Who is responsible for conducting assessments in an NVQF

a) TEVTA
b) PVTC
c) Assessor
d) Assessee
C
Which of the following is NOT a common assessment method in CBT
a) Observations
b) Written exams
c) Oral interviews
d) Group discussions
D
What is the role of assessors in providing feedback to trainees in CBT
a) To avoid giving feedback
b) To only give positive feedback
c) To provide constructive feedback
d) To assess without any fee
C
What should assessors do if a trainee does not meet the required competency standards in CBT?
a) Pass the trainee anyway
b) Provide additional training and reassessment
c) Ignore the results
d) Inform the trainee to try another program back
B
In CBT, what does "authentic assessment" refer to?
a) Assessments conducted by external experts
b) Assessments based on real-world tasks and candidates own work
c) Assessments without any feedback
d) Assessments using only multiple-choice questions
B
In CBA, what is the primary purpose of a knowledge check or written test
a) To assess practical skills
b) To evaluate workplace behavior
c) To measure theoretical knowledge
d) To monitor
C
In CBT, what is the primary purpose of reliability in assessments
a) To measure trainees' creativity
b) To ensure consistency and stable results
c) To provide immediate feedback
d) To assess trainees' personal values
B
Which assessment principle suggests that assessments should be aligned with the learning objectives
and competencies?
a) Flexibility
b) Validity
c) Timeliness
d) None
B
"An assessment measures what it is intended to measure" is explanation of
a) Authenticity
b) Validity
c) Reliability
d) Consistency
B
Which assessment principle emphasizes the importance of involving stakeholders in the assessment
process?
a) Timeliness
b) Transparency
c) Flexibility
d) Non
B
Which of the following best describes the role of a moderator/ verifier in CBT assessments
a) To conduct the assessments independently
b) To review and verify the assessments conducted by assessors
c) To assess trainees' competencies alongside assessors
d) To replace assessors in the assessment process
B
In CBT assessments, what should moderators/ verifier do if they identify a significant issue with the
assessment process
a) Keep it confidential and take no action
b) Report the issue to their superiors or relevant authorities
c) Alter the assessment results to correct the issue
d) Ignore the issue and continue with moderation
B
If a candidate refused to assess first time during the pre-assessment, then in 2nd assessment activity the
same candidate appears and want to be assessed, this is candidates
a) assessment
b) Re-assessment
c) not Eligible
d) None
A
Which of the following is the activity on the day of assessment
a) Conduct of assessment
 b) Pre-assessment meeting
c) Feedback
d) All
D
To Conduct a Competency Based Assessment, what is the first step
a) Pre-assessment meeting
b) Feedback
c) Attendance
d) Assessment Plan
D
While conducting Competency Based Assessment, what is the last step
a) Feedback
b) Conduct of assessment
c) Documentation
d) None
C
The Venue where assessment is conducted is called
a) QAB
b) NAVTTC
c) Assessment Center
d) None
C
To Conduct Competency Based Assessment, the key tool is
a) Cheklist
b) Questionnaire
c) Evidence Guide
d) None
C
To conduct Competency Based Assessment the special requirement comes under the
a) Validity
b) Authenticity
c) Flexibility
d) All
C
To give Reasonable Adjutment to the candidate is the authority of the
a) Assessor
b) Verifier
c) Assessee
d) All
A
What is the purpose of implementing reasonable adjustments in Competency-Based Training and
Assessment
 a) To make assessments more difficult
b) To assist students with disabilities in participating on an equal basis
c) To exclude students with disabilities from assessments
d) Non
B
What is the purpose of competency-based assessment
a) To solely benefit the assessor
b) To gather and evaluate evidence against agreed criteria to judge competence for development
and recognition purposes
c) To provide theoretical content for assessments
d) To exclude certain competencies from assessment
B
What is the role of an Assessor in competency-based assessment
a) To solely perform competently to the standards in the workplace
b) To assist the candidate in gathering evidence
c) To assess the candidate with the help of the evidence guide and competency standards, and
make judgments
d) To provide theoretical content to the candidate
C
What activities does competency-based assessment cover
a) Only theoretical assessments
b) A range of activities that clarify the candidate’s skills, knowledge, and attitudes against a
specification of competence defined by industry
c) Only practical assessments
d) Only assessments conducted in the workplace
B
How is competence judged in competency-based assessment
a) Based on the candidate's appearance
b) Based on evidence gathered and evaluated against agreed criteria
c) Based on the assessor's personal opinions
d) Based on the candidate's theoretical knowledge
B
What is the responsibility of an Assessor in competency-based assessment
a) Only to observe the candidate
b) To collect evidence according to the National Evidence Guide and make judgments
c) To provide theoretical content to the candidate
d) To solely benefit the candidate
B
What is a key characteristic of competency-based assessment
a) It solely focuses on theoretical knowledge
b) It assesses performance to the standards on the workplace under observation by an Assessor
c) It excludes practical assessments
 d) It solely benefits the assessor
B
In competency-based assessment, what is the role of competency standards
a) They are used solely for theoretical assessments
b) They define the specification of competence against which a candidate's skills, knowledge, and
attitudes are evaluated
c) They are only relevant in the workplace
d) They are used to provide evidence guides to candidates
B
What does an Assessor use to guide the candidate about the assessment process in competency-based
assessment
a) Theoretical concepts
b) National Evidence guide
c) Practical equipment
d) Personal opinions
B
Who is responsible for gathering evidence of competency in competency-based assessment
a) The candidate
b) The Assessor
c) The industry representative
d) The training provider
B
Which of the following is an effective characteristic of constructive feedback
a) Focusing only on weaknesses
b) Using vague language
c) Providing actionable suggestions for improvement
d) Being overly critical
C
Which of the following is an example of constructive feedback
a) You're terrible at this
b) Your presentation was informative, but you can improve your eye contact
c) You'll never get better at this
d) Your work is flawless
B
What should be the timing of feedback to be most effective
a) After a long delay
b) Immediately after the task or event
c) Just before the task or event
d) Randomly and infrequently
B
Which of the following is a key principle of the Feedback
a) Always start with negative feedback
 b) Always start with positive feedback
c) Do not give negative feedback
d) Avoid giving feedback altogether Answer
B
While giving feedback, What is the main objective to start from "positive feedback"
a) To make the recipient feel good about themselves
b) To soften the impact of negative feedback
c) To avoid giving any criticism
d) To evaluate competencies objectively Answer
B
What is the purpose of providing positive feedback
a) To sugarcoat negative feedback
b) To highlight areas for improvement
c) To acknowledge strengths and achievements
d) To avoid conflict with the recipient Answer
C
What is the consequence of failing to observe during assessment
a) Overlooking cheating
b) Missing critical aspects or cues, potentially due to inexperience or unpreparedness
c) Failing to record evidence of assessment
d) Making positive judgements based on reputation
B
What mistake occurs when there is a lack of adequate planning and underestimation of recording
requirements during assessment
a) Overlooking cheating
b) Failing to observe
c) Failing to record evidence of assessment
d) Halo Effect
C
What is the reason for "Overlooking Cheating" during assessment
a) Unwillingness to confront cheating or influence from external pressures
b) Failing to observe critical aspects
c) Failing to record evidence of assessment
d) Making positive judgements based on reputation
A
Which mistake is characterized by an assessor failing to record evidence of assessment
a) Halo Effect
b) Overlooking Cheating
c) Fail to record
d) Fail to observe
C
When might an assessor fail to observe during an assessment
 a) When influenced by external pressures
b) When assessing large number of candidates
