Develop Competency-Based Assessment Plans PDF

Develop Competency-Based Assessment Plans
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Singapore Workforce Development Agency – Quality Assurance Division
Version 1.1 (14 October 2012)
Table of Contents
Message from the Director of Quality Assurance Division ............................................................. 5
Learner Profile ............................................................................................................................. 6
Reflection on Learner Profiles....................................................................................................... 7
Will Technology-assisted, Work-based, Continuous Assessments Work? ......................................... 8

Using Social Media-based E-Portfolios in Competency-based Assessment ....................................... 9
What is Competency? ................................................................................................................ 11
Packaging of Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) 11
Competency Standard Template................................................................................................. 12
Key Changes to Competency Standard Template ........................................................................ 13
Revised Competency Standard Template .................................................................................... 14
Curriculum, Training and Assessment Guide (CTAG) .................................................................... 14
Curriculum, Training and Assessment Guide (CTAG) Components ................................................ 15
Key Changes to CTAG Template .................................................................................................. 15
Competency-based Assessment ................................................................................................. 17
Requirements of Competency-based Assessment ....................................................................... 17
Types of Assessment .................................................................................................................. 18
Commonly Used Assessment Methods ....................................................................................... 19
Knowledge-based Assessment Methods .......................................................................................... 19

1. Multiple-Choice Questions (MCQ) ........................................................................................ 19
2. Written Assessment (Short Answers) ................................................................................... 19
3. Projects ................................................................................................................................. 20
4. Portfolio ................................................................................................................................ 20
5. Written Assessment (Reports) .............................................................................................. 21
6. Oral Questions ...................................................................................................................... 21
Performance-based Methods ........................................................................................................... 22
7. Workplace Performance ....................................................................................................... 22
8. Role-Play / Simulation ........................................................................................................... 22
Attitudinal Evaluation Methods ........................................................................................................ 23
9. Observations ......................................................................................................................... 23
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Principles of Assessment (POA) .................................................................................................. 24
Rules of Evidence (ROE) ............................................................................................................. 24
Adult Educator (AE) Qualifications Requirements and Timelines for WSQ Approved Training
Organisations (ATO) ................................................................................................................... 25
How do These Changes to Competency Standard (CS) and Curriculum, Training and Assessment
Guide (CTAG) Affect my Assessment Plan Design? ...................................................................... 26
What is an Assessment Plan? ..................................................................................................... 27
Components of Assessment Plans .............................................................................................. 27
WSQ Requirements in Relation to Assessment Plans ................................................................... 28
Common Shortcomings in Assessment Plan Design ..................................................................... 29
Example 1: Inappropriate Development of Assessment Tools ......................................................... 29

Example 2: Assessment Criteria do not Address the Performance Statement / Performance Criteria
Sufficiently ........................................................................................................................................ 30
Example 3: Incomplete Instructions in Assessment Specifications .................................................. 31
Example 4: Conflicting Instructions in Assessment Plan................................................................... 33
Example 5: Difficulty in Gathering Evidence ..................................................................................... 34
Example 6: MCQ Questions with “Give-away” Answers .................................................................. 35
Other Shortcomings in Assessment Plans......................................................................................... 36
Selection of Assessment Methods .............................................................................................. 37
General Good Practices in Assessment Plan Development ........................................................... 37
Assessment Plan Validation........................................................................................................ 38
Assessment Plan Validation Checklist ......................................................................................... 39
POA / ROE Validation Checklist .................................................................................................. 40
WSQ Curriculum Development and Pre-Accreditation Checklist .................................................. 45
References................................................................................................................................. 50
Useful Websites ......................................................................................................................... 51
Version Control Record .............................................................................................................. 52
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BLANK PAGE
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Message from the Director of Quality Assurance Division
Dear WSQ Developers,
The Quality Assurance Division (QAD) conducted

a survey of the WSQ Approved Training
Organisations (ATO) in March 2012. It was
found that most ATOs indicated a need to have
a better understanding of how to develop
assessment plans. This further supports QAD’s
audit observations that ATOs need to improve
the design of their assessment plans.
These notes are purposefully designed for

developers who are involved in the design and
development of competency-based assessment
(CBA) for the Singapore Workforce Skills
Qualifications (WSQ) System. WSQ is a national credentialing system that
trains, develops, assesses and recognises adult workers for competencies they
need to stay employable. Thus, assessment is the integral part of WSQ as it is
used to assess the learning gain and competencies of the workers.
I hope these notes will be beneficial to your future development of

competency-based assessment plans.
All the best in your future developments!
Sharon Tan (Ms)

Director
Quality Assurance Division
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Learner Profile
Learner profile is a set of information collected on how learner learns most

effectively. This information may be collected through observations, surveys,
questionnaires, application forms, interviews, etc. It may include information
like:
 Age
 Barriers to learning (e.g. institutional, situational, psychosocial, etc)
 Educational level
 Employability Skills (ES) Level
 Experience (e.g. work experience, life experience, etc)
 Motivations to learn (e.g. job, self-actualisation, etc)
 Orientation to learning (i.e. immediacy of application for problem solving,
response to societal expectations, etc)
 Readiness to learn
 Self concept (i.e. self-directed, dependent, etc)
 ______________________________________________
 ______________________________________________
 ______________________________________________
 ______________________________________________
 ______________________________________________
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Reflection on Learner Profiles
Draw up the profile of learners who attend your programmes. Pick the
appropriate characteristics.
Low-Skilled Elderly PMEs
 Non-English Speaking  Wealth of experience

 Physically challenged  High expectations
 Less confident  Questioning
 Fearful of training &  Intellectual
assessments
Tech-Savvy Gen Y
 24/7 connected
 Multi-tasking
 Easily bored
 Articulate and confident
Learner Profile




Given your learner profile, how do we design assessments to match learner
needs and strengths?
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Will Technology-assisted, Work-based, Continuous Assessments
Work?
Discuss with your partner on the appropriateness of the three assessment
approaches for your learners. Tick the relevant boxes if the approaches provide
valid, sufficient, current and authentic evidence.
RULES OF EVIDENCE (ROE)

Evidence Approach 1 Approach 2 Approach 3
Comments
Criteria (ACTA V5) (WTP) (DACE)
Validity of
evidence
Sufficiency of
evidence
Currency of
evidence
Authenticity of
evidence
 Continuous  Workplace  Video clip of

