context and relevance to the unit(s) of competency involved task[s].
(this may be achieved by interviewing the candidate) Assessor needs to collect evidence that the candidate can do
the individual actions as well as the whole task.
• evaluate the contents of the portfolio using a holistic approach Example: Data are entered into the computer using
(rather than taking an atomistic approach by checking each item in appropriate application in accordance with company
the portfolio against the unit requirements, assessors should procedure.
consider evidence as a whole or in large integrated pieces. The • task management skills – this involves managing a number of
bene昀椀ts of this approach are that it is less time- consuming and di昀昀erent tasks to complete a whole work activity.
allows assessors to concentrate on those areas where there are Assessors gather evidence that the candidates can provide
evidence that they can work e昀케ciently to meet deadlines,
perceived gaps in the evidence).
handle a sequence of interrelated tasks and progress
Dimensions of Competency smoothly between tasks.
Example: Following presentation feedback on product design
Dimensions of competency must be taken into account when is obtained from the appropriate personnel. Any modi昀椀cations
an assessor is gathering evidence of a candidate's competency for a are identi昀椀ed and incorporated into the 昀椀nal design.
unit, and assessment should be designed to address these • contingency management skills – this involves responding to
accordingly. problems and irregularities when undertaking a work activity. This
Case studies, questions, simulated work events, and "what if may involve dealing with:
scenarios are useful strategies for assessors to use to assist  breakdowns
candidates to acquire and demonstrate these capabilities.  changes in routine
Working with the dimensions of competency highlights some  unexpected or a typical results or outcomes
critical points for assessors:  di昀케cult or dissatis昀椀ed clients
• It's important to know what's inside a unit of competency - Assessor needs to collect evidence that the candidates can
more than just the performance criteria. respond to problems and irregularities while performing a
• Having a good understanding of what the work involves also work activity.
helps an assessor interpret the unit of competency. Example: Noti昀椀cation of shift availability, or non attendance
• Watching a person use their skills is not enough. It's critical for shift, is given without undue delay and according to store
for assessors to ask questions that explore the candidate’s policies and procedures.
knowledge of the job and their ability to solve problems.

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• job/role environment skills – this involves dealing with the • covers the relevant breadth and depth of the Unit of Competency
responsibilities and expectations of the work environment when (including knowledge and skills, dimensions of competency,
undertaking a work activity. evidence guide etc)
Assessor must collect evidence that the candidate can; • re昀氀ects current industry- standards
 work with others
 interact with clients and suppliers Authentic
 comply with standards operating procedures Authenticity relates to ensuring that each piece of evidence is
 observe enterprise policy and procedures. from the candidate and not another person - that the assessor is
Example: Reports are prepared/ completed con昀椀dent that it is the candidates own work.
according to company requirements. Where a judgement relies on indirect or supplementary forms
of evidence, or the direct evidence is not directly observable, other
complementary evidence may be needed to support authenticity.
Lesson 8 Procedures can be established to support the authenticity of
TOPIC OR LESSON: GATHER EVIDENCES evidence which include'.
SUB-TOPIC/S: 1. Rules of Evidence • observation of work in progress
2. Evidence Gathering Tools • submission of training records
Rules of Evidence • third party veri昀椀cation
After you gather evidence, there is a need to make an Current
assessment decision and one of the things you have to consider in Currency relates to the age of the evidence presented by a
making your decision is the rules of evidence. candidate to demonstrate that they are still competent.
When evaluating evidence to make a decision of competence, Competency requires each piece of evidence provided must:
the assessor must ensure that the evidence provided satis昀椀es the • re昀氀ect the candidate’s current knowledge and/or skills in the
Rules of Evidence. relevant aspect of work
They are the rules by which an assessor justi昀椀es his/her • establish that the candidate can meet the requirements of the
assessment decision. Each piece of evidence must be valid, current version of the relevant Unit/s of Competency and industry
authentic and current to be considered acceptable evidence. There standards
must also be su昀케cient evidence overall, to allow an assessor to
make a judgement of competence. (Linked to the su昀케ciency rule is Su昀케cient
a requirement, that the assessor must be con昀椀dent that the Su昀케ciency relates to the quality and quantity of evidence
candidate can perform the competency consistently. assessed. It requires collection of enough appropriate evidence to
ensure that all aspects of competency have been satis昀椀ed.
Valid Applying the su昀케ciency rule to evidence means that the
To ensure evidence is valid, you as the assessor must be combination of all evidence provided must;
con昀椀dent that each piece of evidence collected: • demonstrate the outcomes and performance requirements of the
• demonstrates relevant outcomes and performance requirements Unit of Competency
of the Unit of Competency

