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cdacc grading
Competence Assessment - TVET CDACC
Competence Assessment. ... It is the process of
The TVET CDACC grading system is a Competency-Based Assessment (CBA) model collecting evidence and making judgments on…
that evaluates whether a trainee can meet the standards expected in the workplace . TVET CDACC
Unlike a traditional grading scale, the primary outcome is a determination of either
"Competent" or "Not Yet Competent" for each unit of learning. tvet cdacc assessment and ce i cation
guidelines
21 May 2025 — Theoretical and practical weighting
Overall pass mark for each unit of learning shall be as follows: i. 10 9…
TVET CDACC
To be declared "Competent," a trainee must achieve an overall weighted score of at least
50% across both theory and practical assessments for each unit. guidelines on competency based assessment -
TVET CDACC
Pe ormance levels For a trainee to be declared competent, s/he must
a ain at least 50% in weighted score (theory and…
While the main outcome is pass/fail, some resources indicate a more detailed grading TVET CDACC
code,anpathing
Ask icularly for high-achieving candidates.
Show all
Competent: Overall weighted score is 50% or higher, with the required minimum
practical score.
Mastery: Awarded to candidates who score 80% or higher, signifying a high level of
pro ciency.
Not Yet Competent: Awarded if the weighted score is below 50% or if the candidate
does not meet the minimum practical score.
Assessment weighting b level
The weighting between theory and practical assessments varies depending on the
quali cation level under the Kenya National Quali cations Framework (KNQF).
KNQF Levels 3 and 4: 10% theory and 90% practical.
KNQF Level 5: 30% theory and 70% practical.
KNQF Level 6: 40% theory and 60% practical.
Minimum practical requirements
Regardless of the overall weighted score, trainees must achieve a minimum score in the
practical assessment:
KNQF Levels 3 and 4: At least 40% in the practical assessment.
KNQF Levels 5 and 6: At least 30% in the practical assessment.
Ce i cation
Successful trainees can be awarded di erent types of ce i cates:
Ce i cate of Competence: Issued for successfully demonstrating competence in a
speci c Unit of Competence.
National Ce i cate: Awarded a er demonstrating competence in all the required
units for a full quali cation.
Statement of A ainment: May be awarded for demonstrating competence in a
ce i able element within a unit.
Impo ant note
Assessment for Competency-Based Education and Training (CBET) is a continuous
process that includes internal assessments by trainers and external assessments by
CDACC-accredited expe s. Final results are based on the validation of external
assessment and veri cation repo s.
AI can make mistakes, so double-check responses
19 sites
what about the po folio before doing the cdda exam
Guidelines on Po folio of Evidence
(PoE) for TVET Assessment
Before si ing for a nal CDACC (Curriculum Development, Assessment and Ce i cation 29 Jan 2025 — Uploaded by * The
Council) exam, trainees must compile a Po folio of Evidence (PoE). This collection of po folio of evidence shall entail the…
work serves as proof that you have achieved the necessary competencies throughout Studocu
your training. The external assessor will thoroughly review and verify the po folio during
the nal assessment. Po folio Assessment
14 Dec 2021 — Po folio Assessment * De nition: a
po folio is a collection of student work that…
What is a Po folio of Evidence (PoE)? Mastery Portfolio
The PoE is a systematic and meaningful collection of a trainee's work, showing their [Link] - TVET
e o s, progress, and achievements. It is a crucial pa of the Competency-Based CDACC
Assessment (CBA) model and provides a more comprehensive view of your abilities than The video shall be in MP4 format and of high-
a single exam. de nition quality i.e. (1280x720 pixels) or higher. ii.…
TVET CDACC
Wh the po folio is required Show all
Demonstrates competence: The po folio provides concrete, authentic examples of
your practical skills and knowledge, demonstrating that you can pe orm to the
standard expected in the workplace.
Encourages re ection: It prompts you to re ect on your own learning journey, which
helps you understand your strengths and weaknesses.
Suppo s continuous assessment: It provides a record of the continuous assessment
process, documenting your growth and progress over the entire training period.
Enables external veri cation: The external veri er reviews the po folio to ensure the
evidence is authentic, valid, current, and su cient.
How to prepare our po folio
Your training institution will guide you on the speci c requirements, but a typical PoE
includes the following components:
General information: A title page with your full name, ID number, course, unit(s) of
competency, and a passpo photo.