Characteristics assessment evidence presentation
of Each  Blogs  Live  Skype to
 In-class observation cover gaps
Approach
performance
Possible Takeaway
I can apply the following ideas to modify the practice in my organisation:
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Using Social Media-based E-Portfolios in Competency-based
Assessment
A pilot project by Institute for Adult Learning (Lee Wee Chee)
Background
IAL recently conducted a pilot run of a new design for four modules of
Advanced Certificate in Training and Assessment (ACTA). One of the new
methods that were tested was the use of social-media based e-portfolios for
continuous, formative and summative assessment.
Assessment Process
Learners started collecting evidence (artefacts) of learning and competency

from the start of the course. These took the form of pictures, reflective blog
entries capturing their thoughts on the application of learning, and videos of
them practising their delivery of training and assessment. Using a blog host
(Wordpress) and video host (YouTube), learners published their entries
frequently, allowing assessors, trainers and fellow learners to give feedback on
performance, comment on entries, and identify gaps to cover.
An Alternative Expression of Competency-based Assessment
This project built social constructivism, reflection and personalised

contextualisation into competency-based assessment, allowing assessors to
have a holistic, developmental view of the learner’s journey towards
competence.
Assessment Framework
Based on a portfolio assessment framework developed by Cleveland Clinic

Lerner College of Medicine for medical students1, IAL adapted it to create a
similar framework that includes e-portfolio and social media elements.
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Summative
Assessment
Learners meet with
assessor to review all Evidence Portfolio
Evidence Gathering Tools evidence for decision
on competence e-Portfolio using social
Smartphones, tablets
Formative Assessment media like blog hosts
With photo-taking and
Learners meet with assessor
(e.g. Wordpress) and
video-capturing to review evidence presented
so far to determine video hosts (e.g.
capability performance gaps and
actions to take to close the YouTube)
gaps
Informal Feedback
Trainers, assessors and fellow learners
give feedback on blog entries for
developmental purposes
Evidence Database
Application to own workplace practice: Reflective entries
on applicability of learning to workplace
Teaching and assessment skills: Videos of skills practices
in class or from the workplace + reflection
Construction of knowledge: Photographs and entries of
own learning + reflection
Professional development: Reflective entries on
professional practice based on self and peer feedback
1
Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic
Lerner College of Medicine. Academic medicine, 82(5), 493-501.
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What is Competency?
 A competency is a measurable set of knowledge, skills, and attitudes that a
person needs to perform a task effectively
 A competency is not an entire job
 In most cases, several competencies are required for a job
 As competency is task-based, the person may need to transfer the

competencies to new situations and environment
Packaging of Competency Standard (CS) and Curriculum, Training and

Assessment Guide (CTAG)
1st Generation CS 2nd Generation CS 3rd Generation CS
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Competency Standard Template
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Key Changes to Competency Standard Template
Key CS Components Status of Revision
Cover page Retain
Relevant Job
Retain
role(s)/occupation(s)
Performance Statements /
Competency Element / Retain and Enhance
Performance Criteria
Assumed Skills and Knowledge Retain and Enhance
Underpinning Knowledge Retain and Enhance
Range and Context Retain
Evidence Sources Retain
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Revised Competency Standard Template
Curriculum, Training and Assessment Guide (CTAG)
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Curriculum, Training and Assessment Guide (CTAG) Components
Key Changes to CTAG Template
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Key Changes to CTAG Template
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Competency-based Assessment
 A collection of evidence to demonstrate that a learner can perform or
behave according to specific standards
 A form of assessment that is derived from the specification of a set of

outcomes articulated in the competency standard(s)
 The assessment outcome that will allow the assessor to make judgment
with respect to the achievement or non-achievement of these outcomes
(i.e. competent / not yet competent)
Requirements of Competency-based Assessment

 Focus on ‘outcomes’ – The assessment must allow for clear demonstration
of outcomes of learner’s performance. Evidence must be collected to show
that a candidate has met every single performance criterion
 Competent/Not yet competent judgement only – Only two judgments can

be made
 Assessment in workplace context – Performance must be demonstrated

and assessed under conditions as close as possible to those under which it
would normally be practiced.
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Types of Assessment
 Diagnostic
o Prior to learning, e.g. training needs assessment
 Formative
o During learning, to gauge the learning progress and achievement of

learners for learning (Assessment for learning) – does not contribute to
final assessment result
 Continuous
o During learning, to gauge the learning acquired for competence/ grading

(Assessment of learning) – contributes to final assessment result
 Summative
o End of learning, to determine competence
 Skills Recognition
o Recognition of Prior Learning (RPL)
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Commonly Used Assessment Methods
Frequently used competency-based assessment methods may be categorised
into four broad groupings:
Knowledge-based Assessment Methods
1. Multiple-Choice Questions (MCQ)
Multiple-choice questions consist of a question, followed by a number of
options. One of the options is the correct answer. The other options, which
are incorrect, are called distracters.
Advantages Disadvantages
 As there is minimal writing, a  Validity of evidence blurred by the 25%
substantial amount of content can be (assuming 4-option MCQ) chance of
assessed in a relatively short time random success.
 Can be administered to a group of  Relatively difficult to design good MCQ

learners concurrently questions - requires skilled designers
and pilot- testing.
 Scoring is highly objective (i.e.
number of correct answers only)  Method is usually constrained to being a
supplementary method to test
knowledge and comprehension.
 Validity decreases with frequent use

and exposure of MCQ to learners
2. Written Assessment (Short Answers)