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• cover the breadth and depth of the Unit of Competency (including • situations where workplace safety may be compromised.
knowledge and skills, dimensions of competency, range of variables,
evidence guide etc)
• allow the assessor to be con昀椀dent that the candidate can perform
the competency consistently

Consistent
Does the evidence :
• show that the candidate consistently meets the standards under
workplace conditions rather than showing a one - o昀昀 demonstration
of the standards?
• Incorporate multiple items of evidence?

Recent
Recency relates to the age of evidence in relationship to
current version of the relevant unit of competency.

Evidence Gathering Tools

Observation checklist
An observation checklist is useful when observing
performance in both real-work situations or in simulated
environments where candidates are able to demonstrate skills,
application of workplace procedures, including OHS.
An observation checklist enables the assessor to observe in a
focused way, to take structured notes that can be referred to when
making the assessment decision, to provide informed feedback to
candidates, and to enhance the objectivity of the assessment
decision.

Observation is not appropriate for ...

• activities that occur irregularly, take place over an extended
period of time or are di昀케cult to observe
• activities that require privacy and con昀椀dentiality
• situations where it may be culturally inappropriate to
observe the activity

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Questioning
Asking questions is a widely used teaching, learning and
assessment technique. Tools that you might develop to support this
methodology include:
• oral questioning
• written questions
• interviews
• questionnaires
Oral questioning is a common assessment technique, which is
used in a number of situations. It does not involve a large
investment of time, and responses lo oral questions provide useful
evidence of:
• a candidate's technical knowledge
• their understanding of workplace procedures, legislation and
safety requirements.
Questioning allows you to probe to obtain clari昀椀cation, con昀椀rmation
or supplementation when needed. For example, responses to "what
would you do if..." questions are e昀昀ective ways of determining
whether a candidate is able lo deal e昀昀ectively with contingencies
(an important dimension of competency) and to anticipate and pre-
empt problems that may arise out of the work process.
Oral questioning may also be a reasonable way to
accommodate a candidate's need for consideration of their

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language and literacy skill levels. Remember that the assessment methodology, you need to exercise care in developing precise
should not demand higher literacy, language or communication guidelines.
skills than those required for the job itself.

Questioning is appropriate for .,.

• Times when observation cannot be used
• Verifying observations
• Underpinning knowledge
• Dimensions of competency

Third Party Report

Third party evidence is evidence gathered from workplace
supervisors, peers and others to support an assessment decision.
An assessor cannot always observe a candidate over a period of
time and some competencies are di昀케cult to assess by observation
alone. Therefore gathering third party evidence can be an essential
part of the assessment process.

Portfolio
A portfolio is a collection of materials prepared by a candidate
to demonstrate their knowledge, skills and understanding. It has
often been used as a tool for candidates seeking RPL. New
streamlined approaches to RPL encourage assessment methods
that reduce the previous reliance on paper-based evidence and
provide opportunity for candidates to gather evidence of their
competency in a range of ways that better match the requirements
of the unit/units.
Increasingly, methods that are being used to gather evidence
for RPL mirror assessment methods that are used in a training
program. These include self-assessment, interview processes and/or
direct observation either on the job in the workplace, or in a
simulated environment.
If you elect to use portfolios, as part of the evidence on which
you base your assessment judgement, your guidelines for
candidates need to leave no doubt as to the intended purpose and
expected composition of the portfolio." Portfolios can be time-
consuming to compile and to assess, so if you elect to use this

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For each of the evidence gathering methods there is

a corresponding evidence gathering tools such as:

Lesson 9
TOPIC OR LESSON: GATHER EVIDENCES
SUB-TOPIC/S: 1. Gathering Evidence
2. Performance Checklist for Gathering
Assessmnet Evidence Tools
3. Evaluation of Evidence

Gathering Evidence
Gather evidence following the steps listed below
• Gather evidence in compatibility to the elements,
performance criteria, range of variables and evidence guide in
the relevant units of competency.
• Gather evidence in terms of validity, consistency, currency,
recency, authenticity, and su昀케ciency
• Gather evidence in terms of the four dimensions of
competency.
• Gather other evidence to support other evidence

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• Check the evidence to ensure that the candidate carried out

the work tasks according to workplace procedures.
2. Did the candidate demonstrate the appropriate task
management skills?
• Check the evidence to ensure the candidate has appropriate
skills in selecting equipment, planning, coordinating, organizing,
and prioritizing.
3. Did the candidate demonstrate the appropriate contingency
management skills?
• Check the evidence to ensure that the candidate knows how
to deal with unplanned events, emergencies, and breakdowns.
4. Did the candidate demonstrate the appropriate job/role
environment skills?
• Check the evidence to ensure that the candidate is aware of
enterprise policies and procedures, functions e昀昀ectively in the
workplace and contributes to the organization’s quality system.

