Competen

cy Based
Assessme
nt
Do you think the following statement is
accurate?

Assessment in higher education shapes the

experience of students and influences their
behaviour even more than the teaching
they receive.
(Gibbs & Simpson, 2004)
Definition of key terms
• Test: A test is a tool used to measure a student's knowledge, skills, or
abilities. Tests can be written, oral, or performance-based
• Measurement: Measurement is the process of assigning a number to a
student's performance on a test
• Evaluation: Evaluation is the process of making judgments about a student's
learning based on their test scores and other assessment data.
• Competence: Competence is the ability to perform a task or skill to a certain
level of proficiency.
• Assessment: Assessment is the process of gathering evidence of student
learning
• Monitoring: Monitoring is the process of tracking student progress over time
• Skills are the specific abilities that people learn and develop over time
• Occupation is a general term for a type of work that people do
 Overview of CBET

Activity 1

What is competence based education and training?

Definition of CBET

A mode of training where the emphasis is

placed on the acquisition of competence. It
is designed to meet the demands of industry
and business. It involves training individuals
to be able to perform to the standards
required in employment, in an agreed range
of contexts, repeatedly over time
CBET principles

• Activity2: Discuss the CBET principles that informs CBET

implementation
CBET Key Principles

Reflective Industry
teaching alignment
practice
Clear,
measurable
learning
outcomes
Learner-
centered
CBET
approach Principles
Assessment
of learning
outcomes
Inclusive
Relevant
learning
learning
environment
activities &
resources
Table Group Discussion
What do you understand are the benefits of CBET to
learners?
• In your table groups, come up with 10 benefits. ​
• Record the 10 benefits in your Notebooks.
• Each group will be asked to report back, sharing one
benefit.
(20 minutes).
Learner Benefits

• Credit for what they already know.​

• Able to identify what they need to know.​
• Able to proceed at their own rate within guidelines.​
• Choice in how they learn.​
• More responsibility for their own learning.​
• Increased responsibility in decision making and
time management.​
• Evaluate own progress accurately
Comparison of conventional &
competency based programs
Conventional Competency based

1. Content based 1. Demonstration of

competence

2. Time- based 2. Performance based

3. Group paced 3. Individual paced

4. Group needs 4. Individual needs

5. Delayed feedback 5. Immediate feedback

Comparison of conventional &
competency based programs
Conventional Competency based

6. Limited field 7. Learning in the field

experience

7. Lectures 8. Demonstrations

8. Norm referenced 10. Criterion referenced

9. Final grades 11. Competence

 TARGET GROUPS OF CBET

People from
the informal
sector
The educated
Those from the
formal sector

People who have

CBET
Retirees and
never been to
retrechees
school

Out-of-school
youths
Institutional structure for TVET
Kenya National Qualification
Framework
KNQF - QUALIFICATION OVERALL COMPETENCE
LEVEL
KNQF Primary Demonstrate the application of knowledge
LEVEL: 1 Certificate)/Basic and skills in contexts that may include
Skills/Skills for preparation for further learning, life
life activities and/or a variety of initial routine
and predictable work-related activities
including participation in a team or work
group
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF Secondary Certificate/ Demonstrate the
LEVEL: 2 National Skills Certificate application of knowledge
and skills with limited
III (NSC-III)/Government autonomy and
Trade Test III judgments to complete
(GTT-III)/National routine but variable tasks
Vocational Certificate I in collaboration with
(NVC-I)/Pre-Vocational others in a team
environment
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF National Skills Demonstrate the application of
LEVEL: 3 Certificate II (NSC- knowledge and skills with
initiative and judgment to
II)/Government Trade organize the work of self and
Test II (GTT- others and plan, coordinate and
II)/National evaluate the work of teams
Vocational Certificate within broad but generally well-
II (NVC- II) defined parameters
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF Artisan Demonstrate the application
LEVEL: 4 Certificate/National of knowledge and skills with
initiative and judgment to
Vocational Certificate III organize the work of self and
(NVC-II)/National Skills others and plan, coordinate
Certificate I and evaluate the work of
(NSC-I)/Government teams within broad but
Trade Test I (GTT-I) generally well-defined
parameters
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF National Craft Demonstrate the
LEVEL: 5 certificate application of knowledge
and skills with initiative
/National and judgment to organize
Vocational the work of self and others
Certificate IV and plan, coordinate and
(NVTC IV)/Master evaluate the work of teams
Craft Person III / within broad but generally
CPAI well-defined parameters
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF National Demonstrate the application
LEVEL: 6 Diploma/Master Craft of knowledge and skills across
a broad range of technical or
Person II/Professional management functions with
Diploma accountability for personal
outputs and personal and
team outcomes within broad
parameters
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF Bachelor’s Demonstrate the
LEVEL: 7 Degree/Management application of
Professional/Master knowledge and skills
Craft Person I to plan and execute
project work and/or a
piece of research and
scholarship with some
independence
KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF Postgraduate Demonstrate the
LEVEL: 8 Diploma/Professiona application of knowledge
and skills in taking
l Bachelor’s Degree/ responsibility and
Professional Master accountability for personal
Craft outputs and all aspects of
the work or function of
others within broad
parameters
KNQF - QUALIFICATION OVERALL COMPETENCE
LEVEL
KNQF Master’s Demonstrate the application of knowledge
LEVEL: Degree and skills and capacity to plan and execute
a substantial research-based project,
9 capstone experience and/or piece of
scholarship

