1. Ministry of Education Core Module 3. Assessing Learners Competence

2. Ministry of Education UNDERSTANDING OUTCOME-BASED ASSESSMENT

3. What is Assessment? Assessment is the process of collecting evidence and making judgements on whether competency has been achieved. The purpose of assessment is to confirm that a learner can perform to the standards expected in the workplace as expressed in the relevant occupational standards.

4. Ensure that TVET graduates have competencies required by industry; Emphasize workplace performance; and Ensure TVET graduates meet international standards. Reasons for Competence Assessment

5. What is Evidence? Evidence is information gathered and matched against a unit of competence to provide proof of competence.

6. Forms of Evidence Evidence that can be observed or witnessed DirectIndirect Evidence Work evidence that can be reviewed or examined

7. Recent Consistent Authentic Sufficient Current Valid Rules of Evidence

8. Valid Is the evidence: Related to the current version of the Standards? Relevant to the Elements and Performance Criteria in the Standard? Consistent with the Range of Variables and the Evidence Guide?

9. Current Does the evidence: Reflect the learner’s current knowledge and skills in the relevant aspect of work? Establish that the learnercan meet the Elements and Performance Criteria specified in the current version of the relevant Standards?

10. Sufficient Does the evidence: Cover all the elements? Meet all the evidence requirements? Illustrate that the learner can meet the four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills?

11. Authentic Did the evidence presented the learner’s own work? What procedures are in-place to ensure the authenticity of the evidence:  Observation of work in progress  Declarations  Third party validation?

12. Consistent Does the evidence: Show that the learner consistently meets the standards under workplace conditions rather than showing a one off-demonstration of the standards? Incorporate multiple items of evidence?

13. Recent Relationship with unit of competency Age of evidence StrongWeak Recent Old

14. Ministry of Education PLANNING OUTCOME-BASED ASSESSMENT

15. Formative Assessment Provides the learners with feedback regarding success or failure in attaining learning outcomes Identifies learning errors that need to be corrected Reinforces successful performance Provides information to trainor for making instruction and remedial work more effective

16. Summative Assessment Is given when all the modules in the program have been accomplished Determines the extent to which competence have been achieved Result is expressed using the term “satisfactory” or “not satisfactory”

17. Evidence Plan Evidence Gathering Tools

18. Planning tool First stage in developing an evidence gathering tool List of the evidences that the trainor must gather when conducting the assessment of a particular unit of competency Evidence Plan

19. Service Automotive Battery

22. Occupational standard: Occupational Level: Unit of competency Ways in which evidence will be collected: Observation Questioning Demonstration Written test The evidence must show that the learner... Prepared by:Date: Checked by:Date: NOTE: *Critical aspects of competency

23. Elements and performance criteria Underpinning knowledge and skills Dimensions of competency

24. Types of Evidence Gathering Methods Real work/real time  Observation  Third Party Report Structured activities  Demonstration Questioning  Oral  Written  Interview Portfolio  Learner’s collection of evidences

25. Evidence gathering tools are the actual instrument that the trainor uses to collect evidence:  Observation checklist  Demonstration of work activity  Question list  Interview  Portfolio  Third party report  Written test  Work related project Evidence Gathering Tools

26. Help candidate understand what is expected; Focus for the assessor in evidence gathering Record assessment outcome Identify what action is needed to address skills and knowledge gaps Purpose of Evidence Gathering Tools

27. Observation is a key form of evidence gathering. Observation should collect evidence of all components of competence, including the dimensions of competence. Observation

28. Learner’s name: Trainor’s name: Module Title: Learning Outcome: Date of assessment: Venue of assessment: Instructions for demonstration Materials and equipment During the demonstration of skills, did the learner: YesNoN/A        The learner’s demonstration was:Satisfactory  Not Satisfactory 

29. Learner’s name: Trainor’s name: Module Title: Servicing automotive battery Learning Outcome: Service and charge battery Date of assessment: Venue of assessment: Moenco Service Station Instructions for demonstration Given the necessary materials, tools and equipment, service and charge the battery of a specified vehicle within 2 hours. Materials and equipment Vehicle with Automotive Battery, Battery Charger, Spanner, Jumper Cable, Tester, Detergent, Water, Rags During the demonstration of skills, did the learner: YesNoN/A Charge the battery using the appropriate battery charger  Check and filled-up electrolyte levels according to required level  Clean the battery and its terminal according to manufacturer’s manual  Repair/replace multiple connectors to restore integrity of the involved circuit according to manufacturer’s specifications  Connect/disconnect leads in sequence observing proper polarity as per manufacturer’s manual  The learner’s demonstration was:Satisfactory  Not Satisfactory  Observation points Task to be demonstrated

30. Times when observation cannot be used Verifying observations Underpinning knowledge Dimensions of competence, i.e.: contingency skills Questioning is appropriate for...

31. Extension Contingency Safety Infrequent activities Regulations and procedures Types of Questions

32. What would you do if you need to demonstrate how to cut and paste documents but the computer unit you are using is not installed with MS Word? (a similar but different situation) What would you do if you need to compute the area of a lot but there is no available calculator? (alternative equipment/procedure, etc.) Extension Questions

33. What would you do in the event of... ? (accident or emergency) What would you do if... ? (equipment broke down or something malfunctioned) What would you do if... (complaint was made or conflict occurred) How do you avoid... ? (preventive measure) Contingency Questions

34. What precaution must you take when... ? What safety equipment and clothing should you use when... ? Why should you not... ? (procedure or activity that is not permitted) What would you do if... ? (dangerous situation) How do you avoid... ? (preventive safety measure) Safety Questions

35. What would you do if... ? (rarely occurring but critical situation) If... happened, what action would you take? Questions on Infrequent Activities

36. What are the regulations in respect of... ? What are the procedures/steps to... ? What checks are required by the manufacturer to... ? What is the regulation that covers... ? (situation or activity) What are the organizational regulations that apply when... happens ? Questions on Regulations and Procedures

37. Oral Questions Satisfactory response The learner should answer the following questions: YesNo       The learner’s knowledge was:  Satisfactory  Not Satisfactory Feedback to learner: The learner’s overall performance was: Satisfactory  Not Satisfactory  Learner’s signature:Date: Trainor’s signature:Date:

38. Extension question Procedure question Contingency question Sample: Questioning Tool

39. A Portfolio is a collection of evidences that may be presented to an assessor to prove your competence on a job or task. What is a Portfolio?