c) When making positive judgements based on reputation
d) When unwilling to confront cheating
B
What is the primary factor leading to the "Halo Effect" in assessment
a) Unwillingness to confront cheating
b) Making positive judgements based on reputation or personal liking
c) Failing to observe critical aspects
d) Lack of adequate planning
B
What might lead an assessor to overlook cheating during an assessment
a) Failing to record evidence of assessment
b) Unwillingness to confront cheating or influence from external pressures
c) Lack of adequate planning
d) None
B
What could be a consequence of failing to observe critical aspects during assessment
a) Overlooking Cheating
b) Halo Effect
c) Failing to record evidence of assessment
d) Missing important cues due to inexperience
D
Which mistake might occur if an assessor is unwilling to confront cheating or is influenced by external
pressures
a) Fail to observe
b) Halo Effect
c) Overlooking Cheating
d) Fail to record
C
How does an assessor know that what type of evidence required in the Assessment Process
a) By giving feedback to the candidate
b) Based on relevant national evidence guide
c) After recording and reporting
d) By studying the competency standard
B
What is the purpose of giving feedback to the candidate in the Assessment Process
a) To collect evidence
b) To guide the pre-assessment meeting
c) To inform the candidate about the decision of their performance against the competency
standard
d) To study the competency standard
C
What does an assessor do after collecting evidence in the Assessment Process
a) Give feedback to the candidate
b) Judge the evidence
c) Record and report
d) All
D
When the evidence is judged by the assessor in the Assessment Process
a) After the pre-assessment meeting
b) After giving feedback to the candidate
c) Both A & B
d) After collecting the evidence
D
What is the term used in CBA for the information gathered to provide proof of competency
a) Testimonials
b) Evidence
c) Recommendations
d) Narratives
B
Which of the following is an example of direct evidence gathering
a) Reviewing previous work done by the candidate
b) Imparting written tests to the candidate
c) Observing the task or work activities of the candidate
d) None
C
Which form of evidence gathering involves checking the products developed by the candidate
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
B
What kind of method of evidence gathering involves demonstrating specific skills needed to complete a
task
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
A
What is an example of indirect evidence gathering
a) Observing the task or work activities of the candidate
b) Demonstrating specific skills needed to complete the task
c) Reviewing previous work done by the candidate
 d) None
C
Which type of evidence gathering considers certificates and reports from employers, managers, and
supervisors
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
B
Any evidence from previous training falls under which category of evidence gathering
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
B
If an assessor asks specific questions related to the task to the candidate, what type of evidence
gathering is being employed
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
A
Which method of evidence gathering needs reviewing in detail about the products developed by the
candidate
a) Direct Evidence
b) Indirect Evidence
c) Composite Evidence
d) Tangible Evidence
B
In CBT, what is the primary purpose of reliability in assessments
a) To measure trainees' creativity
b) To ensure consistent and stable results
c) To provide immediate feedback
d) To assess trainees' personal values
B
Which assessment principle suggests that assessments should be aligned with the learning objectives
and competencies?
a) Flexibility
b) Validity
c) Reliability
d) Timeliness
B
What is the term for the process of ensuring that an assessment measures what it is intended to
measure?
a) Authenticity
b) Validity
c) Reliability
d) Consistency
B
Which assessment principle emphasizes the importance of involving stakeholders in the assessment
process?
a) Timeliness
b) Transparency
c) Flexibility
d) Non
B
What is the primary responsibility of the assessor during the assessment process
a) To solely focus on theoretical assessments
b) To observe the candidate's performance, compare it with the performance criteria, and record
evidence of the assessment
c) To provide facilities for the assessment
d) To inform the candidate about the assessment processes
B
How Mnay Principles of Assessment are
a) 2
b) 4
c) 6
d) 8
D
How many methods of Assessment
a) 4
b) 3
c) 2
d) 5
C
Which assessment methods are used in CBT & A
a) Direct Assessment
b) In-direct Assessment
c) Both A & B
d) None
C
Direct Assessment is
a) Method of Assessment
b) Type of Assessment
 c) Both A & B
d) None
A
"Transparent" is one of the principle in Competency-Based Training, which means
a) It is conducted secretly to avoid bias
b) The assessment process and criteria are clear and understandable to the candidate
c) It only focuses on theoretical knowledge
d) It is solely based on practical demonstrations
B
If assessment is conducted several times and the results of that assessment are same, this will fulfill the
principle of assessment
a) Transparent
b) Reliable
c) Flexible
d) All
B
The principle of assessment "Fair" can be explained as
a) No favourtism
b) Nothing should be surprised
c) Both A & B
d) None
A
At which stage of the assessment, the principle of assessment "Open" is fulfilled
a) During conduct of assessment
b) After conduct of assessment
c) after feedback
d) when pre-assessment meeting is conducted
D
What does it mean for evidence to be "valid" in Competency-Based Training
a) It refers to evidence that is recent and up-to-date
b) It indicates that the evidence is genuine and directly related to the competency being assessed
c) It suggests that the evidence comes from multiple sources
d) It means the evidence is abundant
B
What does it mean for evidence to be "authentic" in Competency-Based Training
a) It means its candidate's own work
b) It means that candidate understands the tasks
c) It means that evidence is not up to the mark
d) None
A
What does it mean for evidence to be "current" in Competency-Based Training
a) It implies that the evidence is recent and up-to-date
b) It suggests that the evidence is classic but old
c) It means the evidence is based on historical data
d) It refers to evidence from multiple sources
A
A learner submits a certificate for a software training program they completed five years ago. Is this
evidence current
a) Yes, because it's a valid certificate
b) Maybe, it depends on the specific competency
c) No, it's outdated and not relevant
d) Yes, as long as it's related to the competency being assessed
C
What does it mean for evidence to be "sufficient" in Competency-Based Training
a) It implies that there is too much evidence provided
b) It means the evidence is detailed and thorough enough to demonstrate competence
c) It refers to evidence from one source only
d) It suggests that the evidence is not necessary
B
A learner submits a project report that is one paragraph long for a complex competency. Is this evidence
sufficient
a) Yes, if the learner is confident in their skills
b) No, it does not provide enough detail to demonstrate competence
c) Maybe, if the report is well-written
d) Yes, as long as it's concise
B
In competency-based assessment, why is consistency crucial
a) It ensures that the assessment is kept confidential
b) It helps to maintain fairness and reliability in the assessment process
c) It only applies to formal assessments
d) It prioritizes speed over accuracy
B
What is the purpose of National evidence guide for CBT assessors
a) To outline the curriculum
b) To provide step-by-step instructions
c) To promote competition among trainees
d) None
B
Which of the following is considered valid evidence in competency-based assessment
a) Candidate's verbal assurances
b) Performance reviews/appraisals relevant to the competencies
c) Unauthenticated products without proof of ownership
 d) Personal references making general comments
B
Which of the following is NOT considered valid evidence in competency-based assessment
a) Observed performance
b) Personal references making general comments
c) Authenticated photographs of work in progress
d) Emails providing proof of work undertaken
B
What is NOT considered a valid form of evidence in competency-based assessment
a) Performance reviews/appraisals
b) Unauthenticated pictures of work
c) Authenticated videos of work in progress
d) Job descriptions with signatures
B
Which statement represents valid evidence in competency-based assessment
a) I've been doing it for years."