NQF Doctorate Demonstrate the application of knowledge

LEVEL Degree and skills and capacity to generate new
10: knowledge in the context of professional
practice
 Assessors and verifiers
An assessor is a person accredited by the Council to carry
out competence assessments
A verifier is a person accredited by the Council to monitor
the work of assessors involved with the qualification by
ensuring reliability, credibility and validity of the
qualifications and providing advice where necessary.
An assessor may be:
• An instructor/trainer
• A workplace trainer
• Skilled worker
• Supervisor in industry or training institution
Internal assessment

Internal assessment is a continuous process of

evaluating a trainee’s competence done by the
trainer (internal assessor) during training. The
trainer also evaluates trainees’ competence on
completion of each unit of competence. The
internal assessor is monitored by an internal
verifier for internal quality assurance
Main roles of an internal assessor

1) Guiding the trainees accordingly.

2) Using various strategies to deliver the competency units.
3) Conducting assessments.
4) Completing checklists and relevant forms.
5) Communicating with internal verifier on trainee’s progress.
6) Compiling a summary of candidate’s results.
7) Advising unsuccessful candidates on how to be re-trained and
re-assessed later.
8) Storage of candidate’s evidences.
9) Writing report to internal verifier.
 Main roles of an internal verifier

1) Monitoring assessment practice to ensure the assessment is done

according to the Council’s criteria
2) Dealing with internal disputes or appeals pertaining to assessments.
3) Maintaining accurate records of planned and completed internal
verification.
4) Verifying the assessment decision by sampling to check consistence.
5) Advising and supporting assessors.
6) Inducting assessors.
7) Organizing and leading meetings.
8) Communicating with external verifier or the Certification Council
External assessment

• External assessment is the process of

evaluating a trainee’s competence by an
external assessor.
• An external assessor is an expert in a
particular skill area or a skilled worker
drawn from industry.
• In certain instances, the external assessor
may be a trainer in another training
institution
Main roles of an external assessor

1)Provides feedback to trainee after every

assessment through review tool
2)Reports on the assessment with actions
and recommendations in his/her area of
expertise
3)Conducts follow up reviews and on-site
visits when necessary
External verifier

Monitors the external assessor, internal assessor and internal

verifier
The roles of an external verifier include:
1) Verifying competency-based assessment to ensure quality
and consistency.
2) Supporting and advising testing centers on improving the
effectiveness and quality of assessment.
3) Informing the testing centers about any changes that may
take place.
4) Maintaining accurate records of the results of external
verification which the Council will enter into its database
KEY Documents for CBET

What is an occupational standard (OS)?

• A document developed by the industry that outlines

knowledge, skills, and attitude required for a specific
occupation or job role
Components of OS-Mentimeter
Illustration:
Summary of Core/ Basic Units of
Competencies for office Administration level
6
Unit of Learning Code Unit of Learning Title
BUS/OS/OA/BC/01/6 Communication Skills
BUS/OS/OA/BC/02/6 Numeracy Skills
BUS/OS/OA/BC/03/6 Digital Literacy
BUS/OS/OA/BC/04/6 Entrepreneurship Skills
BUS/OS/OA/BC/05/6 Employability Skills
BUS/OS/OA/BC/06/6 Environmental Skills
BUS/OS/OA/BC/07/6 Occupational Safety and Health
Practices
Summary of common units of learning for
office Administration level 6
Unit of Learning Code Unit of Learning Title
BUS/OS/OA/CC/01/6 Manage front office operations
BUS/OS/OA/ CC /02/6 Manage office mail
BUS/OS/OA/ CC /03/6 File office documents
BUS/OS/OA/ CC /04/6 Coordinate travel arrangement
BUS/OS/OA/CC/05/6 Manage petty cash
BUS/OS/OA /CC /06/6 Manage office security
BUS/OS/OA/ CC /07/6 Manage telephone calls
BUS/OS/OA/ CC /08/6 Process office documents
BUS/OS/OA/ CC /09/6 Perform administrative duties
BUS/OS/OA/ CC/010/6 Demonstrate shorthand skills
BUS/OS/OA/ CC /11/6 Demonstrate ICT skills Manage office
b) Competency Standards ( Occupational Standards)