Short answers require candidates to articulate understanding in written
form but the answers are relatively short as compared to essays and hence
may be appropriate for candidates with literacy issues.
Advantages Disadvantage
 Easy to mark/grade as the answers  Cannot be used alone and has to be

are predictable. supplemented with other methods.
 Answers are limited hence writing
ability is not unduly stressed.
 Suitable for learners who do not have
high literacy levels.
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3. Projects
Projects involve an assessment of a combination of subject knowledge,
process skills and transferable skills. Projects require learners to apply their
learning, encourage pro-activity and need an extended duration for
completion. The outcomes of a project may be presented through different
forms such as a report, portfolio, and/or presentation.
 More flexible (in terms of scope,  Time consuming to mark

medium for presentation) than other
 Challenging to determine learner’s true
assessment methods
contributions and correspondingly his
 High validity as it requires the level of competencies
application of skills and knowledge in
 Should be complemented with other
a given / real context
supplementary methods to ensure
authenticity of evidence
4. Portfolio
A portfolio refers to a collection of evidence assembled by the learner to
demonstrate competence. The main purpose of using a portfolio would be
the collection of evidence to establish that the learner has demonstrated a
set of prescribed performance criteria. A key point to note is that evidence
that was accumulated many years ago may not be current and has to be in
line with current practices and standards.
 Flexible as learners take the initiative  Challenging to some learners due to the
to decide on how the portfolio is to flexibility
be presented and organised.
 May be difficult for assessors to map
 Valid form of assessment as it is the portfolio to assessment criteria and
based on real task rather than a require a face-to-face interview to
series of educational tasks. ascertain competence
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5. Written Assessment (Reports)
A report is a form of extended written assignment whereby information and
often recommendations for action are presented.
Advantage Disadvantage
 Relevance to realistic context hence  Quite demanding as learners may be

more practical than an academic required to analyse on what they have
essay done and draw conclusions
6. Oral Questions
Oral Questioning require learners to articulate their understanding through
a verbal face-to-face question and answer (Q&A) process. This method is
useful when addressing a diverse group of learners with varying literacy
levels as the assessor is able to paraphrase questions to help the candidates
in understanding.
Advantage Disadvantage
 Able to address diverse needs of  Challenging for inexperience assessors

candidates as they will have to be able to think on
their feet and paraphrase the questions
without providing undue stress to the
candidate
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Performance-based Methods
7. Workplace Performance
This is arguably the best method to collect reliable and authentic evidence
of a learner’s actual competencies. This is because the assessment context
is set under actual work conditions that require demonstration of actual
occupational competencies and maximises the degree of realism in the
assessment process.
 Good indicator of a learner’s actual  Constrained by opportunities available

work performance to observe performance for all range of
activities specified under standards
 High authenticity and reliability of
evidence  Requires considerable time and
resources to assess all the performance
criteria
8. Role-Play / Simulation
Role-playing or simulation provides an alternative for workplace
performance. It can be seen as an orchestrated scenario that seeks to
gather evidence on a learner’s competencies.
 Allows control of different settings  Detached from realistic workplace

required to assess a full range of conditions
activities stated under standards
 Requires considerable investment in
 Flexibility in time allocation facilities and equipment to simulate
actual work setting
 Allows standardization of activities to
enhance fairness of assessment
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Attitudinal Evaluation Methods
9. Observations
This method involves observing the behaviour of learners, recording as
much as possible, or whatever appears to be useful, important, or unusual.
Once the data are recorded, the observers’ task is to make sense and draw
conclusions from it. Observation requires preparation time. It is necessary
to determine why you are observing, what you expect to see or think you
might see and how you will record what you see.
Attitudinal evaluation requires determination of a proxy behaviour that

best presents the attitude item / component.
The selection and determination of the proxy behaviour requires research

backing and testing. And there has to be a relationship between the proxy
behaviour and attitude, before it can be safely used for attitudinal
evaluation.
 Structured observation allows the  Structured observation incurs the risk of

observer to focus on specific the observer overlooking concurrent
behaviour that indicate positive and relevant events
negative feelings or attitudes
 In the case of third party observations
 Structured observation allows for where inputs from direct supervisors
recording of reliable and relevant are sought, key issue is the degree of
data objectivity and reliability of the
evaluation
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Principles of Assessment (POA)
 Validity refers to the strength of assessment tasks and criteria to accurately
measure learners’ attainment of the intended competencies level (i.e. how
well the test really reflects the knowledge, skills and attitudes of the
Competency Standard). It includes content validity, construct validity, face
validity and predictive validity
 Reliability refers to the consistency of measured outcomes via clear and

consistent processes for setting, marking, grading etc when a test (all
factors being equal) is repeated on a population of individuals or groups.
 Flexibility refers to the consideration of the various needs of learners and

allows assessments to be conducted either on or off the job at mutually
convenient times and situations.
 Fairness refers to the equality in the conduct of assessment and does not
advantage or disadvantage particular learners (e.g. amount of assessed
work should be manageable).
Rules of Evidence (ROE)

 Valid Evidence
o Meets the Competency Standards and assessment criteria
 Sufficient Evidence
o Sufficient evidence to show competency for all Performance

Statements / Performance Criteria and Underpinning Knowledge
 Current Evidence
o Evidence collected is based on current situation and not outdated
 Authentic Evidence
o Learner’s own work
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Adult Educator (AE) Qualifications Requirements and Timelines for
WSQ Approved Training Organisations (ATO)
In-House WSQ ATOs
Phase I – Phase II – Phase III –

Role
By 1 Oct 2012 By 1 Oct 2013 By 1 Oct 2014
Trainer and/or assessor At least 50% with At least 65% with At least 80% with
Workplace Trainer Workplace Trainer Workplace Trainer
Programme (WTP) or Programme (WTP) or Programme (WTP) or
equivalent equivalent equivalent
Master Trainer At least 1 master trainer* must attain full ACTA or equivalent by 1 Oct
2013
Curriculum Developer At least 1 developer* must attain full ACTA or equivalent by 1 Oct 2013
Note:
 New ATOs or existing ATOs who are moving into new areas of training are required to meet
requirements in Phase I with immediate effect.
 WSQ In-house ATOs are companies/organisations that train and/or assess their own staff
internally.
 Figures are based on declaration during accreditation and deployment
* Can be the same person
Public WSQ ATOs

Role Phase I – Phase II – Phase III –
By 1 Oct 2012 By 1 Oct 2013 By 1 Oct 2014
Trainer and/or assessor At least 50% with full At least 65% with At least 80% with
Advanced Certificate in Advanced Certificate in Advanced Certificate in
Training and Training and Training and
Assessment (ACTA) or Assessment (ACTA) or Assessment (ACTA) or
equivalent equivalent equivalent
Curriculum Developer 100% with Diploma in Adult and Continuing Education (DACE) or
equivalent by 1 Oct 2015
Note:
 New ATOs or existing ATOs who are moving into new areas of training are required to meet
requirements in Phase I with immediate effect.
 WSQ ATOs are external training providers that are in the business of conducting training and/or
assessment
 Today, curriculum developers of ATOs are already required to meet ACTA or its equivalent. They
will also be required to meet the new DACE requirement by 1 Oct 2015.
 Figures are based on declaration during accreditation and deployment. ATOs are required to
ensure that its actual deployed AEs for each class delivery under each approved framework meet
the qualifications requirements
 Partial Completion of DACE: Individuals who have already attained DACE competency units (CU)
C2, C3, C5, C6 and C7, may function as WSQ Trainers and Assessors at WSQ ATOs in lieu of
completing the ACTA Qualification. Such individuals are encouraged to complete the remaining
units of the DACE qualification as the full DACE qualification will enable them to practice as a
WSQ Curriculum Developer at WSQ ATOs.
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How do These Changes to Competency Standard (CS) and Curriculum,
Training and Assessment Guide (CTAG) Affect my Assessment Plan
Design?
For Competency Standards (CS)
 Examine the assumed knowledge, skills and attitudes (KSA)
 Examine the level of Bloom’s taxonomy of cognitive, affective and