b) Old products with unchanged methods of work
c) Journals and diary entries written by the candidate
d) Authenticated and dated photographs of work in progress
D
During direct assessment, which evidence gathering method used by the assessor to know the practical
skills
a) Portfolio
b) Observation
c) References from previous employer
d) None
B
During direct assessment, which evidence gathering method used by the assessor to judge the
knowledge
a) Third party report
b) Verbal questions
c) Work related project
d) None
B
When a candidate's previous employer provides a reference, which method of evidence gathering is
being utilized
a) Observation of work activities
b) Verbal questioning
c) Written test
d) None
D
Which evidence gathering tool used by the assessor to check specific criteria during assessment
 a) Portfolio
b) Observation checklist
c) Third party report
d) Verbal questions
B
According to the rules of feedback, what should feedback be primarily focused on
a) Personality traits of the candidate
b) Performance of the candidate
c) Assessment tools
d) None
B
What type of feedback is most likely to help candidates improve their performance
a) Generic and non-specific feedback
b) Constructive and specific feedback
c) Feedback about personality traits
d) Delayed feedback
B
How should feedback be delivered
a) Courteously and respectfully
b) In an impolite manner
c) Only in written form
d) After a long delay
A
Where can a candidate lodge an appeal if dissatisfied with the assessment results?
a) NVQF
b) NSS
c) Both a and b
d) Qualification Awarding Body
D
How long does the Qualification Awarding Body (QAB) have to acknowledge and answer an assessment
appeal of assessee
a) 7 working days
b) 30 working days
c) 14 calendar days
d) 60 calendar days
B
What can a candidate do if they receive no response from the Qualification Awarding Body
a) Lodge an appeal to NAVTTC
b) Lodge an appeal to the Provincial Awarding Body
c) Lodge an appeal to the Assessment Centre
d) Lodge an appeal to the Training Provider
A
What kind of nmaterial NAVTTC will take into account when considering an assessment appeal filed by
assessee
a) Only the candidate's statement
b) All documentation
c) Only the assessor's feedback
d) Only the Awarding Body's response
B
Whose findings will be considered final in the appeal process
a) The Assessment Centre
b) Provincial Awarding Body
c) NAVTTC
d) Training Provider
C
What is the first step a candidate should take if they wish to appeal their assessment outcome
a) Lodge an appeal to NAVTTC
b) Lodge an appeal to QAB
c) Seek legal advice
d) None
B
Scenario:
Kamran is an instructor, and he's getting ready to assess his students. As part of his assessment
preparation, he refers to the assessment materials, which include information for evidence required for
each task. This document also contains judg
a) Evidence guides
b) Intructions for assessee
c) Both A & B
d) None
A
Scenario:
An assessor informs all candidates that she will be conducting assessments any day from 12-20 October
2012 at 3:00 pm only. One candidate tells the assessor, “I will not be available in any of those times as I
am to attend a very important meet
a) Validity
b) Sufficiency
c) Reliability
d) Flexibility
D
Scenario:
An assessor informs all candidates that she will be conducting assessments any day from 12-20 October
2012 at 3:00 pm only. One candidate tells the assessor, “I will not be available in any of those times as I
am to attend a very important mee
a) Violate the Openess
 b) Violate the Flexibility
c) Voilate the Currency
d) None of the above
B
Scenario:
Hussain has just been assessed for carrying cement, sand and gravel loading to and from the mixing
area. He said, “My assessment is too easy.” Three months later, he is assessed by a different assessor at
the next higher level. This time the as
a) Relaiable
b) Valid
c) Sufficient
d) All of the above
A
Scenario:
An assessment event has been scheduled at TTB. One candidate, Khalid, arrives feeling sick, and not fit
for the assessment. When he meets Kabir, his assessor, he says “Do not to worry, you will pass”. Khalid
insists he is sick and asks for anot
a) Fair
b) Appropriate
c) Consistent
d) Sufficient
A
If an assessor assess the candidate accoring to evidance guide, this assessment is
a) Competency-Based Assessment
b) Multiple Choice Test
c) Essay Writing
d) Oral Presentation
A
How many types of evidence
a) 1
b) 2
c) 3
d) 4
C
Which is type of evidence
a) Naturally occuring evidance
b) Evidance of Prior performance
c) Specially ellicited evidance
d) All
D
Which is not the type of Evidance
a) Direct assessment
 b) Naturally occuring evidance
c) Evidance of Prior performance
d) Specially ellicited evidance
A
Fahad is a carpenter. His task is very complex and takes up majority of his time. As he becomes more
experienced, he learns several short cuts to get the tasks done. This allows him to save money.
a) He is competent
b) He is not Yet competent
c) Go for appeal
d) None
A
Nazia is an administrative assistant. She writes minutes of meeting very accurately. A few weeks ago,
she missed her chance of promotion. She was suppose to submit an assignment but she couldn’t
manage it in time. She is little frustrated and her pace in
a) She is competent
b) She is not Yet competent
c) Moderation required
d) None
B
Hina works in a beauty saloon. She cuts, curls and dyes hair too. She is getting popular and her saloon
getting busier. She ensures to keep her parlor clean and throws away the waste in front of a nearby
shop, making the owner to complain. She still has a
a) She is competent
b) she is not Yet competent
c) Both A and B
d) None
B
Zain is a Car mechanic. He has over 5 years of experience in the field. He learnt the business informally
from his teacher at the workshop, with no certification. Although, his teacher is happy with him yet
sometimes he gets confused in remembering the ac
a) he is competent
b) he is not Yet competent
c) Both A and B
d) None
B
Hussain has just been assessed for carrying cement, sand and gravel loading to and from the mixing
area. He said, “My assessment is too easy.” Three months later, he is assessed by a different assessor at
the next higher level. This time the assessment
a) The assessor didn’t collect sufficient evidence before declaring him competent
b) The assessor chose more appropriate method
c) The assessor followed all the principles of assessement.
d) None of the above.