• Competency standards define the competencies

required for effective performance in the workplace.
Standards are expressed in outcome terms and have a
standard format comprising unit title, unit descriptor,
elements, performance criteria, range of variables and
evidence guide
• A standard is a document that provides requirements,
specifications, guidelines or characteristics that can be
used consistently to ensure that materials, products,
processes and services are fit for their purpose (ISO).
• In the field of curriculum, the term usually refers to
specific criteria for what students are expected to
learn and be able to do
(Take a sample of OS for Illustration on the components)
Identification of a standard ( Key to a unit standard)
Example: BUS/OS/OA/BC/01/6

Code Description Illustration

BUS Industry or Sector Business
OS Occupational Standard Occupational
Standard
OA Occupational Area Office Administration
BC Type of Unit of Competency Basic Competency
01 Unit No Unit No. 1
6 KNQA level Level 6
COMPONENT CONTENT
Unit title Defines general area of competency
Unit descriptor Clarifies purpose of unit
Elements of competency Outcomes that contribute to the overall unit (ie building
blocks of unit, expressed in outcome terms)
Performance criteria Statements for each element expressing what is to be
assessed and the required level of performance
Range of Variables The range of contexts and conditions within which the
work is to be performed
Evidence Guide: Assists with the interpretation and assessment of the unit
- critical aspects of Knowledge and skills critical to successfully complete the work activity
assessment
- underpinning Technical knowledge or content needed to perform the work activity
knowledge or skills
- context for assessment Whether the unit of competency may be assessed in the workplace or a simulated
environment
- assessment methods Suggestions about appropriate types of assessment and sources of evidence to be
and resources collected
- Key Competencies Key Competencies required to successfully perform the work activity
Characteristics of competency in TVET

1. Competency is a broad concept that includes all aspects of

work performance and not only narrow task skills. It
encompasses:
a) the requirement to perform individual tasks (task skills);
b) the requirement to manage a number of different tasks
within the job (task management skills);
c) the requirement to respond to irregularities and breakdowns
in routine (contingency management skills);
d) the requirement to deal with the responsibilities and
expectations of the work environment (job/role environment
skills), including working with others
2) Competency in a job is developed. It does not
suddenly happen with a flash of insight. Nor does a
person achieve competency by knowing what to do
and being able to talk about it. Ultimately the gaining
of competency requires practice in the work.
3) The development of competency can usually be
plotted through a sequence of training which requires:
Demonstration, Explanation, Practice, Review,
Application
4) The amount of repetition required depends on a number of
factors, such as the complexity of the work, the learning
ability of the learner, the teaching ability of the teacher, the
quality of feedback from assessment steps during the
learning process and the motivation of the learner, among a
whole host of environmental and other factors.
5) The learner needs to know, from a very early stage in the
process, exactly what is eventually going to be required of
him or her, primarily so that he or she can begin to prepare
mentally, emotionally and physically to perform at the level
required for competency. The teacher/trainer needs to tell
the learner what will be required
Types of competencies

There are two broad types of competencies:

• Behavioural
• Functional
A combination of both is almost always required to be
effective.
Behavioural competencies

• They define not just the ability to do something, but how it is

done.
• Often they also describe a way of doing things in relation to
other people.
• Also referred to as Soft skills - a set of intangible personal
qualities, traits, attributes, habits and attitudes that can be used
in many different types of jobs.
• Soft skills are also seen as transferable skills since they are
applicable in other contexts. Examples of soft skills include:
empathy, leadership, sense of responsibility, integrity, self-
esteem, self-management, motivation, flexibility, sociability,
time management, and making decisions
Functional competencies

• Referred to as technical skills or competencies. The

ability to perform some technical task.
• Also referred to as ‘hard’ skills that are considered as
more technical, highly specific in nature and particular
to an occupation, and that can be (generally) taught
more easily than soft skills.
Introduction to Competency Based Assessment (CBA)

Collecting evidence used

to make a judgment
[decision] about whether an
individual is competent in
relation to a particular
occupational standard.
Competency Based Assessment Cont…..

Competency is achieved when an individual is

able to perform a specified task to the
specified standards.
.
Outcome of CBA
After assessment, an individual is judged to
be Competent or Not Yet Competent
Competency Based Assessment Cont…..