Formative assessment documents: Marked scripts, observation checklists, product
checklists, and marks sheets from your continuous assessments.
Evidence of products: Labeled products, project materials, and/or high-resolution
photos of the products you created.
Audio/visual clips: Labeled video or audio clips (in MP4 format, 1280x720 pixels or
higher, and at least one minute long) capturing critical points of your practical
assessment.
Mentoring tools: For trainees pursuing a full quali cation, the mentoring tools and
repo s from your industrial a achment are also included.
Internal veri cation repo s: Repo s and documentation from your institution's
internal veri cation process.
Ke things to remember
Sta early: The process of compiling the po folio is continuous throughout your
training, so do not wait until the last minute.
Collaborate with your trainer: Work closely with your trainers, who are the internal
assessors, to ensure your po folio meets all the requirements.
Keep it organized: The po folio should be logically organized with dividers for each
unit of competency and a clear folio sheet.
Follow speci cations: Pay close a ention to the speci c requirements for media les,
including le formats and resolution.
now if i may want to create an e-poe system how 16 sites
should i go when adding…
E-po folio | NCFE
E-po folio. ... An e-po folio is a
Designing an e-PoE (Electronic Po folio of Evidence) system for a CDACC-based college so ware-based application designe…
requires a robust structure to manage students, courses, evidence, and assessments. NCFE
Below is a breakdown of the database entities and functionality needed to build such a
system. tvet cdacc assessment and ce i cation
guidelines
21 May 2025 — Original marksheets, i.e., manual
Core database entities marksheet per unit of competency and manual…
TVET CDACC
Depa ments: Manages and organizes all the academic depa ments in the institution.
[Link] - TVET
DepartmentID (Primary Key) : Unique identi er.
CDACC
Name : Name of the depa ment (e.g., Electrical Engineering). The video shall be in MP4 format and of high-
de nition quality i.e. (1280x720 pixels) or higher. ii.…
Description : A brief description. TVET CDACC
Lecturers: Stores information about all the teaching sta . Show all
LecturerID (Primary Key) : Unique identi er.
Name : Full name of the lecturer.
Email : Lecturer's email.
PasswordHash : Securely stored password.
DepartmentID (Foreign Key) : Links the lecturer to their depa ment.
Students: Stores all student information.
StudentID (Primary Key) : Unique identi er (can be the registration number).
Name : Full name of the student.
Email : Student's email.
PasswordHash : Securely stored password.
CourseID (Foreign Key) : Links the student to their enrolled course.
Courses: De nes the programs of study o ered by the college.
CourseID (Primary Key) : Unique identi er (e.g., Diploma in Electrical Engineering).
Name : Name of the course.
DepartmentID (Foreign Key) : Links the course to a speci c depa ment.
Level : KNQF level of the course (e.g., Level 5).
Units of Competency: De nes the modular units within each course.
UnitID (Primary Key) : Unique identi er.
Name : Name of the unit (e.g., Computer Programming I).
CourseID (Foreign Key) : Links the unit to its parent course.
AssessmentWeightingTheory : Theory weighting (e.g., 30%).
AssessmentWeightingPractical : Practical weighting (e.g., 70%).
Assessment Sessions: Manages time-bound assessment periods.
SessionID (Primary Key) : Unique identi er.
UnitID (Foreign Key) : Links the session to a speci c unit.
LecturerID (Foreign Key) : The lecturer overseeing the session.
StartDate : The sta date of the session.
EndDate : The end date of the session.
This is where you would implement the 2-week time limit by se ing the EndDate to
14 days a er the StartDate .
Evidence: Stores the les and information submi ed by students.
EvidenceID (Primary Key) : Unique identi er.
StudentID (Foreign Key) : The student who uploaded the evidence.
SessionID (Foreign Key) : The assessment session this evidence is for.
Title : Name of the evidence (e.g., Lab Repo 1).
FilePath : The path to the uploaded le (e.g., video, PDF).
MimeType : The le type.
UploadDate : Timestamp of upload.
IsSubmitted : A boolean to track if the student has formally submi ed the evidence.
Assessment Results: Stores assessment scores for each student and unit.
ResultID (Primary Key) : Unique identi er.
StudentID (Foreign Key) : The student being assessed.
UnitID (Foreign Key) : The unit being assessed.
ScoreTheory : The score for the theory component.
ScorePractical : The score for the practical component.