A
Hussain has just been assessed for carrying cement, sand and gravel loading to and from the mixing
area. He said, “My assessment is too easy.” Three months later, he is assessed by a different assessor at
the next higher level. This time the assessment i
a) The assessor should collect evidence as per Evidence guide. All principles of assessment to be
followed as well
b) The assessor should not follow principles of assessment
c) The assessor should not be flexible
d) None of the above
A
Khalifa has been working in the Izhar Construction Industry for 25 years, and conducting assessments for
the last ten years. Recently he has become involved in CBT assessment of new recruits after having
undergone some training. Khalifa believes that eve
a) Assessment approach is not appropriate. Assessor may ask questions verbally.
b) Both A and C
c) Assessment approach is appropriate. Assessor should made the assessment more tougher and
not flexible.
d) Assessment approach is flexible and assessor should declare all the candidates not yet
competent.
A
Khalifa has been working in the Izhar Construction Industry for 25 years, and conducting assessments for
the last ten years. Recently he has become involved in CBT assessment of new recruits after having
undergone some training. Khalifa believes that eve
a) Assessor should ask question verbally and record their response as evidence if someone is not
able to write
b) Assessor should not be flexible and declare those candidates Not yet competent who could not
write.
c) Assessor should use traditional mode of assessment
d) None of the above
A
An assessment event has been scheduled at TTB. One candidate, Khalid, arrives feeling sick, and not fit
for the assessment. When he meets Kabir, his assessor, he says “Do not to worry, you will pass”. Khalid
insists he is sick and asks for another schedu
a) The candidate would feel that assessor was not fair with him and assessment was not fair and
flexible
b) The candidate would feel that assessor was fair and assessment was transparent.
c) The candidate would feel that assessor was not fair and the assessment was transparent
d) None
A
An assessment event has been scheduled at TTB. One candidate, Khalid, arrives feeling sick, and not fit
for the assessment. When he meets Kabir, his assessor, he says “Do not to worry, you will pass”. Khalid
insists he is sick and asks for another schedu
 a) The assessor showed the rigidity to conduct the assessment .
b) The assessor should have declared him not yet competent and never take his assessment again
c) The assessor should plan another date for assessment on which the candidate is not ready to
give assessment
d) Both A and B
A
What type of evidence includes attestation
a) Evidence of prior performance
b) Specially elicited evidence
c) Naturally occurring evidence
d) None of the above
A
Which type of evidence involves simulated performances
a) Specially elicited evidence
b) Project-based assignment
c) Naturally occurring evidence
d) None of the above
A
When a candidate provides a reference from a previous employer, what type of evidence is this
a) Specially elicited evidence
b) Evidence of prior performance
c) Naturally occurring evidence
d) None of the above
B
What type of evidence includes samples of produced work
a) Naturally occurring evidence
b) Specially elicited evidence
c) Evidence of prior performance
d) None of the above
A
To conduct CBA, the assessor performs
a) Evaluate the assessment results for final decision
b) Document results/feedback
c) Provide feedback to the candidate in a constructive way
d) All of the above
D
The assessor should explain the evidence requirement for the competency during
a) Pre Assessment Meeting
b) Conduct of assessment
c) Feedback
d) None of the above
A
During the conduct of assessment, the assessor should
a) Observe the candidates thoroughly and pay equal attention during the practical tasks
b) Provided feedback to the candidate
c) Prepare the work station for assessment
d) Share appeal process with the candidates
A
Which one of the following is performed by assessor during the conduct of assessment
a) Ensure that the candidate is ready for Assessment
b) Prepare the context( Seating arrangement/environment) of assessment
c) Collect evidence for competence through the provided evidence guide/tool
d) Provide feedback to the candidate
C
Which of the following is not performed by assessor during conduct of assessment
a) Observe the candidates thoroughly and paid equal attention during the practical tasks
b) Ask questions wherever necessary to check underpinning knowledge
c) Collect evidence for competence through the provided evidence guide/tool.
d) Pre-assessment meeting
D
What is the main characteristic of indirect assessment in competency-based training and assessment
a) Evidence is gained directly through observation
b) Assessor cannot observe the performance, and therefore the evidence is gained indirectly
c) It involves only theoretical questions
d) It is completed in a set timeframe
B
Which of the following is an example of indirect assessment
a) Portfolio
b) Presentations
c) Direct questioning
d) none of them
A
What method of assessment involves when assignments completed at home
a) Indirect assessment
b) Direct assessment
c) Both
d) None
A
What is the main characteristic of direct assessment in competency-based training and assessment
a) Evidence is gained indirectly
b) Evidence is obtained by direct observation of the candidate's performance
c) It involves theoretical questions only
d) It is completed in a set timeframe
B
Which of the following is an example of direct assessment
a) Reference from an employer
b) Homework assignments completed at home
c) Completing a given task under the supervision of assessor
d) Final project to check the candidate's ability
C
In which type of assessment the assessor directly observe the performance
a) Direct assessment
b) Indirect Assessment
c) Both
d) None
A
What is the primary purpose of an assessment plan in Competency-Based Training
a) To deliver training content
b) To guide and structure assessment arrangements
c) To conduct theoretical lectures.
d) To outline the course curriculum
B
What does an assessment plan typically cover in Competency-Based Training
a) Detailed lesson plans
b) A documented framework for assessment arrangements
c) Marketing strategies for the training program
d) None
B
In Competency-Based Training, what is the purpose of preparing and documenting an assessment plan
a) To entertain stakeholders
b) To provide a strategy for assessment
c) To exclusively benefit trainers
d) To create a marketing plan for the training program
B
What does an assessment plan help to ensure in Competency-Based Training
a) That the assessment process is kept secret
b) That the assessment process is transparent for all stakeholders
c) That assessments are conducted without guidelines
d) That assessments are only applied to specific units of competency
B
Which of the following is NOT a function of an assessment plan in Competency-Based Training
a) Guiding the assessment process
b) Structuring the training content
c) Ensuring consistency in assessment
d) Providing a documented framework for assessment
B
An assessment plan can be prepared for
a) Individual units of competency, groups of units of competency, or whole qualifications
b) Entire training programs without exceptions
c) Both A & B
d) None
A
Why Pre-assessment meeting is conducted
a) To prepare the candidate for assessment
b) To know the readiness of the candidate
c) To brief the candidate about the assessment
d) All
D
Pre-assessment meeting is conducted by
a) Trainer
b) Assessor
c) Verifier
d) None
B
Readiness of the candidate is ensured through
a) Portfolio
b) Pre-assessment
c) Both A & B
d) None
B
Which is Not the part of Pre-assessment meeting
a) shared about Competency standard
b) Shared about the Time
c) Shared about requirements of the assessment
d) Feedback
D
When Pre-assessment meeting is conducted
a) After the conduct of the assessment
b) during the conduct of the assessment
c) Before the conduct of the assessment
d) None
C
Assessor conducts Pre-assessment meeting with
a) Verifier
b) Assessor
c) Assessee
d) None
c
 To Conduct Competency Based Assessment, the assessment center is accreted by the
a) NAVTTC
b) QAB
c) TEVTA
d) None
B
Assessment Plan is prepared by
a) Assessee
b) Assessor
c) Principal
d) None
B
What role does an assessment plan play in guiding assessment arrangements for Competency-Based
Training
a) It provides a flexible framework with no specific guidelines
b) It offers clear and structured guidance for conducting assessments
c) It focuses solely on theoretical assessments
d) It only benefits the trainers, not the learners
B
How does the competency standard influence the assessment context
a) It determines the candidate's availability for assessment
b) It outlines the nature and requirements for the assessment context
