CONDUCT

COMPETENCY
ASSESSMENT
 CONDUCTING COMPETENCY
ASSESSMENT
•1. Organize assessment activities
•2. Prepare the candidate
•3. Gather evidence
ORGANIZE ASSESSMENT
ACTIVITIES
ORGANIZE ASSESSMENT ACTIVITIES
Factors to be Considered in Organizing Assessment Activity

Assessment- It is the process of collecting evidence and making

judgments on whether competency has been achieved.

•  Assessment involves the collection of evidence

•  Assessments involves the making of professional judgments
• Assessment is the benchmarks for the competency standard .
 Factors to be considered in
planning assessment activity
COMPETENCY STANDARD
• A document of nationally agreed industry
statement which describes the workplace
outcomes that industry recognizes as
appropriate for competent performance. It
defines the minimum required stock of
knowledge, skills and attitude a person must
possess to earn a particular qualification.
ASSESSMENT GUIDELINES

•The information/instructions given to

the candidate and/or the assessor
regarding conditions under which the
assessment should be conducted and
recorded.
The assessor must follow the
relevant Assessment Guidelines
in order to ensure that:
•  assessment processes are fair to all candidates.
•  assessment processes are implemented in a
consistent manner.
• assessment processes produce high quality and
consistent outcomes.
FOUR DIMENSION OF
COMPETENCY
• Dimensions of competency must be taken into account
when an assessor is gathering evidence of a candidate's
competency for a unit, and assessment should be designed
to address these accordingly.
• Task skills – this involves undertaking a specific workplace
task[s].
• Task management skills – this involves managing a number
of different tasks to complete a whole work activity.
• Contingency management
skills – this involves responding
to problems and irregularities
when undertaking a work activity.

Job/role environment skills –

this involves dealing with the
responsibilities and expectations
of the work environment when
undertaking a work activity.
• Workplace policies often
reinforce and clarify standard
operating procedure in a
workplace. Assessment should
include activities that are very
common in the workplace, such as
safety practices, filling up of
pertinent forms and reports, etc.
EVIDENCE GATHERING TOOLS

•The evidence gathering tools are

the specific questions or activities
developed from the selected
assessment method(s) to be used
for the assessment.
ASSESSMENT CENTERS
• This is where the actual assessment should take place; it
must have a safe working condition, equipped with the
resources needed to conduct assessment.

• Critical information on the resources needed to conduct an

assessment activity is located in the Resource Implications
section of the Evidence Guide of the relevant unit of
competency. This section provides details on the resources
needed for the assessment activity.
• It is also the assessor’s responsibility to ensure that a
safe assessment environment is provided to the
candidate. This includes ensuring that:
1. Relevant personal protective equipment is available
2. Tools and equipment are in good working condition
3. The assessment site complies with relevant
occupational and safety requirements.
If these conditions are not met, the assessment
should not be conducted.
ASSESSMENT CANDIDATE

•An individual seeking

recognition of his/her
competencies to acquire a
certification.
PURPOSE OF ASSESSMENT,
ORIENTATION,
DOCUMENTATION AND APPOINTMENT
• One purpose of the assessment is to officially identify a
persons level of qualification. The qualifications correspond
to a specific levels in the Philippine TVET Qualifications
Framework (PTQF). An individual can be assessed against
competency standards, to identify if they meet all the
requirements and thus be issued with a formal qualification.
The PTQF uses National Certificate for a qualification.
 Recruitment: Assessment maybe
carried out in order to recruit a person
for a particular job or job position.

