Trainer’s Methodology 1 BATCH 1

Date: May 27, 2021

Submitted by: NEO ABELL P. OBLIGAR
Submitted to: MS. TERESA VILLANUEVA

COMPETENCY-BASED LEARNING MATERIALS

CONDUCTING COMPETENCY ASSESSMENT

1. ENUMERATE THE STEPS IN THE CONDUCT OF COMPETENCY

ASSESSMENT.
STEP 1: The competency assessor will introduce himself/herself guided with a script
before the conduct of assessment.

STEP 2: The assessor will check the attendance. Once the names are called, the
candidates will present their admission slip.

STEP 3: The candidates will undergo self-assessment. The self-assessment guide was
provided by the assessment center before the assessment proper.

STEP 4: The competency assessor will give the overview of the Qualification to be
assessed by enumerating the core units of Competencies.

STEP 5: The competency assessor will orient/brief the candidates the following:
 context and purpose of assessment
 qualification/units of competency to be assessed
 tasks to be performed and the evidence to be collected
 assessment procedures to be undertaken
 needs of the candidates to be considered during assessment
 allowable/reasonable adjustments in the assessment procedure

STEP 6: The competency assessor will distribute the Competency Assessment

Agreement sheets.

STEP 7: The competency assessor will review the answers of the candidates and will
give feedback.

STEP 8: The competency assessor will now administer the Assessment.

STEP 9: The assessor will provide feedback on the assessment. The assessor will
give the strong points of the candidates followed by the weak points. If the candidate
was found to be competent, the competency assessor will say, “You performed the
tasks within the standard requirements of the Qualification.)

2. WHAT ARE THE FORMS NEEDED TO SUBMIT BY THE CANDIDATE PRIOR

TO THE ASSESSMENT?
a. Assessment Forms and Application Forms
b. Evidence Gathering Tools
c. Coy of Candidate’s Guide, Self-Assessment Guide
d. Copy of Assessment Tools/Packages
e. Tools, equipment, supplies and materials for the condct of assessment

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3. WHAT IS THE PURPOSE OF SELF-ASSESSMENT GUIDE?
A Self-Assessment Guide (SAG) is a pre-assessment tool to help the candidate and the
assessor determine what evidence is available, where gaps exist, including readiness for
assessment. There are several purposes of Assessment guide, here are as follows:
 identify the candidate’s skills and knowledge;
 highlight gaps in the candidate’s skills and knowledge;
 provide critical guidance to the assessor n the evidence that needs to be presented;
 provide guidance to the candidate on the evidence that needs to be presented; and
 assist the candidate to identify key areas in which practice is needed or additional
information or skills should be gained prior to the assessment.

4. HOW WILL YOU AS AN ASSESSOR PREPARE THE CANDIDATE?

As an assessor, I will make sure to prepare the candidates by establishing supportive
assessment environment in which:
a. The environment suitable for the assessment
b. The candidate is relaxed and not apprehensive
c. There is an established rapport with the candidate
d. There is an overview of the process
e. The candidate is given advise on the assessment condition
f. There must always be an answer to the questions asked by the candidate.
Moreover, I will ensure that the candidates must be given proper orientation activity
that will inform them the following:
a. Context and Purpose of the assessment and the assessment process.
b. Competency standards to be assessed and the evidence to be collected.
c. Assessment procedure, the preparation which the candidate should undertake and
answer any questions.
d. Needs and any allowable adjustment in the assessment procedure.
e. Understanding of the competency standards, evidence requirements and
assessment process.
f. Readiness for assessment and decide on the time and place of the assessment.

5. WHAT ARE THE DIMENSIONS OF COMPETENCY?

 There are four dimensions of competency:
a. Task skills – this involves undertaking a specific workplace tasks wherein the
assessor needs to collect evidence that the candidate can do the individual actions
as well as the whole tasks.
b. Task Management Skills – this involves managing a number of different tasks to
complete a whole work activity.
c. Contingency Management Skills – this involves responding to problems and
irregularities when undertaking a work activity wherein it may consist of
breakdowns, changes in routine, unexpected or a typical results or outcomes, and
difficult or dissatisfied clients.
d. Job/Role Environment Skills – this involves dealing with the responsibilities and
expectations of the work environment when undertaking a work activity.

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6. WHAT ARE THE FORMS NEEDED DURING THE CONDUCT OF THE
ASSESSMENT?

a. Candidates Application Form must be filled up by the candidate upon undergoing

orientation at the assessment center and this form also includes the admission slip that
the candidate will bring during the scheduled assessment.
b. Competency Assessment Agreement which entails the requirement of the assessment.
c. Assessment package are the assessment materials that are used in the assessment
process. It consist of the following: (1) Assessor’s guide; (2) competency Assessor’s
Script; (3) Candidate’s Guide; and (4) Rating Sheet.

7. WHAT ARE THE FORMS NEEDED AFTER THE ASSESSMENT?

a. Rating Sheet that contains specific questions or activities developed from the selected
assessment method and conditions.
b. Competency Assessment Results Summary (CARS) is a document that comprises
of consolidated assessment decisions made by the competency assessor which indicates
the overall performance of the candidate during the assessment process.
c. Registry of Workers Assessed and Certified which is a document that contains the
documentation of the results of assessment and as a basis for national certification.
d. Attendance Sheet must be secured during the actual assessment wherein the
candidate will fil out their names in the attendance sheet to confirm that they are present
during the assessment.

8. HOW WILL FEEDBACK BE GIVEN TO THE CANDIDATE?

  In giving feedback, constructive assessment proceedings are followed by:
a. Asking the candidate to judge how well he or she performed.
b. Reinforcing positive aspects of the assessment.
c. Asking the candidate to suggest areas for improvement.
d. Giving feedback as soon as possible.

Moreover, effective feedback is given as soon as possible for the purpose of not establishing
misconceptions or confusions among the candidates. It is important to deliver the following
steps in giving feedback:
a. Discuss areas for improvement in detail.
b. Discuss need for further evidence.
c. Inform candidate of the proposed final decision.
d. Work out ways in which the gaps from the assessment maybe filled.
e. Remind the candidate of the next procedures. E.g. recording information, signing the
assessment forms.
f. Ask the how you can improve assessment for other candidates in the future.

In giving feedback on negative assessment, it is important to follow these tips:

a. Be as positive without raising any false expectations.
b. Be as precise about the gaps in the candidate’s competence.
c. Identify whether any part(s) of the assessment need to be repeated and if so, which
parts.
d. Emphasize and explain the results.
e. Suggest further learning or practice to fix the gaps.
f. Arrange further opportunity for candidate to complete assessment requirements.