c) It solely focuses on theoretical assessments
d) It does not have any impact on the assessment context
B
Who are the relevant stakeholders in CBA
a) Only the assessor
b) Only the candidate
c) Only the assessment cnter
d) All
D
Why is it important to inform the candidate about the assessment processes, location, and evidence
requirements
a) To make the assessment process more challenging
b) To create confusion for the candidate
c) To avoid any potential confusion and provide clarity about the assessment process
d) To limit the candidate's access to information
C
What is the purpose of preparing the assessment context in Competency-Based Training
a) To make the assessment process difficult for the candidate
b) To create a comfortable and suitable environment for assessment
c) To solely benefit the assessor
 d) To exclude certain competencies from assessment
B
Who determines the nature and requirements for the context of the assessment
a) The candidate
b) The assessor
c) National Evidance Guide
d) The regulatory authority
C
How does informing relevant stakeholders contribute to a smoother assessment process
a) It creates unnecessary complications
b) It helps in avoiding confusion and ensuring that everyone is aware of the assessment process
and requirements
c) It limits the candidate's knowledge about the assessment
d) It only benefits the assessor
B
What is the aim of creating ease for the candidate in Competency-Based Training
a) To make the assessment process more challenging
b) To ensure that the candidate understands and is comfortable with the assessment process
c) To exclude the candidate from the assessment
d) To create confusion for the candidate
B
In Competency-Based Training, what is the main objective of the assessment context
a) To solely benefit the assessor
b) To provide a comfortable environment for the assessor
c) To create a suitable environment for the candidate to demonstrate their competencies
d) To limit the candidate's access to information
C
What is the purpose of an Assessment Plan in Competency-Based Training and Assessment
a) It provides tools and equipment for assessment
b) It guides and structures the assessment arrangement for a qualification
c) It solely benefits the assessor
d) It outlines theoretical concepts
B
What do Instructions for Assessee dentail in Competency-Based Training and Assessment
a) They are guidelines for the assessor on how to conduct assessments
b) They outline theoretical concepts for the assessor
c) They provide detailed instructions for the assesse on how to perform the task during
assessment
d) They solely benefit the assessor
C
Which component of assessment material provides a framework for the assessment arrangement
a) Evidence Guides
 b) Checklists
c) Assessment Plan
d) Instructions for Assessee
C
What does an Evidence Guide specify in Competency-Based Training and Assessment
a) It provides guidelines for preparing assessment contexts
b) It specifies the quantity and quality of evidence required for assessment, along with judgment
statements for the assessor
c) It exclusively benefits the assessor
d) None
B
Which assessment material offers a list of tools, equipment, and consumables required for assessment
a) Assessment Plan
b) Instructions for Assessee
c) Evidence Guides
d) None
C
What is the primary role of Instructions for Assessee in Competency-Based Training and Assessment
a) To guide the assessor in conducting assessments
b) To provide theoretical content for assessment
c) To offer detailed instructions for the assesse on how to perform the task during assessment
d) To exclusively benefit the assessor
C
Which component of assessment material provides a guideline for the assessor on how to conduct
assessments
a) Instructions for Assessee
b) Evidence Guides
c) Assessment Plan
d) Checklists
B
Which assessment material is a tool for the assessor to record evidence and make judgments
a) Checklists
b) Assessment Plan
c) Evidence Guides
d) Instructions for Assessee
C
What is the main purpose of a pre-assessment in competency-based assessment
a) To determine the final grade
b) To prepare candidate for conduct of assessment
c) To provide feedback on performance
d) To assign grades randomly
B
When is a pre-assessment typically conducted in relation to the main competency-based assessment
a) After the main assessment
b) During the main assessment
c) Before the main assessment
d) At any random time
C
What is the purpose of conducting internal/ pre-Moderation in Competency-Based Training and
Assessment
a) To determine the final assessment results
b) To verify that the assessment tools and instruments are consistent, accurate, and well-designed
before the actual assessment
c) To provide theoretical content for assessment
d) To create a challenging assessment environment
B
What is one of the key objectives of the internal/ pre-moderation process
a) To create inconsistencies in assessments
b) To identify areas where assessments are inconsistent or irregularities have occurred
c) To exclusively benefit the registered assessor
d) To delay the assessment process
B
What is the responsibility of a registered assessor after the internal/ pre-moderation process
a) To ignore the findings of the moderation report
b) To ensure that appropriate steps are taken to address any identified problems in a timely
manner
c) To solely focus on theoretical assessments
d) To conduct the actual assessment without any changes
B
When should the internal/ pre-moderation be conducted
a) After the actual assessment has been completed
b) Before the actual assessment to verify the consistency, accuracy, and design of assessment tools
and instruments
c) It is not necessary to conduct pre-assessment moderation
d) During the registration process
B
When to prepare the context according to the competency standard/s for assessment
a) During the evidence collection process
b) Before the pre-assessment meeting
c) After giving feedback to the candidate
d) After recording and reporting
B
What should an assessor do during the pre-assessment meeting as part of the Assessment Process
a) Collect evidence
 b) Give feedback to the candidate
c) Brief the candidate about the competency standard for assessment and requirements of
evidence
d) Record and report
C
What is the role of an assessor in the assessment process
a) To perform the tasks for the candidate
b) To observe the candidate's performance, compare it with the performance criteria, and record
the evidence
c) To make the final decision on the candidate's competence
d) To provide tools and equipment for assessment
B
What determines the requirements for the assessment
a) The assessor's preferences
b) The candidate's preferences
c) Evidence Guide
d) The assessment schedule
C
Who are the relevant stakeholders that need to be informed about the assessment process
a) Only the candidate
b) Only the assessor
c) Only the assessment center
d) All
D
Why is it necessary to inform the candidate about the assessment processes, location, and evidence
requirements
a) To make the assessment process more challenging
b) To create ease for the candidate and avoid confusion
c) To test the candidate's memory
d) None
B
What is the primary focus of preparing the assessment context
a) Ensuring the candidate's comfort
b) Ensuring the candidate's knowledge of assessment principles
c) Selecting the assessment tools
d) None
D
What does the assessor do after observing the candidate's performance
a) Conducts Pre-assessment meeting
b) Records the evidence of the assessment
c) Informs the candidate about the assessment location
d) None
B
What assessor should do to provide a supportive environment before start of the assessment
a) Ignoring the candidates to avoid making them nervous
b) Allowing the candidates time to settle in and feel comfortable
c) Keeping the environment formal and rigid
d) Rushing through the assessment to save time
B
What should the assessor do to ensure the environment is suitable for assessment
a) Keep the environment formal and rigid
b) Rush through the assessment to save time
c) Make sure that the environment is conducive and appropriate for context of the assessment
d) Avoid greeting and welcoming the candidate
C
Why is it important to invite the candidate to ask questions before commencing the assessment
a) To create a formal and rigid assessment atmosphere
b) To make the candidate more apprehensive
c) To address any concerns or clarifications the candidate may have
d) To discourage communication between the assessor and candidate
C
What should the assessor do to ensure the candidates are relaxed and not confused
a) Create a friendly and welcoming atmosphere
b) Make things difficulut
c) Maintain a formal and rigid environment
d) Rush through the assessment without giving candidates time to settle in
A
What should be identified during the pre-assessment moderation process
a) Areas where assessments are inconsistent or irregularities have occurred
b) Candidates for assessment.