Rules of evidence
Evaluation of Evidence The 昀椀nal check is that the evidence meets the rules of
evidence.
Once the evidence has been collected, it should be compared Assessors need to ensure that the evidence:
with the relevant unit(s) of competency to make the assessment 1. re昀氀ects the skills and knowledge described in the relevant unit(s)
decision. If the assessment process has been valid, reliable, fair, of competency
and 昀氀exible and the evidence meets the rules of evidence, then the 2. shows application of the skills in the context described in the
decision making should be straightforward. range statement
3. indicates that skills and knowledge are applied in real workplace
It will 昀椀nally come down to the assessor’s honest appraisal of situations
the evidence. Sometimes the candidate has provided all the 4. demonstrates competence over a period of time
evidence required and it matches the requirements for competency, 5. demonstrates repeatable competency
but the assessor still feels unsure. Alternatively, the candidate may 6. is corroborated
seem competent, but has not met all the requirements for 7. is the work of the candidate
competence speci昀椀ed in the evidence gathering tools. In this case it 8. is able to be veri昀椀ed
may be a case of reviewing the process. 9. demonstrates the current skills and knowledge of the candidate.

In making assessment decisions, the assessor must consider Requirements of the unit of competency
the following: Does the evidence match the requirements of the elements
and performance criteria? Does the evidence address the critical
1. Did the candidate demonstrate the appropriate task skills? aspects of competence and the underpinning knowledge and skill

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requirements of the units of competence? This involves answering

the following questions: Lesson 10
1. Does the candidate show the relevant level of knowledge and TOPIC OR LESSON: MAKE THE ASSESSMENT DECISION
skills? SUB-TOPIC/S: 1. Skills in Making Assessment Decision
2. Can the candidate apply the appropriate level of problem solving 2. Forms Designed for Assessment
and information processing skills? Result
3. Is the candidate able to demonstrate the appropriate level of
responsibility for the candidate’s own work and that of others? Skills in Making Assessment Decision

Corroboration of evidence When making your judgment about competency, be clear

Does one piece of evidence support other pieces of evidence about the reasons for reaching your decision. These reasons will
and help to build a 'picture' of competent performance. For form the basis of your feedback to the candidate.
example, is the assessor's observation of the candidate supported If you have di昀케culty making your decision based on evidence
by a supervisor's reference, an example of a work product or the that the candidate has provided, this may be due to the type of
candidate's response to oral questions. evidence you decided on. If you cannot make a decision about
competency, you should ask the candidate to submit further
evidence. If after submission you can now make decision, do so, but
recommend for the revision of the assessment activities.

Skills in Making Assessment Decision

After gathering the evidence, the assessor needs to make a
judgment of competence. The assessor must have a good
knowledge of observing the candidate and keep notes of unusual
conditions or situation during the entire conduct of assessment.
1. The assessor must have a good knowledge of how to collect
appropriate evidence and match compatibility to the elements,
performance criteria, range of variables and evidence guide in the
relevant units of competency.
2. The assessor must have a good knowledge of judging the
evidence in terms of the four dimensions of competency - task
skills, task management skills, contingency management skills and
job/ role environment skills.
3. The assessor must have a good knowledge of judging the
evidence in terms of the rules of evidence - task skills, task
management skills, contingency management skills and job/ role •
environment skills.

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4. The assessor must have a good knowledge in analyzing a piece of

evidence to support other pieces of evidence and help to build a
candidate’s "picture" of competent performance.