WeightedScore : The calculated weighted score based on unit se ings.
Status : 'Competent', 'Not Yet Competent', or 'Mastery'.
AssessorFeedback : Comments from the assessor.
S stem functionalit and work ow
User authentication and roles:
Secure login pages for lecturers and students.
Lecturers can access all courses and students in their depa ment.
Students can only access their own courses and evidence.
Lecturer dashboard:
Course management: View students, assign units, and set up assessment sessions.
Evidence review: See a list of all evidence submi ed by students in their units.
Assessment and scoring: View individual po folios and enter scores for theory
and practical components.
External veri cation: Provide a secure view for CDACC external veri ers to
validate assessments.
Repo ing: Generate repo s on student progress and pe ormance.
Student dashboard:
Course overview: View a list of enrolled courses and units.
Evidence uploading: A form to upload evidence les (video, images, PDFs) for a
speci c unit and session.
Po folio progress: A progress tracker to show completed and pending units and
assessments.
Re ection: A rich text editor for students to write their re ections as required in a
standard PoE.
Time-bound assessment sessions:
The system should automatically make an assessment session accessible for
evidence uploading only during the prede ned StartDate and EndDate .
Automatic lockdown: A er the two-week period ends, the system should prevent
new uploads for that session.
Noti cations: Send automated email or in-app noti cations to students as the
session sta date approaches and as the deadline nears.
Assessment calculation logic:
The system automatically calculates the weighted score for each unit based on the
con gured AssessmentWeightingTheory and AssessmentWeightingPractical .
It should also automatically apply the minimum practical score requirement, marking
a student as "Not Yet Competent" if they fail to meet it, even if their overall score
exceeds 50%.
The system can determine if a student is "Competent" or "Mastery" based on the
nal weighted score, as per CDACC guidelines.
CDACC integration and data expo :
The system should have functionality to generate repo s and expo assessment
data in a format compliant with CDACC requirements for external assessment and
ce i cation.
It should also suppo features for internal veri cation repo s, as the CDACC
requires.
Implementation stack
Backend: Python with the Django framework is an excellent choice for this, o ering
robust features for database management, user authentication, and le uploads.
Django's ORM (Object-Relational Mapper) makes database design intuitive.
Frontend: A modern frontend framework like React or [Link] can be used to build a
dynamic and responsive user inte ace for both lecturers and students.
Database: A relational database like PostgreSQL is a reliable choice for managing the
structured data described in the entities above.
File storage: Cloud-based storage solutions like Amazon S3 or a secure local le
system can manage the uploaded video, image, and document evidence.
n you give me a full detailed prompt to create the
hole system sta ing with the student
shboard,lecture dashboard,admindashbordalso
th the CDACC integration and data
po ,Assessment calculation logic,Time-bound
sessment sessions,Assessment
sults,Evidence,Assessment Sessions,Units of
ompetency,Courses,Students,Lecturers,Depa ments
10 sites
Here are top web results for exploring this topic:
TVET CDACC · h ps://[Link]
[Link] - TVET CDACC
b) Internal assessor's (trainer's) le;. The internal assessor's le shall include: i. Candidates'
assessment tools ii. Assessor's Guides for assessment tools ...
Studocu · h ps://[Link]
Guidelines on Po folio of Evidence (PoE) for TVET Assessment
On Studocu you nd all the lecture notes, summaries and study guides you need to pass your
exams with be er grades.
Genius Business College · h ps://[Link]
POE GUIDE - Genius Business College
This POE guide covers contact details, competence, assessment process, strategy, preparation,
and a po folio of evidence.
TVET CDACC · h ps://[Link]
guidelines on competency based assessment - TVET CDACC
The Principal of each institution will submit to TVET CDACC the developed assessment tools for
quality checks together with timetable for assessment of trainees ...
Studocu · h ps://[Link]
[Solved] Welcome to the Po folio of Evidence PoE PROG6212 ...
Welcome to the Po folio of Evidence (PoE) PROG6212, where you will embark on a transformative
journey of developing a practical .NET web-based application ...
YouTube · h ps://[Link]
Creating an Assessment ePo folio (Electronic Po folio of ...
This video introduces the trainer/trainee to the electronic assessment po folio of evidence
(assessment ePo folio), discusses the ...
TVET CDACC · h ps://[Link]
tvet cdacc assessment and ce i cation guidelines
The guidelines outline procedures for conducting continuous assessments, maintaining and
verifying Po folio of Evidence (PoE), administering ...