Education or training needs:

Assessment can be a tool to identify
training needs of employees
Employee classification
Industry may use competency
standards for employees to move from
one level to another.
 PURPOSE OF ASSESSMENT
ORIENTATION
• The purpose of the assessment orientation is to check
candidate’s readiness for assessment.
• The assessment orientation usually being done at
Assessment Centers. The candidates must be equip
with the following information on;
Qualification for assessment 
Assessment and certification arrangements
 PURPOSE OF ASSESSMENT
DOCUMENTATION
The assessment documentation provides the following;
1. Candidates personalinformation, work
experience, education/training, and qualification
2. Candidates result of the assessment
3. Information on number of candidates assessed and
certified on a certain qualification; and
4. Review of assessment process
 PURPOSE OF ASSESSMENT
APPOINTMENT
The assessment appointment ensures
that there will be an assessor on the
scheduled date of assessment and to
inform candidate on the schedule of
assessment.
 ASSESSORS RESPONSIBILITY
AND ASSESSORS
Plan an assessment activity,
• ensure the candidate is ready for assessment
• prepare the assessment tools or materials
• ratify assessment procedures with appropriate
• personnel in the industry/workplace or training
organization
• the time and place for agreed with the candidate
and any other relevant parties
• determine the needs of the candidate and any
reasonable or allowable adjustments that has to
be made during assessment
• all appropriate personnel are advised of the
assessment.
• Assessors Guide
The assessors guide is a part of the
assessment package that provides general
instructions on the conduct of assessment for
a specific qualification.
•  National assessment and certification
arrangement
This part of the Assessors Guide explains
how the candidate can be certified on a
qualification, the prerequisite for a
qualification and who are qualified to
undertake the assessment
• Evidence plan
Evidence plan gives information of the
qualification, unit of competency, the list of
required evidences and in what ways or
assessment method the evidences will be
collected.
•  Specific Instructions for the Assessor
This informs the assessor on the qualification
title, unit if competency, time allotment,
condition and feedback.
• Suggested Questions and Answers for
Demonstration with Oral Questioning

This enumerates the question to be asked after the

performance of candidates demonstration of the
required task and its corresponding answers.
•  List of Facilities, Tools, Supplies and
Materials
Specifically identifies the quantity and description of the
required facilities, tools, equipment and supplies to be
used in the assessment.
ASSESSMENT CENTERS
RESPONSIBILITY
Accredited Competency Assessment


Center (ACAC) is an establishment officially authorized by

TESDA to manage the assessment of candidates for
national certification.
 Assessment Center Responsibility
The Accredited Competency Assessment Center under
close supervision by TESDA shall facilitate assessment, pay
the services of accredited competency assessors and
submit required reports to TESDA PO/DO and RO.
CAC PROVIDES INFORMATION ON
ASSESSMENT TO CANDIDATE
CAC Staff/Processing Officer
• Provides information on Qualifications for
assessment
• Provides information on assessment
and certification arrangements
• Administers the self-assessment guide for
qualification applied for to the
applicant_x0002_candidate
 CAC PROVIDES CHECKLIST OF
REQUIREMENTS TO APPLICANTS

AC Processing Officer
Provides applicant-candidate the following:
•  Application form
•  Checklist of Requirements relevant to
the Qualification applied for
CAC PROCESSING OFFICER CHECKS
COMPLETENESS OF DOCUMENTS
AC Processing Officer
Checks the following:
•  Self Assessment Guide
•  Application Form properly and
completely filled-out
•  Pictures; 3 pcs., colored, passport size,
(3.5cm x 4.5cm with head size ranging
from 27 mm to 31 mm; white background,
with collar; and with name printed at the
back:)
CAC COLLECTS ASSESSMENT FEE
CAC Processing Officer
• Requests applicant to pay the assessment fee after
receiving the complete documents
• Ensures that assessment fee is paid only to the authorized
person in the Assessment Center and checks Official Receipt
issued to applicant.
• Detaches Admission Slip from the Form and returns it to
the applicant
• Informs candidate of any preparation to be undertaken
e.g., PPE, etc
 ACAC ASSIGNS COMPETENCY
ASSESSOR
ACAC Processing Officer
• Prepares Attendance Sheet of
candidate_x0002_applicants per batch according to
Qualification
• Submits schedule to CAC Manager and
requests for Competency Assessor
ACAC Manager
• Assigns Competency Assessors on rotation basis
Note: Each competency assessor shall assess a
maximum of 10 candidates per assessment
schedule.
• Confirms competency assessor's acceptance.
• Informs TESDA PO/DO of the number of
candidates scheduled for assessment two days
before the date of assessment.
COMPETENCY ASSESSOR CONDUCTS
ASSESSMENT
CAC Submits Reports to PO
•  Reviews the Competency Assessment Results Summary
•  Application form with two pictures.
•  Electronic copy and three (3) hardcopies of the Registry of
• Workers Assessed and Certified (RWAC)
•  CARS
•  Rating Sheets
•  Post assessment results of candidates found competent
•  Pays honoraria of competency assessor
 ASSESSMENT RESOURCES AND
ASSESSMENT
PACKAGES/ INSTRUMENTS
Assessment Package - assessment materials that are used in
the assessment process. It consists of the following;
•  Assessor's Guide - a set of documents which contains
information that will assist the assessor in the evidence
gathering process.
•  Competency Assessor's Script - outlines the series of
steps that competency assessor and candidate move
through while undertaking the assessment.