To be “Competent” a candidate must possess a

determined level knowledge evidence required

and

must successfully accomplish the required

Performance evidence for the relevant unit of
competency.
Philosophy of Competency Based Assessment
 Criterion referenced
Assessment is against occupational
standards
 Evidence based
There must be proof of performance
 Participatory
Candidates are involved in the process of
assessment e.g in deciding timing
Components of CBA

 Standards
These are benchmarks of performance
 Evidence collection
Established methods for the collection of
evidence of competence
Components of CBA Cont.….

Quality assurance
Assurance of quality of process-internal and
external verification
 Outcomes
Outcomes should be specified to the point where
they are clear and transparent.
Why Competency Based Assessment?
An assessor will assess a candidate in
order to proof that s/he:
can do the job
can do it in the right way
has the skills needed and can use them
knows what is needed to do the job and
can handle problems
Purpose of Competence-Based Assessment
giving information for certification,
giving information for recruitment,
giving information for selection and promotion,

giving information for training needs

assessment and licensing
Principles of Assessment

Assessments should be valid, reliable, fair and flexible.

1. Validity
Competency standards assessments are valid when they assess what they
claim to assess. Validity of assessment is achieved when:
• assessors are fully aware of what is to be assessed, as indicated by the
units of competency, learning outcomes and clearly defined performance
criteria;
• evidence is collected from activities and tasks that can be clearly related
to the unit of competency or learning outcomes specified for the course or
training program;
• evidence demonstrates that the performance criteria have been met; and
• evidence is sufficient
Validity Principles

a) Assessments will cover the range of skills and

knowledge needed to demonstrate competency.
b) Assessment of competency should be a process
which integrates knowledge and skills with their
practical application
c) During assessment, judgments to determine a
learner's competency should, wherever
practicable, be made on evidence gathered on a
number of occasions and in a variety of contexts
or situations
 2. Reliability

Reliable assessment uses methods and

procedures which engender confidence that
competency standards and their levels are
interpreted and applied consistently from
learner to learner and context to context.
Without reliable assessments there can be
no comparability of credentials. High quality
competency standards are fundamental to
reliability
Reliability principles:

a) Assessment practices should be monitored and

reviewed to ensure that there is consistency in
the interpretation of evidence.
b) Assessors must be competent in terms of the
national competency standards for assessors.
3. Flexibility

The assessment practices endorsed for the

implementation of CBET must be flexible if they
are to be appropriate to the range of delivery
modes, sites of delivery and needs of learners.
There is no single approach or set of approaches
to the assessment of performance in a
competency based system.
Flexibility principles

a) Assessment should cover both the on and off-

the-job components of training.
b) Assessment procedures should provide for the
recognition of competencies no matter how,
where or when they have been acquired
c) Assessment procedures should be made
accessible to learners so that they can proceed
readily from one competency standard to
another.
4. Fairness

Assessment is fair if it does not disadvantage

particular learners. If learners understand clearly
what is expected of them and what form
assessment will take, and if the assessment
places all learners on equal terms, and the
assessment procedure supports their learning,
then the assessment should be fair.
Fairness Principles

a) Assessment practices and methods must be

equitable to all groups of learners.
• Assessment must not directly or indirectly limit
or impede access by individuals solely on the
grounds of age, race, sex, disability, employment
status, social or educational background.
b) Assessment procedures and the criteria for
judging performance must be made clear to all
learners seeking assessment
c) There should be a participatory approach to
assessment. The process of assessment should
be jointly developed /agreed between the
assessor and the assessee.
d) Opportunities must be provided to allow
learners to challenge assessments and
provision must be made for reassessment
Rules of evidence: QUALITY EVIDENCE IS:
Valid Relates to the unit or units of competency appropriately;
Reflects all four dimensions of competency; Provides
evidence of the broad skills included in the Key
Competencies; Appropriate to the NQF level being
assessed

Authentic Is the candidate’s own work (ie procedures have been

developed to ensure this)
Consistent Shows competency over a period of time suggesting
sustained performance (ie not just a ‘one-off’)
Sufficient Provides enough evidence to make a judgement about
the competency of the individual in relation to all four
dimensions of competency Covers the full range of the
performance criteria; Meet all the evidence requirements

Current Recent enough to show that the skills and knowledge are
OCCUPATIONAL STANDARDS
(OS)
What are occupational standards?