Forms Designed for Assessment Result

Why are records important?
The conduct of competency assessment needs to keep
records for a number of reasons. These include:
1. requirements of Competency Assessment of TESDA Policy and
Procedure
2. providing statistical information
3. providingcopies of outcomes for candidates in
case of lost Competency Assessment Results Summary
4. providing data for review of competency assessment process

Forms for Assessment Results

1. Rating Sheets – refers to a document that contains speci昀椀c
questions or activity (ies) developed from the selected assessment
methods and the conditions under which the assessment evidence
are recorded.
2. Competency Assessment Results Summary - refers to the
consolidated assessment decisions made by the competency
assessor which indicates the overall performance of the candidate
during the assessment process
3. Registry of Workers Assessed and Certi昀椀ed (RWAC) - refers
to a record that contains the documentation of the results of
assessment and as a basis for national certi昀椀cation.
4. Attendance Sheet - refers to a record that contains the list of
candidates who are present during the conduct of competency
assessment.

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Results Summary (CARS). Simply follow the listed steps below to 昀椀ll
Lesson 11 up the CARS.
TOPIC OR LESSON: MAKE THE ASSESSMENT DECISION 1. Write completely and legibly the candidates name.
SUB-TOPIC/S: 1. Skills in Making Assessment Decision 2. Write legibly the assessors name.
2. Filling-up the Competency 3. Write legibly the title of the quali昀椀cation that had been assessed,
Assessment Results Summary (CARS) eg.; Electrical Installation and Maintenance NC II
4. Write legibly the name of assessment center where the
Skills in Making Assessment Decision assessment took place.
5. Write the date of assessment.
Assessors Skills in Recording Assessment Results 6. List down the unit of competency/ies covered during the
1. The assessor must have a good understanding of; assessment.
• the recording and reporting guidelines. 7. Indicate on this column the candidate’s performance whether
As an assessor you must be well knowledgeable of the satisfactory or not satisfactory.
recording guidelines as prescribed by TESDA policy procedure 8. Tick this check box if the recommendation is for issuance of
on competency assessment. National Certi昀椀cate (NC) or Certi昀椀cate of Competency (COC)
• the other requirements of the assessment process 9. Tick this check box if the candidate is recommended to submit
(portfolio). additional document and specify the title of the document.
A portfolio requirement is a means of 昀椀lling the assessment 10. Tick this check box if there is a need for the candidate for re-
gaps. A good knowledge of what other evidences to be assessment
reported is must to reinforce other evidences. 11. Tick the YES check box if the candidate performance meets the
• 昀椀lling up the relevant, assessment forms (e.g. assessment required evidences/standard, if not tick the NO check box.
checklist, competency assessment results summary, etc.). 12. Tick the competent check box if the candidates overall
Assessors must be aware of how to 昀椀ll up assessment forms evaluation is competent, for not yet competent tick the not yet
to serve its purpose, if not the assessment result might be competent check box.
jeopardized. If you are not familiar with what to do ask the 13. Write a general comment for the candidate.
assistance of other assessor who are then familiar with the 14. Let the candidate a昀케x his/her signature on this area.
assessment forms. 15. A昀케x the assessors’ signature on this area.
• the completeness of the assessment records for reporting. 16. Let the ACAC Manager a昀케x his/her signature in this area
Assessors should be aware of the completeness of its 17. Write the corresponding date of the assessment.
assessment documents to avoid problems processing the
candidate’s certi昀椀cation.

Filling-up the Competency Assessment Results Summary

(CARS)

It is the task of the competency assessor to ensure the

correctness and completeness of the Competency Assessment

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Prepare the necessary assessment reports

1. Record the assessment outcome using the prescribed rating
sheet
2. Ensure Rating Sheets are signed by the candidate after
providing feedback
3. Maintain records of the assessmentprocedures,
evidence collected and assessment outcome
4. Accomplish the Competency Assessment Results Summary
 Recommend issuance of national certi昀椀cate/
certi昀椀cate of competency if candidate is found
Competent
 Recommend re-assessment if candidate is found Not Yet
Competent
5. Submits to CAC Manager assessmentreports and
documents including:
 Rating Sheets corresponding to the number of copies
issued
 Accomplished Attendance Sheet
 CARS

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Tips for feedback on negative assessment