psychomotor domains used in the Performance Statements / Performance
Criteria and Underpinning Knowledge
 Examine the evidence source requirements
For Curriculum, Training and Assessment Guide (CTAG)
 Review the industry-adopted strategies and hours
 Mandatory / legal requirements and relevant training and assessment

hours
 Other recommended strategies
 Domain knowledge (technical / vocational qualifications)
 Domain industry experience
 Adult educator qualifications and experience
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What is an Assessment Plan?
An Assessment Plan is a document that provides information on how the
assessment will be structured, what is involved and the assessment criteria
that candidates will be assessed against.
Components of Assessment Plans
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WSQ Requirements in Relation to Assessment Plans
 Principles of Assessment (POA) are complied with
 Rules of Evidence (ROE) are complied with
 Mandatory assessment strategies and requirements (if any is specified in

the CTAG)
 All Performance Criteria / Performance Statements and Underpinning

Knowledge are assessed
 Proposed Assessor-Learner ratio
 Assessor materials are complete, meet needs of assessor
 Assessment Plan is developed with:
o Clear instructions for preparations for assessment and documentation of

assessment e.g. set up of equipment, conduct of specific methods, time
for responses, appeal process, checklists
o Assessment instructions to guide assessor
o Assessment tools are provided e.g. role play scripts, answers to written
tests
o Assessment records with clear assessment criteria indicated
o Resources / References (library, web)
o Glossary provided
o Version control
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Common Shortcomings in Assessment Plan Design
Example 1: Inappropriate Development of Assessment Tools
Description: A role play script was provided. It was crafted in a dialogue as

follows:
Role Play Script (Candidate Copy)
(Customer walks into the store)
Customer: Hello.
Candidate (retailer): Good Afternoon, Mr XXXX. Welcome to OIO Department Store.
Customer: I am looking for a LCD TV.
Candidate (retailer): Can you please share with me what kind of TV you are looking for?
Customer: HD, Cheap, slim, power saving, and good resolution.
Candidate (retailer): Sure Sir! We have a great range of TV sets that you may like
(Candidate brings the customer to the TV)
Candidate (retailer): This is one of the latest models of HD TVs that comes with..... .
Problem: This role play script does not provide valid evidence of competence as
the learners only needs to follow the script and the flow of the script. In a real
workplace situation, the learners will not be given such a script when providing
customer service. Learners should not be in the know of exactly what to expect
during each customer service provided.
General Advice: Role play scripts should be developed appropriately to guide

and ensure that the learners are adequately assessed through a role play based
on a real workplace situation. Detailed scripts should only be provided to the
actor (i.e. person not being assessed) to ensure that the role play does not
deviate from the intended flow of the role play. A scenario may be provided to
the learner to explain the context of the role play and the instructions to the
learner should generally cover what he/she will be assessed on during role play.
A sample role play script developed to assess learner based on a real work
place situation is as follows:
Role Play Scenario
It is a Sunday morning and your department store is going to launch a new product called the
iRobot. Your organisation anticipates a huge demand for this new electronic item as shown by
the large sales figures in other countries.
Role Play Script (Candidate’s Copy)

You are the retail assistant at XYZ Company. You turn up for work on time this morning and get
ready for work. You know that there is a new ‘HOT’ item to be launched today. You are to
deliver service excellence to your customer according to your organisational policies and
procedures.
You will be assessed on the competencies in Deliver Service Excellence, i.e.
 Use organisational service culture and values to guide service delivery
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Example 2: Assessment Criteria do not Address the Performance

Statement / Performance Criteria Sufficiently
Description: Assessment criteria were set differently as compared to the

Performance Criteria in the Competency Standard
Example:
Competency Standard: LPM-DEV-301C-0 Encourage People
Performance Criteria: Review team and organisational business plans to identify new
and emerging skill requirements
Assessment Method chosen: Written Assignment
Question set for this PC: Complete a 100-word essay on evaluating business plans and
how to identify emerging skill requirements
Problem: The Performance Criteria state that it is to ascertain the competency

of the learner to review team and organisational business plans with the
objective of identifying new and emerging skill requirements.
The question set only assesses the individual knowledge on how to evaluate
business plan and how to identify skill requirements. It does not assess how the
individual reviews team and organisational business plans with the objective of
identifying new and emerging skill requirements
General Advice: Be very clear about what the Performance Criteria expect as
Performance Criteria and Performance Statements require the learner to
demonstrate competence holistically, rather than in segments.
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Example 3: Incomplete Instructions in Assessment Specifications
Description: The ATO only submitted the following table as part of the
assessment specifications. The rest of the assessment plan consists of the
matrix of assessment methods, observation checklist and a role play script.
S/N Specifications Guidelines
1 Assessment Method Role Play

2 Performance Criteria PC 1.1, 1.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3
3 Underpinning Knowledge All stated UK
4 Duration 20 minutes
5 Assessment Venue Training Centre or Office

6 Assessment Resources Assessment Checklist
Assessment Questions and Answers
7 Assessment Set-up Requirements To be conducted in quiet room with proper tables

and chairs
8 Conduct of Assessment Conduct Interview
9 Recording the Assessment Result  Record findings and conclusions in the