• Occupational standards describe what a person

in a particular occupation must know and be able
to do to be formally recognized as competent in
a given occupation.
• Occupational Standards provide a good practice
framework outlining benchmarks against which
performance can be assessed.
Who develops Occupational
Standards?
• Occupational Standards are
developed in partnership with
industry and approved by Sector
Skills Advisory Committees
(SSACs), to ensure that they are
industry specific and technically
updated.
Users of Occupational Standards

• Employers undertaking recruitment, carrying

out appraisals and planning staff, professional
development and training.
• Individuals to help plan their careers and
professional development.
• Educationalists to design courses, informal and
non-formal learning, vocational qualification and
courses in higher education.
Why do we need Occupational
Standards?(Purposes of OS)
• To direct curriculum development: Rather
than having education dictating skills inputted
within the labour market, it is now the other way
round, with occupational standards driving the
content and skills in training courses targeted at
particular occupations;
• To specify competencies which workers
need to possess: Occupational standards serve
to help both employers and employees know
what their job entails and what knowledge, skills
and attitudes (worker behaviours) they should
Purposes of OS contd.’…….

• To help certify workers:

They provide the opportunity for workers to validate
their learning as part of their work experience and
obtain certification
• To help employers carry out skills-audit:
Occupational standards allow and facilitate the
process of skill-audit within the company carried out
by employers. Employers are thus in a position to
know what knowledge, skills their workforce
possesses.
 Purposes of OS contd.’…….
• To direct professional development within the workforce:
Employers wishing to validate their workers’ competences can utilize
occupational standards to identify what workers already are able to do
and what additional skills and knowledge they need to acquire in order
to obtain full certification. This knowledge thus helps direct investment
in continuous professional development within an enterprise to the
benefit of both the enterprise and employees.
• To facilitate the recruitment process to employers: As more and
more training courses are based on occupational standards, employers
are in a better position to know the competences which applicants bring.
The match between employee’s skills and those required within the
enterprise will be easier to achieve;
Purposes of OS contd.’…….

• To set quality standards within sectors and

occupations: The setting of occupational
standards ensures that a certain level of
competences for the different occupations is
respected. This is an aspect of quality assurance
within the sector;
• To facilitate the validation of informal and
non-formal learning: Validation of informal
and non-formal learning needs to be carried out
against some form of standard. Occupational
standards allow this comparative assessment to
Purposes of OS contd.’…….

• To allow government to stock-take skills

capacity at a national level: As the opportunities
for certification of occupations gains momentum,
and more and more workers put themselves forward
to validate their learning, the easier it will be for
governments to map the skills and competences of
the workforce at a national level.
• To promote mobility of workers within the
labour market and beyond: The existence of
occupational standards allow workers to have a
reference which employers from other countries can
 Types and Methods of
Competence Assessment
 1
Motivation purposes
2
Identify students academic growth
3
feedback-teaching methods, strategies
and materials used in instruction
3
Promotion –from one class to another
5
Educational planning-no, of learner to
select and the qualification
6
award of certificates
Types of assessment

Formative

Self-
referenced Summative
assessment

Types of
assessment
Predictive
Diagnostic
assessment

RPL
 Characteristics
Self-referenced
assessment • Self-directed: Learners assess themselves
against a set of criteria without the need
for an external assessor.
• Reflective: Learners reflect on their own
performance and identify areas for
improvement.
Type of assessment • Goal-oriented: Learners use self-
where learners assessment to develop goals for their
assess their own learning.
competencies • Ongoing: Self-assessment is an ongoing
against a set of process that learners can use throughout
their learning journey.
criteria
Predictive assessment

• Predictive assessment uses data to predict future

learner performance.
• It is based on the idea that past performance is a good
predictor of future performance.
• Predictive assessment can be used to identify learners
who are at risk of failing or who need additional support.
• It can also be used to identify learners who are ready for
advanced work.
• Predictive assessment can be used to make decisions
about placement, instruction, and intervention.
Recognition for
• RPL assessment is based on the
Prior Learning principle that all learning, regardless
(RPL) of how it is acquired, has value.
is a process for • RPL assessment can be used to
assessing and award formal qualifications, such as
recognizing the certificates and degrees, or to
recognize informal learning for the
skills and knowledge purposes of employment or further
that individuals have education.
already acquired • RPL assessment is typically
through formal, conducted through a combination of
informal, or non- portfolio review, interviews, and
formal learning practical assessments.
experiences. • The RPL assessment process is
designed to be flexible and learner-
centered.
Benefits of RPL

• Reduces the time and cost of training: Learners can achieve their
qualifications faster and more cheaply by having their prior learning
recognized.
• Improves employee morale and motivation: RPL shows employees that
their prior learning is valued and can help them to progress in their careers.
• Increases productivity and performance: RPL helps employers to identify
and develop the skills of their workforce, which can lead to increased
productivity and performance.
• Reduces skills shortages: RPL can help to address skills shortages by
providing a pathway for people to gain formal qualifications without having
to start from scratch.
• Increases access to education and training: RPL can make education and
training more accessible to people who may not have the time or money to
complete traditional courses.
Interpretation of assessment