1. Be as positive without raising any false expectations.
2. Be as precise about the gaps in the candidate’s competence
3. Identify whether any part(s) of the assessment need be repeated
Lesson 12 and, if so, which parts.
TOPIC OR LESSON: MAKE THE ASSESSMENT DECISION 4. Emphasize and explain the results
SUB-TOPIC/S: 1. Constructive Feedback on 5. Suggest further learning or practice to 昀椀x the gaps.
Assessment 6. Arrange further opportunity for candidate to complete
Proceedings assessment requirements
2. Skills in Giving Feedback Assessor must be careful in providing negative feedback on
the performance of the candidate, as much as he could, present
negative feedback in creative way. Avoid the use of words that will
Constructive Feedback on Assessment Proceedings lower self-esteem and con昀椀dence of the candidate.
Feedback is process of identifying assessment Skills in Giving Feedback
outcomes and explaining them to the candidate. It includes
describing: Assessors must be well versed in providing assessment
1. Assessment process feedback to candidate. In order to do this he must have the
2. Assessor’s techniques following skills in giving assessment feedback.
3. Assessment decisions 1. The assessor must be good in providing clear and constructive
4. Follow up actions feedback on assessment decision.
2. Assessor must have a good understanding of exploring any gaps
E昀昀ective feedback should be given as soon as possible. The in the competency.
longer the delay between the candidates assessment and feedback, 3. Assessor must be good in advising candidate
the longer they will they will continue to have some misconceptions. reassessment procedure in line with organizational policy and
Also, delay reduce the relationship between candidates procedures.
performance and the feedback, and the candidate might not 4. Assessor must be good in recording and reporting assessment
remember what they are thinking during the evaluation decision disputed by the candidate.
1. Discuss areas for improvement in detail 5. The assessor must be knowledgeable on the procedure in
2. Discuss need for further evidence claiming COC/NC at TESDA PO/DO.
3. Inform candidate of your proposal 昀椀nal decision
4. Work out ways in which the gaps from the assessment maybe TYPES OF FEEDBACK:
昀椀lled Positive Feedback — serves to sustain behavior that is
5. Remind the candidate of the next procedures.E.g. appropriate and e昀昀ective.
recording information, signing the assessment forms Negative or coercive Feedback- serves to change behavior that
6. Ask the how you can improve assessment for other candidates in is or ine昀昀ective.
the future.

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PRINCIPLES IN GIVING EFFECTIVE FEEDBACK 14. Be clear about what you are giving feedback on and link
1. Give feedback only when asked to do so or your o昀昀er is this to the learner's overall professional development and/or
accepted. intended programme outcomes.
2. Give feedback as soon after the event as possible. 15. Do not overload — identify two or three key messages
3. Focus on the positive. that you summarize at the end.
4. Feedback needs to be given privately wherever possible,
especially more negative feedback.
5. Feedback needs to be part of the overall communication
process arid 'developmental dialogue'. Use skills such as
rapport of mirroring, developing respect and trust with the
learner.
6. Stay in the here and now' don’t bring up old concerns or
previous mistakes, unless this is to highlight a pattern of # of Date Lesson/Activities
behaviors Week
7. Focus on behaviors that can be changed, not personality 1st January 15-21, 2024 Orientation
traits. 2nd January 22-28, 2024 Lesson 1
8. Talk about and describe speci昀椀c behaviors, giving examples 3rd January 29-Feb. 03, 2024 Lesson 2
where possible and do not evaluate or assume motives. 4th February 5-11, 2024 Lesson 3
9. Use 'I' and give your experience of the behavior (when you 5th
February12-18, 2024 Lesson 4
said. I thought that you were...). 6th
February19-25, 2024 Lesson 5
10. When giving negative feedback, suggest alternative 7th February 26-29, March 1-3 Lesson 6
behaviors. 2024
11. Feedback is for the recipient, not the giver — be 8th March 4-10, 2024 Lesson 7
sensitive to the impact of your message. 9th
March 11-17, 2024 Midterm Exam
12. Consider the content of the message, the process of 10 th
March18-24, 2024 Lesson 8
giving feedback and the congruence between your verbal and 11th March 25-31, 2024 Lesson 9
nonverbal messages. th
12 April 1-7, 2024 Lesson10
13. Encourage re昀氀ection. This will involve posing open th
13 April 8-14, 2024 Long Quiz
questions such as:
14th April 15-21, 2024 Lesson 11
Did it go as planned? If not why not? th
15 April 22-28, 2024 Lesson 12
If you were doing it again what would you do the same next
time and what would you do di昀昀erently? Why? 16th April 29-30, May 1-5, 2024
17 th
May 6-12, 2024 Demonstration on
How did you feel during the session? How would you feel
18 th
May 13-19, 2024 Assessment Proper
about doing it again?
How do you think the patient felt? What makes you think that? 19th May 20-26, 2024 Final Term Exam
What did you learn from this session?

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