Scribd · h ps://[Link]
Computer Science Level 6 Learning Guide | PDF - Scribd
The document is a Learning Guide for Computer Science Level 6 developed by the TVET
Curriculum Development, Assessment and Ce i cation Council (CDACC) in ...
[Link] · h ps://[Link]/how-to-create-a-poe-online/
How to create a POE online? - Quay Group
To create a POE online, check SETA policies, allow candidate info uploads, provide document
access, create activities for evidence, and use a system to collate.
Eurasia Journal of Mathematics, Science and Technology Education · h ps://[Link]
Developing a Web-based Assessment System for Evaluating ...
This research tries to use multimedia animation to design examination questions and develop a
Web-based Pe ormance Assessment system (WPA system) to evaluate.
can you check for a link where i ne an already made 16 sites
epoe that i can login to see how it looklikes
guidelines on competency based assessment -
TVET CDACC
As of late 2025, there does not appear to be a publicly available, full-featured demo or Page 2. II. Maintenance of Po folio of Evidence
live sandbox version of the TVET CDACC e-po folio system. The CDACC has been (PoE) 4. Assessment results per trainee of all…
actively developing and migrating to a new po al and an Enterprise Resource Planning TVET CDACC
(ERP) system, and references indicate a "CBA Po al under development". While you can't
log in to a public version, you can see how an e-po folio works through various Kabete National Polytechnic -
Facebook
alternatives.
20 Aug 2025 — Currently happening
now at Kabete National Polytechnic i…
Wh ou can't nd a live CDACC demo Facebook
Active development: The system is still being developed and implemented. Access is Easy Steps to Creating
likely restricted to speci c pilot institutions and o cial personnel for testing and ePo folios in Canvas
training. 29 Dec 2020 — all right guys
welcome back this is Mr… 9:19
Data privacy: Real student data is highly con dential and cannot be shared publicly. YouTube · Cascade Tu…
Security: Allowing public access to a system used for o cial assessment would be a Show all
signi cant security risk.
Alternatives to explore e-po folio s stems
1. Watch demonstration videos
While a live demo isn't available, training workshops for institutions on the e-po folio
system have been conducted. YouTube and the websites of some training institutions may
feature recordings or summaries of these workshops that demonstrate the system's
functionality.
Example search: "CDACC e-po folio system demonstration"
2. Log in to other learning management systems (LMS)
Many LMS pla orms, like Canvas, Moodle, and Google Classroom, have e-po folio
functionality. You can nd live demos or free trials of these systems to see how evidence
can be collected, uploaded, and organized.
Instructure Community (Canvas LMS): Instructure Community shows how e-
po folios work within Canvas.
YouTube Tutorials: Search "e-po folio Canvas demo" or "e-po folio Moodle tutorial"
to nd walk-through videos.
3. Use generic po folio website builders
For a simpler and more visual understanding, you can use general-purpose website
builders to create a mock e-po folio. This approach helps you focus on the content and
organization without the complexities of an LMS.
Google Sites: Create a free e-po folio using Google Sites.
Keuka College: See examples of student e-po folios created with Google Sites.
How to use these alternatives to understand the CDACC s stem
Understand the components: Review the o cial CDACC guidelines on the
components of a Po folio of Evidence, which include marked scripts, checklists,
audio/visual clips, and internal veri cation repo s.
Use a demo LMS: Log in to a demo account on a system like Canvas.
Simulate the process:
Create a "course" that represents a CDACC unit of competency.
Create "assignments" for each required piece of evidence (e.g., "Lab Repo 1,"
"Practical Demonstration Video").
Upload les: Submit various types of les (PDF, MP4) to see how the system
handles di erent media formats, as required by the CDACC.
Add re ections: Use the text editor to create a re ective journal entry.
Simulate assessor view: If you have access to a lecturer demo, view the submi ed
work to see how feedback and scores are entered. This will give you a good idea of the
functionality needed for the assessment calculation logic.
can you explain how the frontend pa of this 34 sites
should look like student dashboard,lecture…
E-Learning Student Dashboard
Design - Dribbble
To design the front end of an e-po folio system, the user inte ace (UI) must be simple, 2 Nov 2024 — Dashboard Home Page.
intuitive, and tailored to the needs of each user type: students, lecturers, and This screen provides an overview of…
administrators. The following is a detailed explanation of the frontend layout and features Dribbble
for each role, emphasizing the core system functionalities.