Individual Assessment Record.
 Record reasons for “NYC” in remarks column.
10 Candidate Summary and Feedback Record feedback and findings into the Summary
Assessment Record.
11 Required Assessment Tools Course Assessment Booklet (refer to Annex A)
Problem: The specifications do not provide complete information on the

following:
 Assessment process
 Decision making on assessment outcome for the method and for the whole
assessment
 Preparation for assessment (by the assessor and / or assessment centre)
General Advice: Developer needs to ensure that the instructions and

specifications are detailed enough to clearly cover the following (not limited
to):
 Assessment duration
 Assessment venue
 Assessment set up requirements
 Assessment tools
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 Assessor to candidate ratio
 Conduct / provision of feedback
 Conduct of assessment
 Decision making on assessment outcome for the method and for the whole
assessment
 Preparation for assessment (by the assessor and / or assessment centre)
 Performance Statements / Performance Criteria and Underpinning
Knowledge covered
 Special instructions (e.g. safety precautions, etc)
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Example 4: Conflicting Instructions in Assessment Plan
Description: Assessment criteria and assessment specifications provided by the

ATO were not reflective of information (e.g. assessment methods selected for
each Performance Criteria / Performance Statement) provided in the Evidence
Gathering Plan. Refer to the illustration below.
Problem: Users of the assessment plan may get confused as to what is the
correct assessment method/s and whether the assessment plan is of the correct
version. This may reduce the confidence of the user of the assessment tools and
create a sense of doubt in the assessment plan being used.
General Advice: Ensure that all sections in the assessment plan are consistent
and do not conflict with each other. Always do a check on whether there is any
information that may confuse the user.
EVIDENCE GATHERING PLAN
Assessment Tools
Role Play scripts

Learning journal
Instructions to
Instructions to
Assessment
Candidates
Assessors
checklist
Performance Criteria Evidence Gathering Plan Method
1.2 Communicate the Work Activity:

performance management Able to verbally communicate and adapt
system to employees and communication methods of the roles and
their roles and responsibilities of performance management to
responsibilities in line managers and employees
performance management.
Role Play
AA1     
Assessment Criteria:
Ability to communicate the
importance of performance
The assessment
management and the roles method chosen
and responsibilities to
stakeholders here is role play
ASSESSMENT CHECKLIST
Please Tick
Performance Criteria and
Assessment Criteria Remarks
Underpinning Knowledge
C NYC
1.2 Communicate the performance OQ13: Explain how to communicate the performance management
management system to employees system to employees and their roles and responsibilities in
and their roles and responsibilities performance management.
in performance management.
Suggested Answers: The assessment
Candidate is able to explain how to communicate the performance
checklist states that
management system to employees and their roles and responsibilities it
in performance management, which may include: is an oral question
 As part of the performance appraisal
 ............................………….
 ............................………….
- 33 -
Example 5: Difficulty in Gathering Evidence
Description: Assessment specifications require the assessor to observe more

than two concurrent practical performances for assessment.
Problem: In order for the assessor to observe any forms of practical

performance reliably, the assessor needs to be very clear of the context and the
required role of the candidate. Having to observe more than two different
practical performances is even more challenging, more so for an assessor that
is not very familiar with the process.
General Advice: Unless there are strict criteria for assessors, and specific
consequential actions (i.e. achievement of specific outcome from only one
specific process) being observed, it is advisable for assessment of practical
performance to be conducted on a one-to-one basis.
6 Assessment Set- A fully set-up restaurant. This includes providing all the
up Requirements relevant items found in a typical restaurant.
7 Conducting the 1. The assessment is to be conducted at the restaurant

Role Play (actual workplace)
2. Three candidates will take on the role of waiter and serve
customers according to the organisational policies and
procedures.
3. Three other people will take on the role of an angry
customer, an overly excited guest and an indecisive guest.
4. The role play begins with a guest entering and randomly
selecting a waiter to serve him / her.
5. It will end when all the guests have paid the bill and left
the restaurant
6. In the event that competency is not being able to be
observed during the role play, the assessor could use oral
questioning to ascertain the competency.
7. The candidate is required to complete the entire role play
even if the assessor had rated the candidate as ‘Not Yet
Competent’. The result of the assessment should only be
made known to the candidate at the end of the
assessment.
- 34 -
Example 6: MCQ Questions with “Give-away” Answers
Description: Although the multiple-choice question may have addressed the UK

/ PC, it has been set such that the answer is very obvious. (See below for
example)
Problem: If the correct answer is too obvious, it may result in an unreliable

result as it is unclear if the learner can actually answer the question or if the
other choices (i.e. distracters) were plausible.
General Advice: Ensure that the developer of the assessment plan is clear and
well-qualified in developing a reliable MCQ Questionnaire. This will help ensure
that the assessment is in line with the rules of evidence. Some general tips for
designing MCQs include:
 Measure important outcomes only
 Write a clear question
 Ensure that the grammar of the term matches that of the options
 Avoid giving verbal clues in the question
 Provide plausible distracters
 Avoid ‘all of the above’ and ‘none of the above’
 Vary the length of the correct answer
 Vary the position of the correct answer
 Avoid making the correct answer less definite
Example:
1. What is an attribute of a manager? (choose the one correct answer)
a. Able to communicate ideas to supervisors for implementation
b. Able to escape from all responsibilities
c. Able to change the world
d. Able to punish staff as and when he likes
- 35 -
Other Shortcomings in Assessment Plans

 Assessment criteria are not specific (e.g. copied directly from Performance
Criteria / Performance Statements without elaboration)
 Did no address all the Performance Criteria / Performance Statements or
Underpinning Knowledge
 Did not indicate the assessment coverage in assessment plan
 Inclusion of other instructions that do not relate to the assessment (e.g.
payment policy, refund policy, etc)
 Lack of assessment tools (e.g. oral questions and suggested answers, etc)
 Lack of instructions to assessors on
o conduct of assessments
o usage of assessment tools
 Lack of instructions to learners
 ______________________________________________________________
 ______________________________________________________________
- 36 -
Selection of Assessment Methods
General Good Practices in Assessment Plan Development