Norm referenced Criterion referenced

Its based on
comparison of peer Based on a benchmark
performance, Used for or standards such as
ranking. Its based on occupation standards or
Training institution standard operating
traditions procedure of legal
framework
Characteristics of competency based
assessment

1 2 3 4 5

Performance-
It based, meaning
It
Assesses wh is authentic, that learners
is holistic, mean
at learners meaning that have to It is criterion- ing that it
demonstrate referenced
know and it is relevant assesses
their
can do to real-world learners'
competencies
tasks and knowledge, skill
through
and attitudes
situations tasks, projects,
Pathways of assessment

Assessm
ent Assessm This is the
through ent only situation where
training The Trainees the learners
undergoes some only undergoes
formal of training assessment to
before subjected acknowledge
their prior
knowledge
Activity: 3-2-1

Learning outcomes

1. List 3 things you already know about learning outcomes

2. List 2 things you would like to know about learning outcomes

3. List 1 question you have about learning outcomes

Learning outcomes

How do I write an effective one?

A learning outcome

States in a measurable or observable way

• what a learner will know, be able to do or value

• under what conditions, or to what degree / how well

• at the end of a session / unit / course

Example

By the end of this session,

you will be able to create a precise learning outcome
that specifies audience, behaviour, and conditions or
degree.
Parts of a learning outcome

• Statement of audience • Who will do what

• Behavior • What learners do that

demonstrate learning

• Conditions and / or context • Under what conditions

• How well
By the end of this
lesson, learners will be
able to
walk a tightrope
while suspended
between two office
towers
without falling
Create learning outcomes
• One learning outcome in each domain or learning:
• Psychomotor
• Cognitive
• Affective

By the end of the lesson(s), learners will be able to:

• Behaviour____________________________________________
• Conditions and/or context _______________________________
Training approaches

E-learning

Distance
learning

On the job

Off the job such as

Training institution
Approaches of competency assessment

1 2 3 4 5

Self- Performance-
360-degree based Observation Simulation
assessment assessment assessment
Assessors
Learners
observe
Learners are demonstrate Learners are
Learners assess learners
assessed by their their placed in
their own performing
managers, peers, a competencies simulated real-
competencies tasks or
nd subordinates by completing world situations
against a set of completing
against a set of tasks, projects, to assess their
criteria projects to
criteria. or other competencies.
assess their
activities.
competencies.
Phases of Competency Based
Assessment

Assessment
review
Conducting
assessment

Planning
Planning for assessment

• Planning for assessment is a process that allows

for clarification of the structure of assessment,
what is involved and the assessment criteria
candidate's will be assessed against.
• Planning for assessment results in development
of an assessment plan
Activity 1: Give one Get one

• Participants to fold a paper into two columns

• On the first column to write give one and the
second column to write get one
• On give one the participant to write the factors
to consider when planning for assessment
• Participant to share with different partners on
what they have under give one and also to note
down what they have gotten from colleagues
under get one
Content of assessment plan

An assessment plan is a document developed by

an assessor that includes:
• the elements and units of competency to be
assessed,
• when the assessment will occur,
• how the assessment will occur,
• the assessment methods to be used and
• the criteria for the assessment decision.
 Cont…
• What will be assessed (ie elements or units of
competency)
• How assessment will occur (ie what tools will be
used)
• When assessment will occur
• Where assessment will occur (ie the context of
the assessment)
• The criteria for decision making (ie performance
criteria)
• And, where appropriate, any supplementary
criteria used to make a judgement on the level
Activity: Develop the assessment plan

• In groups, participants to develop assessment

plan
ASSESSMENT REQUIREMENTS
 What are Assessment Requirements?

Assessment requirements are guidelines that specify:

i. Performance evidence
ii. Knowledge evidence
iii. Assessment Conditions and required conditions under which a
unit of competency are conducted.
The benchmark for the assessment requirements is the Occupational
Standard.

Each course (unit of competency) must have its unique assessment requirements
What are Assessment Requirements? contd.’…….

Performance evidence:
• It specifies the ability to complete tasks, processes or products whose
evidence needs to be collected by an assessor to determine performance
competency as outlined in elements and performance criteria of the particular
unit of competency.
• It specifies the number of times a trainee should demonstrate ability to
complete a particular task.
• Performance evidence demonstrates what a learner can do.
What are Assessment Requirements? contd.’…….