c) Previous assessment results
d) Assessment tools used
A
To address the problems identified during pre-assessment is responsibility of
a) Assessor
b) Candidates
c) Verifier
d) None
A
What is a key aspect of pre-assessment
a) Ensuring transparency
b) Determining the duration of the assessment
c) Assessing candidates' competence
d) None
A
In pre assessment meeting, the assessor should
a) Share appeal process with the candidates
b) Document results/feedback
c) Collecte evidence for competence through the provided evidence guide/tool
d) All of the above
A
The assessor should brief the candidate about the procedure of assessment during
a) Pre Assessment Meeting
b) Conduct of assessment
c) Feedback
d) None of the above
A
The assessor should ensure the candidate is ready for assessment during
a) Conduct of assessment
b) Pre Assessment Meeting
c) Feedback
d) None of the above
B
Which one is not performed by assessor during pre assessment meeting
a) Briefed about the procedure of assessment
b) Briefed the candidate about the competency standard to be assessed
c) Ensure that the candidate is ready for assessment
d) Collect evidence for competence through the provided evidence guide/tool
D
What is Competency
a) Skill
b) Attitude
c) Knowledge
d) All of the above
D
Elements of Competency are
a) Knowledge and Attitude
b) Attitude and Skill
c) Skill and Knowledge
d) Knowledge, Skill and Attitude
D
Which one is NOT the element of Competency
a) Attitude
b) Experience
c) Skill
d) Knowledge
B
What is Competency Based Training
a) An approach to training and education that focuses on developing specific skills, knowledge, and
abilities required for a particular job or task
b) An approach that emphasizes theoretical knowledge over practical skills
c) A training method that is primarily focused on classroom-based learning
d) A training approach that is not concerned with assessing performance or skills
A
Competency-based training is imparted to achieve
a) General knowledge
b) Specific competencies
c) Theoretical understanding
d) Broad academic expertise
B
Which of the following is a key feature of competency-based training
a) Time-based learning
b) Outcome-based learning
c) Lecture-based learning
d) Rote memorization
B
Which of the following best describes the approach to learning in competency-based training
a) Fixed duration
b) Flexibile and self paced
c) Rigid and inflexible
d) Emphasis on theoretical concepts
B
Competency-based training is often aligned with
a) Traditional academic calendars
b) Pre-determined class schedules
c) Specific job roles and requirements
d) Rote memorization techniques
C
One of the advantages of competency-based training is
a) Flexibile delivery
b) Emphasis on theoretical knowledge
c) Limited assessment opportunities
d) Lack of alignment with job requirements
A
Competency-based training is beneficial because
a) Those who prefer theoretical learning
b) Aligning education with industry needs
c) Individuals seeking traditional classroom settings
 d) Those focused on rote memorization techniques
B
How many Dimensions of Competency are
a) 5
b) 4
c) 3
d) 2
A
Practical skills are observed under the following dimension
a) Task Skill
b) Contigency Mangement Skill
c) Both A & B
d) None
A
Task Mangement Skill can be explained as
a) Write about the task
b) Understand Task
c) Set Priorities
d) None
C
Sequence of the tasks relates with
a) Task Skill
b) Contigency Mangement Skill
c) Task Management Skill
d) All
C
Contigency Mangement skill respond to
a) Regularities
b) Irregularities
c) Job descriptions
d) None
B
Which of the following skill deals with unplanned situations
a) Task Skill
b) Contigency Mangement Skill
c) Task Management Skill
d) Job Role/ Environmental Skill
B
Job Role/ Environmental Skill deals with
a) Job
b) Contigency
c) Obligations
 d) None
C
Duty of Care is the best example of the following
a) Task Skill
b) Contigency Mangement Skill
c) Task Management Skill
d) Job Role/ Environmental Skill
D
Which of the following is not the dimension of the Competency
a) Contigency Mangement Skill
b) Task Management Skill
c) Job Role/ Environmental Skill
d) Duty of Care
D
Which dimension of competency refers to a person's ability to perform the practical task
a) Contigency Mangement Skill
b) Job Role/ Environmental Skill
c) Task Skill
d) None
C
Apply knowldege in a different situation is the example of the following dimension
a) Contigency Mangement Skill
b) Job Role/ Environmental Skill
c) Task Skill
d) Transfer of Knowledge skill
D
What is a Competency Standard
a) A document outlining the required knowledge and skills for a particular job or task
b) A generic job application form
c) A type of performance appraisal
d) A company's mission statement
A
Why are Competency Standards important in training and assessment
a) They help standardize training materials
b) They provide clear benchmarks for performance
c) They only apply to entry-level positions
d) They are not relevant to workplace training
B
Which of the following is an essential component of a competency standard
a) Employee's personal preferences
b) Time of day for breaks
c) Clear performance criteria
 d) Employee's favorite color
C
Competency Standards are defined by the
a) QAB
b) Institute
c) Industry
d) None
C
How many elements of Competency Standards are
a) 2
b) 3
c) 4
d) 5
D
The bench marks defined by the Industry to perform a specific task are
a) Minimum
b) Maximum
c) Both A & B
d) None
A
"A set of Performance Specifications that identify the knowledge and competency and Individual needs
to suceed in the workplace" is known as
a) Recognition of Prior Learning
b) Performance Criteria
c) Summative assessment
d) Competency Standard
D
What are the key elements included in a competency standard
a) Overview, Performance Criteria, Tools and Equipment
b) Job Title, Work Experience, Education
c) Overview, Unit of Competency, Knowledge and Understanding, Performance Criteria, tools and
equipment
d) Employee's Personal Interests, Office Location, Company Mission Statement
C
What does DACUM stand for
a) Developing a Curriculum
b) Designing a Curriculum
c) Draw a Curriculum
d) None
A
What is the main goal of DACUM
a) To analyze data for research purposes
 b) To develop a clear and comprehensive curriculum
c) To design computer algorithms
d) To determine advanced teaching techniques
B
What is the purpose of the "Overview" section in a competency standard
a) It provides a summary of the entire training program
b) It gives an outline of the specific skills and knowledge covered in the unit
c) It lists the names of all trainees in the program
d) It discusses the history of the company
B
What do performance criteria in a competency standard describe
a) The specific tasks and activities a learner must demonstrate to show competence
b) The theoretical concepts related to the competency
c) The number of hours a learner should spend in training
d) The names of the trainers
A
What does the "Knowledge and Understanding" section of a competency standard focus on
a) Theoretical concepts and principles related to the competency
b) The number of tools required for the job
c) The personal preferences of the trainee
d) The names of the company's competitors
A
In the "Tools and Equipment" section, what kind of information is typically included
a) A list of the employee's favorite tools
b) The specific tools, materials, or equipment required for the tasks