 Maintaining an assessment tools bank (i.e. different assessment methods
selected systematically to ensure reliability of assessments conducted)
 Conducting regular validation sessions to ensure currency of assessment
plans
 Collecting feedback from various parties (e.g. assessors, trainers,
developers, participants, observers, etc) on the usefulness of the
assessment
 Conducting pilot tests for assessment plans before making adjustments
 ______________________________________________________________
 ______________________________________________________________
- 37 -
Assessment Plan Validation
 Purpose of validation
o To determine if assessment plan meets the Principles of Assessment and
Rules of Evidence, learners’ profile, and contextualisation (organisation,
industry and legal) and learners’ requirements
 Who are the stakeholders
o Line managers/supervisors, training managers, subject matter experts
(SME), trainers, assessors
 What to focus for validation
o Assessment criteria and evidence requirements
o Assessment environment
o Assessment methods and tools
o Principles of Assessment and Rules of Evidence
o Practicality
o Clarity of instructions
o Cost effectiveness
o Contextualisation (e.g. organisation, industry and legal) and learner
requirements
 When should validation take place
o Before assessment
o During assessment
o After assessment
 Follow up to validation
- 38 -
Assessment Plan Validation Checklist
Purpose of Validation:
Stakeholders involved:
Areas of Focus:
 Assessment criteria and evidence requirements
 Assessment environment
 Assessment methods and tools
 Principles of Assessment / Rules of Evidence*
 Practicality
 Clarity of instructions
 Cost effectiveness
 Contextualisation (organisation, industry and legal) and learners’
requirements
 ______________________________________________________
 ______________________________________________________
Assessment Venue:
Follow up:
*Refer to POA / ROE Validation Checklist
- 39 -
POA / ROE Validation Checklist
Compliance Mitigating Factor
Suggested areas to look into
Underlying Principle (if non-
(not limited to) Yes No
compliant)
Principle of Assessment - Validity
Assessment activities are  Assessment criteria
based on actual  Assessment specifications
workplace practices and  Other assessment tools (where
contexts applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment activities  Assessment tools: case study
relates directly address scenarios, role play scripts,
the PS / PERFORMANCE scenarios, assessment
CRITERIA and UKs checklists, observation
checklists, etc
Assessment tools address  Assessment tools: case study
the candidate’s ability to scenarios, role play scripts,
meet the level of scenarios, assessment
performance required by checklists, observation
the Competency Standard checklists, etc
Assessment activities  Assessment methods
planned are holistic and  Assessment criteria
integrated  Other assessment tools (where
applicable): case study
checklists, etc
The assessment method  Assessment methods
and tools developed are  Assessment criteria
appropriate for the  Other assessment tools (where
assessment system applicable): case study
specified by industry scenarios, role play scripts,
(where relevant) scenarios, assessment
checklists, etc
All information in the  Developer / co-developer
assessment Plan has been  Validation panel
validated by an  Subject matter expert
appropriate person (e.g.
master trainer, subject
matter expert, etc) with
expertise in the
competency/is being
assessed
- 40 -
compliant)
Principle of Assessment - Reliability
Critical elements have  Assessment specifications
been identified and  Assessment tools: case study
sampling used to ensure scenarios, role play scripts,
that the most important scenarios, assessment
aspects are assessed. checklists, observation
checklists, etc
Clear assessment criteria  Assessment / Observation
have been provided for Checklist/s
the assessor in the
assessment / observation
checklists (e.g. clear guide
to assess and individual
as ‘C’ or ‘NYC’)
Clear instructions have  Instructions to assessors
been provided to ensure  Assessment specifications
that assessors conduct  Other assessment tools (where
the assessment activity applicable): case study
consistently and make scenarios, role play scripts,
consistent decisions over scenarios, assessment
time and with different checklists, observation
candidates checklists, etc
Where multiple assessors  Assessment methods
are involved in  Assessment criteria
conducting parallel  Assessment tools: case study
assessment events, scenarios, role play scripts,
assessment strategies scenarios, assessment
and approaches are checklists, observation
consistent checklists, etc
Consistent instructions  Instructions to candidates
are provided to learner/s
and procedures for
undertaking the
assessment
Where work samples are  Instructions to assessors /
used, learners are candidates
provided with clear  Assessment specifications
guidelines on  Other assessment tools (where
requirements relating to applicable): case study
authenticity and currency scenarios, role play scripts,
of submissions scenarios, assessment
checklists, etc
Where applicable,  Assessment methods
assessment specifications  Instructions to assessors /
and tools are able to candidates
produce consistent  Assessment criteria
assessment outcomes  Other assessment tools (where
conducted in different applicable): case study
contexts
- 41 -
compliant)
checklists, etc
Principle of Assessment - Flexibility
The assessment approach  Assessment methods
can be adapted to meet  Instructions to assessors /
the needs of all candidates
candidates, workplaces  Assessment criteria
and/or stakeholders.  Other assessment tools (where
checklists, etc
Wherever practical and  Instructions to assessors /
appropriate, assessment candidates
can be negotiated and  Other assessment tools (where
agreed between the applicable): case study
assessor and the scenarios, role play scripts,
candidate scenarios, assessment
checklists, etc
The assessment strategy  Assessment specifications
adequately covers both  Assessment criteria
on and off the job  Other assessment tools (where
components of the applicable): case study
training scenarios, role play scripts,
checklists, etc
Policies, procedures,  Instructions to assessors /
guidelines and standards candidates
are put in place to  Assessment specifications
support assessors in the
consistent application of
reasonable adjustment/s
where required
Principle of Assessment - Fairness
Candidates are given  Instructions to assessors /
clear and timely candidates
information on  Assessment specifications
assessment and what is
required.
Information provided to  Instructions to candidates
candidate/s covers:
 the assessment
method/s
 assessment process
- 42 -
compliant)
 the criteria against
which they are being
assessed
 when and how they
will receive feedback
 appeal process
Assessment strategy  Assessment methods
caters for and supports  Instructions to assessors /
the language, literacy and candidates
numeracy needs of all  Assessment criteria
candidates in accordance  Other assessment tools (where
with the assumed skills applicable): case study
and knowledge provided scenarios, role play scripts,
in the CTAG (where scenarios, assessment
provided) checklists, observation
checklists, etc
Special needs (e.g.;  Instructions to assessors /
geographical, financial, candidates
social) of the candidate/s  Assessment specifications
have been considered in
the development and
conduct of the
assessment strategy.
Reasonable adjustment  Instructions to assessors /
can be made to the candidates
assessment strategy to  Assessment specifications
ensure equity for the
candidate/s, while
maintaining the integrity
of the outcomes.
Opportunities for  Instructions to assessors /
feedback and review of candidates
all aspects will be  Assessment specifications
provided to candidates.
Rule of Evidence – Validity
Assessment strategy and  Assessment specifications
tools accurately address  Assessment criteria
all PS / PERFORMANCE  Other assessment tools (where
CRITERIA and UK to prove applicable): case study
competence of the scenarios, role play scripts,
learners scenarios, assessment
checklists, etc
Rule of Evidence – Sufficiency
Enough / More than  Assessment specifications
enough* evidence is  Assessment criteria
provided to confirm that  Other assessment tools (where
the learner is competent applicable): case study
in meeting all PS / scenarios, role play scripts,
- 43 -
compliant)
PERFORMANCE CRITERIA scenarios, assessment
and UK checklists, observation
checklists, etc
* As a general guide,
there should be multiple
sources of evidence (e.g.
at least two methods per
assessment plan)
Rule of Evidence – Currency
Evidence collected is  Instructions to assessors /
based on current candidates
situation and is not  Assessment criteria
outdated.  Other assessment tools (where
checklists, etc
Evidence collected is not  Instructions to assessors /
gathered across a period candidates
that is too long (e.g. six  Assessment specifications
months)
Rule of Evidence – Authenticity
Evidence of competence  Instructions to assessors /
provided by learners are candidates
produced by the learner  Assessment specifications
himself / herself alone  Assessment criteria
 Other assessment tools (where
checklists, etc
- 44 -
WSQ Curriculum Development and Pre-Accreditation Checklist
This Checklist serves as a self-assessment tool for the ATO to ascertain if their proposed
course is likely to meet WSQ course accreditation (CA) requirements.
It is based on existing CA audit criteria of ‘Course Design and Development’, ‘Assessment