Knowledge evidence:
• The trainee must be able to demonstrate essential
knowledge required to effectively complete tasks outlined
in elements and performance criteria of this unit of
competency including manage tasks and manage
contingencies in the context of the work role.

• Knowledge evidence demonstrates what a learner knows.

What are Assessment Requirements?
contd.’…….
Assessment conditions:
Assessment conditions describe:
i. Assessment resources
ii. Assessment environment
iii. Standards and Legal requirements for the specific unit of
competency
iv. Assessors requirements
Who Develops Assessment Requirements?

• Assessment Requirements are developed in partnership with

trainers (internal Assessors/verifiers), industry experts with
relevant qualifications and approved by Sector Skills Advisory
Committees (SSACs), to ensure that they are specific to
relevant Occupational Standard.
Users of Assessment Requirements
• Quality Assurance officers: They can use the
document to check whether the assessment
was conducted in line with the requirements.

• Assessors and verifiers: It guides in variables

to assess, the number of assessments,
resources required and environment of
conducting assessment.

• Trainees: It guides the trainees in the areas of

assessment.
Why do we need Assessment Requirements?
(Purposes of Assessment Requirements)

1. To ease competency based assessment

2. To specify requirements which trainees need to meet:
3. For quality assurance
4. It guides on who should conduct assessment in a particular unit
of competency.
5. It guides on the number of assessment to be conducted for the
trainee to be judged competent.
6. It guides on the environment and resources required for conduct
of assessment.
7. To direct development of PC Weighting/Evaluation tool
8. To direct development of assessment tools.
Assessment requirement templates
PERFORMANCE CRITERIA WEIGHTING
 PERFORMANCE CRITERIA WEIGHTING
• Weighting of performance criteria guides on evaluation of specific
observable standards by which candidate’s performance or
products will be assessed based on their importance.
• The observable standards are specific and measurable statements
defining performance required to meet learning outcomes.
 Importance of Performance Criteria
Weighting
It ensures the critical Performance Criteria are given more weight
compared to those that are non critical.

It ensures standardization in development of assessment tools

i.e., allocation of marks to various performance criteria.

It guides on scoring the achievement of candidate against

performance criteria.
 Activity: Table cafe
• Participants to note down in groups the factors they consider
when distributing marks
• Later, the participants to move to different tables and check
what others have written
• Include more points on different tables
Factors Considered In PC RANKING

• Critical or Non critical PC

• Knowledge based PC or Performance based PC
• Creativity level required to accomplish a task
• Number of tasks involved in the PC
• Whether the PC requires a Product or a Process or both.
 Procedure of weighting PCs Cont’d …….

•Distribute the weight for each element to theory and practical

assessment using TVET CDACC weighting for each level.
S/No. LEVEL THEORY PRACTICAL RATIO

1 6 50 50 1:1

2 5 40 60 2:3

3 4 30 70 3:7

4 3 20 80 1:4
Activity: Develop a pc weighting tool
• Participants o develop PW weighting tool
 CONDUCT
ASSESSMENT
 Create a
supportive
environment

Provide
training and
Provide them resources
with clear and
concise rubrics
or assessment
Preparation of
criteria trainees for
assessment
Give trainees
opportunities
to practice-
what they have
Provide learnt
trainees with
feedback on
their practice
performances
 Candidate support during the
assessment
• Provide a written copy of the assessment instructions and
criteria.
• Review the assessment instructions with trainees and
answer any questions they may have.
• Give trainees a practice assessment to complete before the
real assessment.
• Provide feedback on the practice assessment, including
specific areas where trainees can improve.
• Allow trainees to ask questions during the assessment.
• Provide extra time for trainees who need it.
• Allow trainees to take breaks during the assessment.
• Provide a quiet place for trainees to complete the
Internal assessment procedure

Stage 1: Planning
• Assessment center schedules assessments and
communicates with the Council.
• Allocates assessors to develop assessment tools
according to Council guidelines.
• Assessors submit assessment tools for validation.
Cont…

Stage 2: Pre-assessment
• Assessor establishes assessment context, identifies
standards, and support materials.
• Develops assessment plan with the candidate.
• Makes reasonable adjustments if necessary.
• Prepares the candidate by explaining the assessment,
its purpose, procedure, readiness, and appeal process.
Cont..