40. Training results/certificates Training workbooks References from colleagues/employers Job descriptions/work experience Photos/videos Work journal/diary Awards Work samples – menus, letters, memos, budget What is portfolio evidence?

41. Third Party Report Evidence provided by a person who has first hand information on the candidate’s performance Often supplied by person in authority Useful for verifying assessor’s observation Useful in assessing consistency of candidate performance

42. It is important that the trainor see more than one type of evidence. The evidence must be:  Related to the work described  The trainee’s own evidence  Enough to show that the trainee can do all aspects of work and meet dimensions of competence  Current evidence Outcomes of school assessment may be useful evidence Choosing evidences

43. Organizing an Assessment Activity

44. Assessment Resources Specific information on assessment resources is provided in the Resource Implications section of the Evidence Guide. This includes information on: Tools Equipment Facilities

45. Workshop Activities 1.Prepare an Evidence Plan for a specified unit of competence. 2.Prepare a set of Evidence Gathering Tool based on your Evidence Plan. Given the necessary templates:

46. Ministry of Education ASSESSING LEARNERS COMPETENCE

47. The Assessment Process is a series of steps that learners and trainors walk through while undertaking the assessment. Assessment Process

48. Steps in Assessing Learners Competence

49. Establish the assessment context Prepare the learner Plan and prepare the evidence gathering process Plan and prepare the evidence gathering process Collect the evidence and make the assessment decision Collect the evidence and make the assessment decision Provide feedback on the assessment Provide feedback on the assessment Record and report the result Review the assessment process 1 1 2 2 3 3 4 4 5 5 6 6 7 7

50. 1 1 Establish the Assessment Context Establish the Assessment Context

51. ENVIRONMENT OR SETTING IN WHICH THE ASSESSMENT ACTIVITY TAKES PLACE Physical settingMaterials Tools and Equipment Access to Support Personnel Evidence Plan and Evidence Gathering Tools

52. 2 2 Prepare the Learner

53. Explain the context and purpose of the assessment and the assessment process Explain the unit/s of competence to be assessed and the evidence to be collected Outline the assessment procedure, the preparation which the learner should undertake and questions to answer Assess the needs of the learner and establish any allowable adjustments in the assessment procedure The trainor meets with the learner to...

54. Does the learner trust you? If not, what can you do to improve this? Are there racial, cultural, religious, gender, or language issues which may influence the conduct or outcome of assessment? Allowable Adjustments

55. 3 3 Plan and Prepare the Evidence Gathering Process Plan and Prepare the Evidence Gathering Process

56. Establish a plan for gathering evidence about the learner’s performance in order to make the assessment decision Organize equipment or resources required to support the evidence gathering process Coordinate and brief other personnel involved in the evidence gathering process Obtain/prepare the evidence gathering tools The Trainor must...

57. 4 4 Collect the evidence and make the assessment decision Collect the evidence and make the assessment decision

58. Evidence is information gathered which when matched against the unit of competence, provides proof of competence.

59. Implement the evidence gathering process and ensure its validity, reliability, fairness and flexibility; Collect appropriate evidence and match compatibility to the elements, performance criteria, range of variables and evidence guide in the relevant units of competence; Evaluate evidence in terms of the 4 dimensions of competence The Trainor must...

60. Incorporate specified allowable adjustments to the assessment procedure (as appropriate) Evaluate the evidence in terms of validity, consistency, currency, equity, authenticity and sufficiency Record details of evidence collected The Trainor must...

61. Make a judgment about the learner’s competence based on the evidence and the relevant unit/s of competence.

62. Considerations in Evaluating Evidences Requirements of the unit/s of competence Dimension of competence Rules of Evidence Corroboration of evidence

63. Making the Judgment After the trainor gathered all the evidences, he/she should determine whether the evidences meet the requirements for the competency. The trainor can then work out what feedback and what further action is required.

64. 5 5 Provide Feedback on the Assessment Provide Feedback on the Assessment

65. The Trainor must provide advice to the Learner about the outcome of the assessment.

66. Feedback occurs when the trainor communicates the assessment decision and discusses further opportunities for development or improvement.

67. Clear and constructive feedback on the assessment decision; Information on ways of overcoming any identified gaps in competency revealed by the assessment; The opportunity to discuss the assessment process and outcome; Information on reassessment process, if required. The Trainor must provide the Learner with...

68. 6 6 Record and Report the Results Record and Report the Results

69. record the assessment outcome maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures maintain the confidentiality of the assessment process endorse assessment results/outcomes to processing officer The Trainor must...

70. 7 7 Review the Assessment Process Review the Assessment Process

71. On completion of the assessment process, the Trainor must... review the assessment process report on the positive and negative features of the assessment to those responsible for the assessment procedures make suggestions on improving the assessment procedures to appropriate personnel participate in any group review of the assessment process organized by the institution

72. Thank you for listening.