c) The names of the trainers
d) Information about company benefits
B
Who typically participates in a DACUM workshop
a) Educaters
b) Social Activist
c) Industry Experts
d) All
C
The emphasis of competency-based training is
a) Solely on theoretical knowledge
b) On fulfillment of Competency Stardard's requirement
c) On memorization of facts and figures
d) On academic achievements
B
CBT & A is characterized by
a) Uniform learning paths for all trainees
b) Strict adherence to theoretical content
c) Flexibility in training duration based on individual progress
d) Fixed duration of training
C
Which is Not the feature of Traditional Training
a) RPL
b) Content Based
c) Time Based
d) Group Paced
A
CBT & A stands for
a) Competency Based Technology and Allience
b) Contigency Based Training and Assessment
c) Competency Based Training and Assessment
d) None
C
How many types of Assessment are in CBT & A
a) 1
b) 2
c) 3
d) 4
B
Developmental Assessment is the objective of
a) Summative Asseessment
b) Formative Assessment
c) Both A & B
d) None
B
For this type of Assessment it is not necessary that the assessor must conduct the assessment
a) Formative Assessment
b) Summative Asseessment
c) Both A & B
d) None
A
The obejective of the Summative assessment is
a) Development
b) Certification
c) Sessional
d) None
B
which assessment is conducted at the end of the every module
a) Summative Asseessment
b) Formative Assessment
c) Both A & B
d) None
B
which assessment is conducted at the end of the session
a) Formative Assessment
b) Summative Asseessment
c) Both A & B
d) None
B
In which type of assessment the QAB schedules the assessment
a) Summative Asseessment
b) Formative Assessment
c) Both A & B
d) None
A
Sessional is the feature of
a) Formative Assessment
b) Summative Asseessment
c) Both A & B
d) None
A
For qualification certification which type of assessment is conducted
a) Summative Asseessment
b) Formative Assessment
c) Both A & B
d) None
A
Which type of assessment is more authenticated
a) Direct Assessment
b) In-direct Assessment
c) Both A & B
d) None
A
Summetive assessment is
a) Method of Assessment
b) Type of Assessment
c) Both A & B
d) None
B
In traditional training, the approach is primarily
a) Competency-based
b) Content-based
c) Performance-based
d) Self-paced
B
Traditional training is often
a) Competency-based
b) Time-based
c) Modularized
d) Field-oriented
B
In traditional training, progress is often
a) Immediate
b) Self-paced
c) Performance-based
d) Group-paced
D
Feedback in traditional training is typically
a) Delayed
b) Competency-based
c) Modularized
d) Immediate
A
A feature of Traditional training is
a) Performance-based assessments
b) Modularized instruction
c) Self-paced learning
d) Limited field experience
D
In Competency-Based Training (CBT), the focus is primarily on
a) Content
b) Time management
c) Competencies
d) Group dynamics
C
CBT is known for being
a) Performance-based
b) Content-oriented
c) Time-based
d) All
A
Feedback in CBT is generally
a) Delayed
b) Personality based
c) Immediate
d) None
C
This is the key feature of CBT
a) Limited field experience
b) Modularized
c) Group-paced
d) None
B
Competency-Based Training and Assessment (CBT&A) is known for being
a) Outcomes-based
b) Output-based
c) Both A & B
d) None
A
Which Stretgy is prefered in CBT
a) Teacher-Centered
b) Strict, uniform pacing of learning
c) Student Centered
d) None
C
Competency-Based Training and Assessment focuses on assessing learners based on
a) Norm-referenced standards
b) Criterion-referenced standards
c) Content-centered criteria
d) Theoretical understanding
B
How many basic differences in Traditional Assessment and Competency Based Assessment
a) 2
b) 3
c) 4
d) 5
A
Evidence Based Judgement is the charecteristic of
a) Traditional Training
b) Competency Based Training
c) Competency Based Assessment
d) None
C
Chareteristics of CBA are
a) Norms Referenced & Evidence Based Judgement
b) Criterion Referenced Assessment & Norms Referenced
c) Criterion Referenced Assessmen & Evidence Based Judgement
d) None
C
Flexibility Delivery Method is offered in
a) TT
b) CBT
c) CBA
d) All
B
A notable feature of CBT&A is that it is
a) Regionally restricted in recognition
b) Widely recognized and accepted
c) Focused solely on academic achievements
d) All
B
QAB Stands for
a) Question Answer Bank
b) Question Advisory Board
c) Qualification Awarding Board
d) Qualification Awarding Body
D
Who typically conducts summative assessments in CBT & A in vocational training programs?
a) Instructors
b) Employers
c) Assessors
d) Trainer
C
If a performance criteria has the following it will be considered fine in the context of NVQF
a) Action Verb
b) Task
c) Condition
d) All
D
"Understand the safety requirements according to the competency satndard" this is a performance
citeria, what is missing or wrong in it
a) Action Verb
b) Task
c) Condition
d) None
A
NSS Stands for
a) National Skill Standards
b) National Skill Strategy
c) National Soft Skills
d) None
B
What does NVQF stand for
a) National Voctional Qualification Foundation
b) Non-Vocational Qualification Foundation
c) National Voctional Qualification Fund
d) National Vocational Qualification Framework
D
Who typically oversees the governance of an NVQF in Pakistan
a) QAB
b) TEVTA
c) PVTC
d) NAVTTC
D
Why is quality assurance an essential objective of Pakistan's NVQF
a) To intentionally lower the quality of vocational education and training
b) To ensure that vocational education and training meets the requirements of the defined
Competency Standards
c) To exclude certain industries from quality assessment
 d) To prioritize academic achievements over vocational skills
B
How Many total levels of Certain Qualifiaction given in NVQF
a) 4
b) 6
c) 8
d) 5
C
As per NVQF Level 05 of a qualification is equivalent
a) Doctorate Level
b) Graduation Level
c) Master Level
d) Diploma Level
D
As per NVQF Level 08 of a qualification is equivalent
a) Diploma Level
b) Graduation Level
c) Master Level
d) Doctorate Level
D
According to the NVQF, the 6-8 levels is the preview of
a) TEVTA
b) HEC
c) QAB
d) None
B
According to the NVQF, the 1-5 levels is the preview of
a) TEVTA
b) HEC
c) QAB
d) None
A
NAVTTC stands for
a) National and Vocational Technology Training Commission
b) National Vocational Technical Training Council
c) National Vocational Technical Training Commission
d) None
C
Record of Achievement is the feature of
a) Traditional Training
b) Content Based Training
c) Competency Based Training
 d) Both A & B
C
What is a "Record of Achievement"
a) Certificate of single or few modules only
b) A casual list of personal interests and hobbies
c) A record of financial achievements within an organization
d) A summary of personal aspirations and future goals
A
The validity of record of achievements is
a) 01 year
b) 02 year
c) 03 years
d) No fix time duration
D
The record of achievement remains valid until that specific competency standards are valid
a) TRUE
b) FALSE
c) Not confirm
d) None
A
Record of Achievement is issed on the basis of the following assessment
a) Summative Asseessment
b) Formative Assessment
c) Both A & B
d) None
B
Record of Achievement is issued by the
a) NAVTTC
b) QAB
c) Institute
d) All
C
Record of achievement facility is NOT offered in
a) Traditional Training
b) Competency-based Training
c) Both A & B
d) None
A
How is a "Full Qualification Certificate" different from a "Record of Achievement"
