Tricia Ann A.

Sodsod

BTVTED III-A (FSM)

LESSON 8- PROF ED 6 ANDROLOGY

MR. DONN RAYMOND BERMUNDO

In What Is Competency-Based Learning?, we said that competency-based education “focuses on the

student’s demonstration of desired learning outcomes as central to the learning process. It is concerned
chiefly with a student’s progression through curriculum at their own pace, depth, etc.”

The general idea behind a competency-based assessment is that it provides students and families with
specific feedback about student performance that can lead to a clearer understanding of progress and
skills gained over time.

A competency based assessment is a way to measure competency for a vocational skill. To prove their
competency, the learner must demonstrate an ability to work through specific units of competency
using the benchmarks provided by industry-defined standards.

The emphasis on competency-based training is on the learner’s ability to receive, respond to and
process information whilst consistently applying their skills and knowledge. Therefore, the process of
collecting evidence and making judgements drives the creation, delivery, and management of
competency based assessment that aligns with the application.

The assessment process is that the final step a learner takes to confirm that their skills and knowledge
align with performing a specific task, and, are in fact competent. Your role, as an assessor, is to create
assessment that allows the learner to demonstrate their competency in numerous scenarios and
situations. Multiple and varied assessment methods will be required to capture enough valid, sufficient,
current and authentic evidence to articulate this competency.

Competency based assessment should be developed in line with current industry standards––it is
essential your students are equipped with the most up-to-date and relevant knowledge for the
workplace. Therefore, it is extremely beneficial to conduct an industry consultation with industry
representatives in the development stage. Industry consultation with a variety of stakeholders is highly
recommended as it will increase the quality and relevancy of your assessment to align with current
methods, technologies, products and performance expectations.

A student management system (SMS) that integrates seamlessly with a learning management system
(LMS) will make the process of creating competency based assessment a lot easier.

The delivery of competency based assessment is all about collecting the right evidence. Supporting the
learner throughout this process by providing sufficient guidance is essential in leading their pathway to
competency. Clear instructions should be provided that outline the task(s) that prompt a learner to say,
do, write, or create something. A well-designed assessment will minimise this variation and minimise
any misunderstanding that could impact evidence collection.
Whether this evidence is submitted by the learner or observed by the assessor, the outline of the
evidence needs to clarify what the assessor should be looking for. An ‘observation checklist’ is a
common method to aid in evidence collection.

Ultimately, the delivery of a competency based assessment will be guided by key evidence criteria, also
known as the ‘assessment decision-making rules’. These rules not only determine whether competency
has been achieved but to ensure consistent outcomes and clarity for assessment judgements. This
criteria will also inform your feedback––clear, articulated feedback helps further support your students
by identifying any areas of improvement for reflection and action.

Many training organisations are utilising online assessment throughout the delivery of their competency
based assessment to respond to increased distance-learning options. However, creating engaging
content that is delivered and assessed in a variety of ways to support different learning styles can be
very challenging.

Translating the traditional classroom-based training to an online environment will require sufficient
software and technology to assist this, with clear requirements in place for assessment conditions.