Design’, ‘Adult Educator Requirements’, and ‘Facilities and Equipment’.
Detailed descriptions of the criteria are provided to enable Curriculum Developers and ATOs
to determine if their proposed course meets the expectations of a WSQ course and if not, to
do the necessary revisions and enhancements before submitting the course to WDA for
accreditation.
After a course is submitted for accreditation, the ATO will be given up to 10 working days to
do any necessary revisions and enhancements. Thereafter, the application may be audited
based on the latest set of documents available to WDA.
It is therefore important that the ATO conducts a self-check before submitting the course for
accreditation.
The Checklist is a reference guide and added resource for Curriculum Developers and
ATOs. The Checklist does not need to be submitted with the CA application.
WSQ CA requirements ATO’s self-check
1.1 Course Design and Development
1.1.1 Meet CEs, PCs/PSs and UK Yes No
 Do the learning outcomes and coverage of content meet all Competency

Elements, Performance Criteria / Performance Statements and
Underpinning Knowledge?
 Are the Range and Context / Range of Application requirements complied

with (as specified in the CS and CTAG)?
1.1.2 Mandatory learning strategies and requirements (if specified in CTAG) Yes No
 Are mandatory learning strategies and requirements, including duration,

complied with (if any is specified in the CTAG)?
1.1.3 Courseware is pedagogically sound Yes No
 Learners Guide and/or supplementary materials for learners are available

and sufficient
 Appropriate learning strategies and instructional methods are used:

o Is the course pitched at the correct competency level as indicated in
the Competency Standard (Bloom’s model is recommended)?
o Is the choice of learning strategy and instructional methods appropriate
and aligned to programme outcomes and objectives?
 Aligned to adult learning principles:

o Are active and learner-centric methods adopted?
- 45 -
o Are activities planned to have variety to sustain the learner’s interest,
engage and motivate them?
o Are activities planned to incorporate checkpoints for summary, recap of
learning etc to maximise learning retention?
 Tailored to needs of targeted adult learners:

o Does the course incorporate ‘bite-size learning’?
o Does the course address needs of learners e.g. cultural background,
language proficiency?
o Does the course cater to various learning styles of learners?
 Is the course contextualised to organisation / industrial / legal

requirements?
 Is appropriate media e.g. social media, audio/video used to deliver the

training?
 Is the time allocated for learning and activities appropriate and sufficient?
1.1.4 Proposed Trainer-Learner ratio Yes No
 Does the proposed Trainer-Learner ratio meet ratio specified /

recommended in CTAG?
 In the absence of a specified / recommended ratio, is the proposed ratio
appropriate?
Note:
If the proposed ratio exceeds or do not meet specified recommendations, ATO
may be asked to provide justification
1.1.5 Trainer Materials are complete, meet needs of trainer and comprise
Yes No
these documents :
 Lesson Plan (with clear indication of topic, duration and equipment)
 Clear instructions for preparations required, timing to pace lessons,

conduct of learning activities
 Key presentation points to guide facilitator
 Resources / References (library, web)
 Intellectual Property rights observed e.g. acknowledge sources of

information
 Glossary provided
 Version control
1.2 Assessment Design
1.2.1 Principles of assessment are observed Yes No
 Is the assessment Valid?

- 46 -
o assesses what it claims to assess through collection of evidence that is
relevant to the activity and demonstrates that the PC/PS/UK have been
met
 Is the assessment Flexible?

o allows for either on or off-the-job, at mutually convenient times and
situations, and appropriate to the range of contexts / application
 Is the assessment Fair?

o does not disadvantage candidates and takes into account the
characteristics of the candidate being assessed? Equitable to all
groups being assessed
 Is the assessment Reliable?

o consistency of interpretation of evidence and assessment outcomes
1.2.2 Rules of evidence are met Yes No
 Is Validity ensured?
o evidence meets the specified criteria of the competency standards
 Is Authenticity ensured?
o evidence produced is/can be/will be verified to be the candidate’s own
work
 Is Sufficiency ensured?
o enough evidence is gathered to show competency against all specified
criteria of the standard/s
 Is Currency ensured?
o Evidence to be gathered are current, relevant and applicable in today’s
context
1.2.3 Mandatory assessment strategies and requirements (if specified in

Yes No
CTAG)
 Are mandatory assessment strategies and requirements, including

duration, complied with (if any is specified in the CTAG)?
1.2.4 All PCs/PSs and UK are assessed through : Yes No
 A range of assessment methods

 Assessment method is clearly indicated for each item
Note:
ATO may be asked to provide explanations and justifications of the
assessment design, methods and tools employed
1.2.5 Proposed Assessor-Learner ratio Yes No
 Does the proposed Assessor-Learner ratio meet ratio specified /

recommended in the CTAG?
- 47 -
 In the absence of a specified / recommended ration, is the proposed ratio
appropriate?
Note:
ATO may be asked to justify and provide explanations if the proposed ratio
exceeds or do not meet specified / recommendations
1.2.6 Assessor Materials are complete, meets needs of assessor, and