Best Practices for Admin Dashboard
Design: A Designer's Guide -…
Student dashboard 10 Feb 2025 — Best Practices for
Admin Dashboard Design: A…
This is the student's central hub, designed to be visually appealing and provide a clear Medium
overview of their academic progress.
Expressing Time in UI & UX Design: 5
Key sections: Rules…and a few other ...
4 Apr 2018 — Stand over the stove
Progress overview: A visual progress bar or completion rate widget showing how and watch the soup heat up and 5…
many units of competency have been completed. Prototypr
Units of competency: A card-based layout listing all units for the student's course.
Show all
Each card should show the unit's name, its status (e.g., "In Progress," "Competent"),
and a weighted score if applicable.
Assessment sessions: Within each unit, a section details upcoming and ongoing
assessment sessions.
"Session active" banner: A prominent banner with a countdown timer showing the
remaining time until the session ends.
Upload area: A user-friendly drag-and-drop or le selection inte ace for uploading
evidence. The inte ace should specify accepted le types (e.g., PDF, MP4, JPEG)
and maximum le size.
My po folio: A dedicated section allowing students to browse and organize their
uploaded evidence. Students can tag and add descriptions to each item to create
context.
Feedback: A noti cation area to see direct feedback from lecturers on submi ed
evidence.
Ale s and noti cations: A bell icon for noti cations about new assessment sessions,
deadlines, and feedback.
Lecturer dashboard
The lecturer's view is focused on managing students, reviewing evidence, and assessing
pe ormance. The design prioritizes clear data and e cient work ows.
Key sections:
Course and units: A table or list showing all courses and units of competency
assigned to the lecturer.
Student management: A list of all students under the lecturer's supervision.
Clicking a student's name opens their individual e-po folio for assessment.
Assessment and scoring inte ace: When viewing a student's po folio for a speci c
unit, the lecturer will see:
Evidence list: All evidence submi ed by the student for that unit, with a thumbnail
or icon for each item.
Scoring forms: Separate input elds for theory and practical scores, dynamically
showing the required weighting.
Feedback eld: A text area for providing detailed feedback on the student's work.
Dynamic calculation display: An area that automatically updates to show the
weighted score and nal status ("Competent" or "Not Yet Competent") as the
lecturer enters scores.
Assessment sessions: A page for creating and managing time-bound assessment
sessions.
A form to set the unit, sta date, and end date for a new session.
Repo ing: Tools for generating repo s on student progress, assessment results, and
overall unit pe ormance.
Admin dashboard
The administrator dashboard provides a high-level overview and system management
functions. It is focused on institutional oversight rather than individual student
assessment.
Key sections:
System overview: A main dashboard with key statistics and data visualizations.
Quick stats: Total number of students, lecturers, courses, and completed
assessments.
System health: Monitor server status, storage usage, and user activity.
Depa ments: A page for adding, editing, and deleting depa ments.
User management: Control panels for adding, editing, and managing all users
(students, lecturers).
User tables: Filterable and searchable tables for each user type.
Bulk actions: Functions for bulk enrollment or account management.
Course and unit con guration: Centralized management for de ning courses, units
of competency, and their associated details like KNQF level and assessment weighting.
CDACC integration and data expo :
API status: A display showing the connection status to the CDACC external system.
Data expo tool: A secure inte ace for generating and downloading assessment
data in the required format for CDACC submission.
Veri cation logs: A log of all data sent to and received from the CDACC system.
Repo ing and analytics: More granular repo ing than the lecturer dashboard,
including system-wide pe ormance, resource allocation, and trends.
Core s stem features and UI elements
Navigation: A clear, consistent sidebar or top navigation menu for easy access to all
sections. Role-based access ensures users only see what is relevant to them.
Responsiveness: The layout must adapt to di erent screen sizes, working seamlessly
on desktop, tablets, and mobile phones.
Accessibility: Ensure compliance with WCAG guidelines for color contrast, keyboard
navigation, and screen reader compatibility.
Visual feedback: Use color-coding, icons, and progress indicators to provide
immediate visual feedback on status and actions.
User ow: The user journey should be logical and straigh orward, from logging in to
completing a task.
Security notices: Prominent security messages, especially around data expo , to
remind users of sensitive information handling.