• Candidate's Guide - contains the Self Assessment
Guide,Competency Assessment Agreement and
Specific Instructions for the Candidate.

•  Rating Sheet - contains specific questions or

activity(ies) developed from the selected assessment
methods and the conditions under which the
assessment should be conducted and recorded.
PREPARE CANDIDATE
 PREPARE CANDIDATE
•  Context
of AssessmentWhen preparing a candidate for
assessment it should

result to supportive assessment environment;

• Suitable for the assessment
• Candidate is relaxed and not apprehensive
• Establish rapport with candidate
• Provide overview of the process
• Advise candidate on assessment conditions
• Answer candidate questions
• Context of Assessment

The context of assessment is the environment or

setting in which the assessment activity takes place.
A combination of circumstance may be prepared and
established prior to the assessment as this will
ensure that the assessment process will take place
as expected.
The context of assessment includes the following:
1. Physical setting- this maybe the workplace, an
assessment center, community project or online set_x0002_up.
2. Tools, equipment and facilities- The assessor
should introduce to the candidate the different tools,
equipment and facilities that will be used in the
assessment process.
Preparing a candidate for assessment is an orientation
activity that will inform the candidate of the following:
•  context and purpose of the assessment and the
assessment process
•  competency standards to be assessed and the
evidence to be collected
•  assessment procedure, the preparation which the
candidate should undertake and answer any questions
•  needs and anyallowable adjustments in the
assessment procedure
•  understanding of the competency standards,
evidence requirements and assessment process
•  readiness for assessment and decide on the
time and place of the assessment
3. Materials - The assessor should also introduce to
the candidate the perishable and consumables
materials required during the assessment.

4. Purpose of assessment-The assessor should

have an understanding of the purpose of assessment
such as certification, licensing, OH&S, skills audit.
5.Employment status of candidate - the assessor can
ask questions to the candidate to know if the
assessment is directly related to the candidate's work?

6. Access to support personnel - one of the things that

the assessors should do in preparing the candidate is to
introduce the support staff that will be a part of the
assessment process.
 COMPETENCY STANDARD AND
ASSESSMENT GUIDELINES
• The competency standard is a document that defines
the competencies required for effective performance
in the workplace. It is a written specification of the
knowledge, skills and attitude required for a
performance of job or occupation and the
corresponding standard required for these in a
workplace.
• Another aspect of preparing the candidate is the
introduction of the competency/ies to be assessed.
The assessor must explicitly explain the following;

• The relevant unit of competency/ies covered in the

assessment. The assessor must explain the different
elements
covered for each competency.
• The evidence requirements as stipulated in the evidence
guide for each unit of competency
ASSESSMENT GUIDELINES AND THE
ASSESSMENT PROCESS
• Assessment Guidelines are being developed to support each set of
competency standards developed by TESDA.
The Guidelines:
• confirm that the benchmarks for assessment
arethe competency standards.
• set out the rules on how evidence will be gathered
• describe the process for designing evidence
gathering tools
• describe the assessment process
• set out the assessor requirements.
•  The
assessor must follow the relevant
Assessment Guidelines in order to ensure that:

• assessment processes are fair to all candidates

• assessment processes are implemented in a
consistent manner
• assessment processes produce high quality and
consistent outcomes.
Reasonable Adjustment, sometimes called reasonable
accommodation or allowable adjustment, is designed
to ensure that all people are treated equally in the
assessment process.
•  This means that, wherever possible, 'reasonable'
adjustments are made to the
assessment process to meet the individual needs of
candidates.
•  Adjustments are considered 'reasonable' if
they do not impose an unjustifiable hardship upon the
assessment centre.
In determining whether an adjustment would
impose unjustifiable hardship, the following
factors should be taken into account:

• the nature of the benefit or disadvantage likely

to be experienced by the candidate
• the effect of the disadvantage on the
person concernedthe cost of making the
adjustment.
GATHER EVIDENCE
GATHER EVIDENCE
Forms of Evidence:
Evidence is information gathered which,
when matched against the performance
criteria, provides proof of competency.
Evidence can take many forms and be
gathered from a number of sources.
1. Direct Evidence is evidence that can be
observed and witnessed by the assessor.
2. Indirect evidence is evidence of the
candidate’s work that can be reviewed or
examined by the assessor.
METHOD OF GATHERING
EVIDENCE
• Multiple observations by the assessors of the
candidate carrying out the work activities.
• Demonstration of specific skills needed to complete
the task
• Assessment of technical qualities or finished product
• Written test of underpinning knowledge
• Oral questioning of candidates
• Reference from previous employer
WAYS OF GATHERING EVIDENCE

Ways of Gathering Evidence Observation

Observation is a key form of evidence
gathering in the actual workplace. When the
picture of competence is developed within a
workplace context it is easy to find
opportunities for observing work
performance
There are situations in which it might not be possible or it may
be inappropriate to use observation. For example:
• work activities that occur irregularly, take place over an
extended period of time or are difficult to observe (this may
include work activities such as dealing with an emergency
situation, planning a process or managing a team task)
• work activities that involve issues of privacy and
confidentiality, such as counseling, providing feedback to
team members on work performance or dealing with
confidential or private client information
• situations where it may be culturally inappropriate
to observe the activity
When conducting an observation, the assessor should:

• use observation as an opportunity to observe

practical skills as well as attitudes, underpinning
knowledge, key competencies and dimensions of
competency
• include a range of work activities
• supplement observation with questioning or an
interview, to draw out the way in which underpinning
knowledge, key competencies and the dimensions of
competency are being applied in practice.
• consider other forms of supporting evidence
which show how the candidate has
prepared or planned for the task.
•  remember that the candidate might feel
nervous while being observed
•  use a checklist to record that the
candidate has performed all required tasks.
Demonstration
•  For logistical reasons such as safety, expense or time, it is not always
possible for assessors to observe a process during real work time.
Therefore, it may be necessary for the candidate to demonstrate the
process at another time or location.
Third party reporting
•  There are some situations in which workplace evidence is required but
it is not possible for the assessor to directly observe the candidate at
work.
Questioning
•  Questioning is an evidence gathering technique that is widely used in
competency based assessment. Questions may be asked orally or in a
written format
• Oral questioning complements real time/real work observations and
structured activities as it provides a means of probing the candidates
understanding of the work.
Hints for effective questioning
The assessor should:
•  keep questions short and focused on one key concept
•  ensure that questions are formal and structured
•  test the questions to check that they are not ambiguous
•  use open-ended questions such as ‘what if…?’ and
‘why…?’, rather than closed questions
•  keep questions clear and straightforward and ask one at a time
•  link the questions to work experience
Recording responses
•  It is important for the assessor to have a record of the
questions asked and an indication of the suitability of the
responses given by the candidate.
Written test
•  Can be useful for assessing underpinning knowledge and for
supplementing evidence gathered through real time/real work
and
structured activities.
Portfolio
•  A portfolio contains individual pieces of evidence
demonstrating work outputs that have been collected by the
candidate.
DIMENSIONS OF COMPETENCY
Dimensions of competency must be taken into account when an
assessor is gathering evidence of a candidate's competency for a unit,
and assessment should be designed to address these accordingly.
Working with the dimensions of competency highlights some critical
points for assessors:
• It's important to know what's inside a unit of competency -more
than just the performance criteria.
• Having a good understanding of what the work involves also helps
an assessor interpret the unit of competency.
• Watching a person use their skills is not enough. It's critical for
assessors to ask questions that explore the candidate's knowledge of
the job and their ability to solve problems
The four dimensions of competency are:
•  Task skills – this involves undertaking a specific workplace
task[s].
•  Task management skills – this involves managing a number of
different tasks to complete a whole work activity.
•  Contingency management skills – this involves responding to
problems and irregularities when undertaking a work activity.
•  Job/role environment skills – this involves dealing
with the responsibilities and expectations of the work
environment when undertaking a work activity
RULES OF EVIDENCE
1. Valid
• demonstrates relevant outcomes and performance
requirements of the Unit of Competency
• covers the relevant breadth and depth of the Unit of
Competency (including knowledge and skills, dimensions of
competency, evidence guide etc)
• reflects current industry- standards
2. Authentic
Authenticity relates to ensuring that each piece of evidence is
from the candidate and not another person - that the assessor
is confident that it is the candidates own work.
3. Current
Currency relates to the age of the evidence presented by a
candidate to demonstrate that they are still competent.
4. Sufficient
Sufficiency relates to the quality and quantity of evidence
assessed.
5. Consistent
Show that the candidate consistently meets the standards
under workplace conditions rather than showing a one - off
demonstration of the standards?
6. 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 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.
Questioning
•  Asking questions is a widely used teaching, learning and assessment
technique.
Third party Report
•  Third party evidence is evidence gathered from workplace supervisors,
peers and others to support an assessment decision.
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.
END
• what refers to the process of collecting evidence and making
judgements on whether competency has been achieved?
• assessment
• evaluation
• gathering data
• both b and c
• what factor to be considered in planning assessment activity refers to
a document of nationally agreed industry statement which describes
the workplace outcomes that industry recognizes as apprpriate for
competent performance?
• assessment guidlines
• assessment center
• competency standard
• workplace policies
• which of the four dimension of competency involves managing a
number of different tasks to complete a whole work activity?
• contingency managment skills
• job/role environment skills
• task skills
• task management skills
• what dimension of competency involbes responding to problems and
irregularities when undertaking a work activity?
• contingency managment skills
• job/role environment skills
• task skills
• task management skills
which of the following involves undertaking a speific workplace tasks?
contingency managment skills
job/role environment skills
task skills
task management skills
• what outlines the series of steps that competency assessor and
candidate move through while undertaking the assessment?
• assessor’s guide
• candidate’s guide
• competency assessor’s scripts
• rating sheet
• when preparing a candidate for assessment, which of the following
preparation should NOT be included?
• advising candidate on assessment conditions
• answering assessors questions
• establishing rapport with candidate
• providing overview of the process
• which form of evidence contains the candidate’s work that can be
reviewed or examined by the assessor?
• direct evidence
• indirect evidence
• written evidence
• both a and c
• in order for an effective questioning, assessors should do the
following EXCEPT.
• ensure that questions are formal and structured
• keep questions clear and straightforward
• keep questions long and focused on one key concept
• link the questions to work experience
• this is useful for assessing underpinning knowledge and for
supplementing evidence gathered through real time/real work and
structured activities.
• recording responses
• portfolio
• questioning
• written test
• what contains individual piees of evidence demonstrating work
outputs that have been collected by the candidate?
• projects
• portfolio
• recording responses
• written test
• which of the following rules of evidence ensures that each piece of
evidence is from the candidate and not another person that the
assessor is confident that it is the candidates own work?
• authentic
• consistent
• current
• valid
• this rule of evidence covers the relevant breadth and depth of the
unit competency.
• authentic
• current
• recent
• valid
• a CAC staff/processing officer should provide information on
Qualification for Assessment.
• true
• false
• maybe
• both a and c
• ACAC is an establishment officially authorized by TVET to manage the
assessment of candidates for national certification.
• false
• true
• maybe
• both b and c