Stage 3: Assessment
• Candidate performs assessment tasks.
• Assessor collects evidence, makes judgments, and
records results.
Stage 4: Post-assessment
• Assessor provides feedback to the candidate.
• Completes assessment documents and submits to the
internal Verifier for onward transmission to the Council.
• Candidates dissatisfied with outcomes can appeal
through the appeals procedure
Assessment feedback

• should be provided during and after the assessment

procedure
• Answer the question as to whether or not the
candidate has achieved competence
strategies helpful when providing
feedback
• Be positive, without raising any false
expectations.
• Be precise about gaps in the candidate's
performance.
• Identify whether only part(s) of the
assessment need to be repeated and, if so,
which parts.
• Suggest strategies to help the candidate
overcome the gaps.
• Arrange another opportunity for the candidate
METHODS OF ASSESSMENT

• There are various ways of collecting information about

someone’s performance.
• However, only a limited number of ways will allow us to
collect quality information that will help in making an
accurate judgment of the performance.
• In choosing from the many ways of assessment,
consider the Assessment Purpose and Context in which
we are going to assess.
Assessment Context

• Institutional – Such as a training institution

• On-the-job – at the workplace
• Work-placement – at a workplace where training is
occurring or trainees are attached/placed
 INSTITUTIONAL CONTEXT

METHOD PURPOSE TOOL

Observation of - Assess process - Checklist

performance in a application - Video camera
simulated situation - Assess practical
skills
- Assess skills in
producing a product

Oral questioning -Assess underpinning - Interview one-on-one

knowledge - Group interview
- Assess skills

Projects -Assess practical skills - Finished product

- Assess underpinning - Oral questions
knowledge

Case studies - Assess underpinning - Scenarios

 Institutional context CONT’D
METHOD PURPOSE TOOL

Trainee presentations - Assess underpinning - Observation

knowledge - Written report
- Assess presentation - Verbal feedback
skills

Written assessments - Assess knowledge - Multiple choice

- Written short
answers
Assignments Online - Assess knowledge - Essay
- Assess practical - Written short
skills answers
- Application package
- Questions on web
page
- Chat forums
Trainer/facilitator - Assess knowledge - Verbal report
On-the-job context
Method Purpose Tool
Supervisor - Assess practical skills
report - Written report
- Performance
appraisal
On-the-job - Assess practical skills - Finished product
assessment - Assess key checklist
competencies - Mentor report
- Self-evaluation
report
- Team leader report
Observation of - Assess application of - Observation
overall process skills checklist
performance - Assess application of - Mentor report
knowledge - Team leader report
- Assess application of - Demonstration
key competencies
On-the-job context CONT’D
METHOD PURPOSE TOOL
Observing and - Assess all - Log book
recording components of - Team leader report
satisfactory competency - Performance
performance of appraisal
tasks over a period
of time
Questions - Assess knowledge - Questionnaire
- Interview
Team-based projects - Assess key - Checklists
competencies - Verbal
- Assess practical presentation
skills
- Assess
components of
competency
Work-based projects - Assess process - Log books
 Work placement context

Method Purpose Tool

Supervisor report - Assess practical skills -Written report

- Assess application of key competencies -Mentoring tool (Log
book)

Self-assessment by - Assess and reinforce knowledge - Observation

trainee - Assess and reinforce practical skills checklist
- Assess and reinforce application of key - Self-assessment
competencies report
- Mentoring tool
(Log book)

On-the-job - Assess underpinning knowledge - Observation

assessment by - Assess application of practical skills checklist
trainer/facilitator - Assess application of key competencies - Oral questioning
- Assess components of competency - Written questions
Assessor’s Errors
• Leniency or severity: The assessor is consistently too lenient
or too harsh in their scoring.
• Halo/horn effect: The assessor allows their overall impression
of the learner to influence their scoring of individual items.
• Central tendency: The assessor tends to give the learner
average scores on all items, regardless of their actual
performance..
• Personal bias: The assessor's personal biases influence their
scoring of the learner's performance.
• Misunderstanding of the assessment criteria: The assessor
does not understand the assessment criteria correctly, which
leads to inaccurate scoring.
• Failing to follow the scoring guidelines: The assessor does
Assessment documents

• The documents include

Questionnaires

• Are to most commonly used instruments

• Each item in the questionnaire addresses a
specific learning outcome.
• Before including an item in the questionnaire,
you should understand how it will be analysed
Consequences of a poorly designed
questionnaire
1) May confuse the respondents as to what
information is required
2) May discourage respondents
3) May leave out important information required
4) May collect irrelevant information
Advantages of closed ended items

i) Are easy to analyse

ii) Are easy to respond to
iii) Economical to use in terms of space given no
extra of writing is required
Disadvantages of closed ended items

1) Difficult to construct
2) Bias can be introduced depending on the
disposition of the writer
Observation form / schedule / check list

• Assessment tools
• Measure learning outcomes and performance
criteria
• Measure “real world” requirements
• Provide students with feedback
How can they be used in teaching and
learning?
• Grading and marking
• Teaching and learning
• Self-assessment
• Peer-assessment