a) A Full Qualification Certificate includes only theoretical achievements
b) A Record of Achievement is not recognized in Competency-Based Training
 c) A Full Qualification Certificate verifies completion of all required Modules/ Competencies while
Record of achievement represent only few modules
d) They are essentially the same thing
C
Who typically issues the Full Qualification Certificate in Competency-Based Training and Assessment
a) NAVTTC
b) QAB
c) Institute
d) All
B
Which pathway in CBA is used to evaluate prior learning and experience
a) Formative assessment
b) Summative assessment
c) Recognition of Prior Learning (RPL)
d) Portfolio assessment trainee attendance
C
Which pathway involves assessing an individual's skills, Attitude and knowledge gained through life and
work experience without formal training
a) Competency-based Assessment
b) Apprenticeship (Formal)
c) Institutional Course-based Learning
d) Work-based Learning (Non-Formal)
D
A person is eleigible for on successful completion of a training program or level
a) Qualification Certificate
b) Direct Assessment Skill Tests
c) RPL/RCC (Informal)
d) Competency Assessment
A
What does a "Record of Achievement" typically certify
a) An individual's successful completion of a full qualification
b) An individual's successful completion of a particular module or set of requirements
c) An individual's current competency in a specific skill
d) An individual's educational history
B
Which document certifies that an individual has met all the requirements for a comprehensive
qualification
a) Record of current competency
b) Statement of Achievement
c) Full Qualification certification
d) Educational transcript
C
When is a "Record of Achievement" typically issued
a) When an individual completes a full qualification
b) on the demand of an individual, completes a single/ Multiple module or specific requirements
c) When an individual gains work experience
d) When an individual applies for a job
B
What does "Full Qualification certification" certify
a) An individual's current competency in a specific skill
b) Successful completion of a single module
c) Successful completion of all modules of a specific qualification
d) An individual's work experience
C
Scenario:
Umaima has been diligently working toward completing her certification in graphic design. After months
of coursework and practical assignments, she successfully finishes a specialized module in digital
illustration. She receives a document from
a) Statement of Achievement
b) Record of Achievement
c) Qulification of Achievement
d) None
B
Scenario:
Ali is eager to transition into a new career as a certified electrician. He enrolls in an electrical
apprenticeship program, which consists of multiple modules covering various aspects of electrical work.
Upon successfully completing all the req
a) Qualification certification
b) Record of Achievement
c) Statement of Achievement
d) None
A
Whch of the mode / pathways do not go through the assessment proces
a) Formal
b) Non-Formal
c) Informal
d) None
D
RPL Stand for
a) Recving of prior Learning
b) Recognition of Prior Learning
c) Reoccuring of prior Learning
d) None
B
RCC Stands for
a) Receiving of Corbon Copy
b) Recognition of Competency Criteria
c) Recognition of Clear Competency
d) Recognition of Current Competency
D
What is the objective of RPL in Pakistan's NVQF
a) To devalue prior learning experiences of individuals
b) To recognize and validate the skills, knowledge attitude acquired through informal and non-
formal means
c) To limit access to vocational training for experienced individuals
d) To exclude experienced workers from recognition
B
"The candidate has no certificate in RCC whereas in RPL the candidate has the valid certificate from the
epmloyer etc" this statement is
a) TRUE
b) FALSE
c) Invalid
d) Both B & C
A
How does RPL benefit candidates
a) By providing shortcuts to gain qualifications
b) By recognizing and valuing their competencies
c) By exempting them from further learning
d) By eliminating the need for assessment
B
What types of learning experiences can be considered for RPL
a) Only formal classroom education
b) Only on-the-job training
c) Any relevant learning, regardless of where or how it occurred
d) Only online courses
C
What is the key aim of RPL in competency-based training
a) To disregard prior learning experiences
b) To provide a pathway for individuals to have their competencies recognized and certified
c) To limit the recognition of prior learning to specific industries
d) None
B
Who benefits from the process of RPL
a) Only candidates
b) Only institute
c) Both A & B
 d) None
A
RPL is organized by the
a) Trainer
b) QAB
c) Institute
d) Assessor
B
RPL is conducted by
a) Trainer
b) Assessor
c) Both A & B
d) None
B
Candidate is assessed in RPL at
a) NAVTTC
b) QAB
c) Assessment Center
d) None
C
What is the significance of following up on moderation reports for a registered assessor in Competency-
Based Training
a) To ignore identified problems in the assessment process
b) To ensure that appropriate actions are taken to address any identified issues
c) To solely benefit the assessor
d) To delay the assessment process
B
What is the primary purpose of the moderation process in assessment
a) To ensure consistency of assessment judgements
b) To challenge candidates
c) To increase the difficulty of assessments
d) To speed up the assessment process
A
Who is responsible for external moderation activities at a provincial level
a) Accredited Training Institute
b) NAVTTC
c) Qualification Awarding Body
d) None
C
What is the role of the QAB in the moderation process
a) Chairing and organizing moderation panels at the regional level
b) Validating assessment material
 c) Documenting findings at the national level
d) Developing final reports for necessary action at the national level
A
What role does NAVTTC play in the moderation process
a) Performing assessments
b) Documenting findings at the regional level
c) Chairing and organizing moderation panels at the national level
d) None
C
Why it is important that evidence shoulb be "sufficient"
a) To make assessments easier for candidates
b) To ensure there is enough evidence to make a judgment about competence to maintain
ralaiablity
c) To speed up the assessment process
d) To eliminate the need for moderation
B
What does moderation ensure
a) Quality of assessment
b) Assessors have flexibility in their judgments
c) Different standards are applied for the same competency
d) The assessment process is sped up
A
What is the purpose of an evidence guide
a) To provide tools and equipment needed for assessment
b) To list consumables required for assessment
c) To state the quantity and quality of evidence required
d) To outline the conditions for the assessor
C
Why National Evidence guides developed for assessment
a) To provide tools and equipment for assessment
b) To ensure consistency of assessment by assessors
c) To specify the evidence expected from the candidate
d) To list consumables required for assessment
B
If an appeal loges by the candidate and post moderation activity held, what are the possible results of
the activity/ moderation
a) The actual decision of the assessor will be acknowledged
b) The actual decision will be maintained with warning to the assessor
c) The actual decision of the assessor will be changed/ revered
d) All
D