Yes No
comprises these documents :
 Clear instructions for preparations for assessment and documentation of

assessment e.g. set up of equipment, conduct of specific methods, time
for responses, appeal process, checklists
 Key assessment pointers to guide assessor
 Assessment tools are provided e.g. role play scripts, answers to written
tests
 Assessment records with clear assessment criteria/grading indicated
 Resources / References (library, web)
 Glossary provided
 Version control
1.3 Adult Educator (AE) requirements
1.3.1 Proposed AEs meet the following requirements as specified /

Yes No
recommended in the CTAG
 All proposed developers, trainers, assessors possess adequate:

o Domain industry experience
o Domain qualification
o AE qualifications
o AE experience
Note:
CVs of all AEs to be submitted for reference and verification. ATO may be
further asked to provide copies of relevant certificates/scrolls/transcripts.
 If subject matter experts (SMEs) are used, the SME/s possess adequate:
o Domain industry experience
o Domain industry qualification
Note:
CVs of all SMEs to be submitted for reference and verification. ATO may be
further asked to provide copies of relevant certificates/scrolls/transcripts.
ATO is to also note that submission of profiles for SMEs is not sufficient.
1.4 Facilities and Equipment
- 48 -
1.4.1 Proposed facilities, equipment and other resources Yes No
 Are proposed facilities, equipment and other resources adequate to

support the effective delivery of training and assessment in accordance to
the requirements as specified in the CTAG?
1.4.2 Training and assessment site/s comply with all fire, health and safety
Yes No
requirements
 Do training and assessment site/s, including its facilities and equipment

contained within, comply with all legislations and regulations governing their
use?
 Have all necessary and valid registrations, permits and licenses for the
operation and use of the training and assessment site/s, facilities and
equipment been obtained from the proper authorities?
- 49 -
References
 Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to
competency-based assessment at the Cleveland Clinic Lerner College of
Medicine. Academic medicine, 82(5), 493-501.
 Singapore Workforce Development Agency (2007). WSQ Assessment

Design Guide. Assessment methods 13–22.
 Institute for Adult Learning (2011), DACE Develop Assessment Tools,

Learner Guide from IAL
 Institute for Adult Learning (2008), CU5 Develop a Competency-Based

Assessment, Learner Guide from IAL
- 50 -
Useful Websites
 CA self-assessment checklist -
http://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-
Curriculum%20Development%20&%20Pre-
Accreditation%20Checklist(1Aug11)v1.pdf
 WSQ terms and conditions -

https://www.skillsconnect.gov.sg/web/guest/termsAndConditions#
 External Guide for Continuous Improvement Review -

http://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8
)4Nov11(A).pdf
 Guidelines for submitting results and printing SOAs -

http://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.zip
 Practical Guide on Managing For Training and Assessment Excellence -

http://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForu
mheldon24May07.pdf
 Guide on updating WDA on changes in Course Information –

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.
pdf
 Guide on updating WDA on changes in Organisation Information -

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationP
rofile.pdf
 Credit exemption guide - http://www.ial.edu.sg/index.aspx?id=81
- 51 -
Version Control Record
Version Effective Date Changes Author/s
th
1.0 27 August 2012 Initial version QAD
th Inclusion of additional notes for
1.1 14 October 2012 QAD / IAL
CD workshop for Public ATO
- 52 -

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Develop Competency-Based Assessment Plans

Message from the Director of Quality Assurance Division ............................................................. 5

Learner Profile ............................................................................................................................. 6

Reflection on Learner Profiles....................................................................................................... 7

Will Technology-assisted, Work-based, Continuous Assessments Work? ......................................... 8

What is Competency? ................................................................................................................ 11

Competency Standard Template................................................................................................. 12

Key Changes to Competency Standard Template ........................................................................ 13

Revised Competency Standard Template .................................................................................... 14

Curriculum, Training and Assessment Guide (CTAG) .................................................................... 14

Curriculum, Training and Assessment Guide (CTAG) Components ................................................ 15

Key Changes to CTAG Template .................................................................................................. 15

Competency-based Assessment ................................................................................................. 17

Requirements of Competency-based Assessment ....................................................................... 17

Types of Assessment .................................................................................................................. 18

Commonly Used Assessment Methods ....................................................................................... 19

Knowledge-based Assessment Methods .......................................................................................... 19

Rules of Evidence (ROE) ............................................................................................................. 24

What is an Assessment Plan? ..................................................................................................... 27

Components of Assessment Plans .............................................................................................. 27

WSQ Requirements in Relation to Assessment Plans ................................................................... 28

Common Shortcomings in Assessment Plan Design ..................................................................... 29

Example 1: Inappropriate Development of Assessment Tools ......................................................... 29

Selection of Assessment Methods .............................................................................................. 37

General Good Practices in Assessment Plan Development ........................................................... 37

Assessment Plan Validation........................................................................................................ 38

Assessment Plan Validation Checklist ......................................................................................... 39

POA / ROE Validation Checklist .................................................................................................. 40

WSQ Curriculum Development and Pre-Accreditation Checklist .................................................. 45

Useful Websites ......................................................................................................................... 51

Version Control Record .............................................................................................................. 52

Dear WSQ Developers,

The Quality Assurance Division (QAD) conducted

These notes are purposefully designed for

I hope these notes will be beneficial to your future development of

All the best in your future developments!

Sharon Tan (Ms)

Learner profile is a set of information collected on how learner learns most

Low-Skilled Elderly PMEs

 Non-English Speaking  Wealth of experience

RULES OF EVIDENCE (ROE)

 Continuous  Workplace  Video clip of

I can apply the following ideas to modify the practice in my organisation:

Learners started collecting evidence (artefacts) of learning and competency

An Alternative Expression of Competency-based Assessment

This project built social constructivism, reflection and personalised

Based on a portfolio assessment framework developed by Cleveland Clinic

 A competency is not an entire job

 In most cases, several competencies are required for a job

 As competency is task-based, the person may need to transfer the

Packaging of Competency Standard (CS) and Curriculum, Training and

1st Generation CS 2nd Generation CS 3rd Generation CS

Key CS Components Status of Revision

Cover page Retain

Assumed Skills and Knowledge Retain and Enhance

Underpinning Knowledge Retain and Enhance

Range and Context Retain

Evidence Sources Retain

Curriculum, Training and Assessment Guide (CTAG)

Key Changes to CTAG Template

 A form of assessment that is derived from the specification of a set of

Requirements of Competency-based Assessment

 Competent/Not yet competent judgement only – Only two judgments can