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CONDUCT COMPETENCY

ASSESSMENT

Presentor:
HERMINIO H. PEDROSO

Instructor III / TESDA-PTS

INTRODUCTION
Assessment may be carried out for a number of reasons, including: Certification Occupational health and safety Recruitment, selection and promotion Training needs analysis Licensing

ASSESSMENT
Assessment is the process of collecting evidence and making judgments on whether competency has been achieved. The purpose of assessment is to confirm that an individual can perform to the standards expected in the workplace as expressed in the relevant competency standards.

WHAT IS COMPETENCY? Competency is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.

KEY FEATURES OF COMPETENCY


being

able to do the job knowing how and why things are done knowing what to do if things go wrong having the right approach to do a job properly and safely

CONDUCT COMPETENCY ASSESSMENT


ELEMENTS

Prepare the trainee/candidate PERFORMANCE CRITERIA

The context and purpose of assessment are explained to the candidate in line with the requirements of the relevant Assessment Guidelines The needs of the candidate are determined to establish any allowable adjustments in the assessment procedures. Information is conveyed using verbal and non-verbal language which promote a supportive assessment environment.

CONDUCT COMPETENCY ASSESSMENT


ELEMENTS

Prepare the trainee/candidate PERFORMANCE CRITERIA

Legal and ethical responsibilities associated with the assessment are explained to the candidate in line with the relevant Assessment Guidelines. The competency standard to be assessed and the evidence to be collected are clearly explained to the candidate. The assessment procedure is explained to the candidate in line with relevant Assessment Guidelines.

CONDUCT COMPETENCY ASSESSMENT

ELEMENTS Gather evidence

PERFORMANCE CRITERIA

Evidence is gathered using the evidence gathering methods specified in the relevant Evidence Guide. Evidence is gathered and documented in accordance with assessment procedures specified in the relevant Assessment Guidelines. Reasonable adjustments are incorporated in the evidence gathering procedures, where appropriate in with the Assessment Guidelines. Evidence is gathered and documented using the relevant assessment tools.

CONDUCT COMPETENCY ASSESSMENT


ELEMENTS

Make assessment decision PERFORMANCE CRITERIA

The evidences are evaluated in terms of the rules of evidence. The evidences are evaluated in accordance with the dimensions of competency. The assessment decision is made based on evaluation of the evidence and the requirements of the relevant units of competency.

CONDUCT COMPETENCY ASSESSMENT


ELEMENTS

Record assessment decision PERFORMANCE CRITERIA

Assessment results are recorded accurately in accordance with approved record keeping procedures of the organization. Records of the assessment procedure, evidence collected and confidentiality of assessment outcomes is maintained in accordance with the approved guidelines of the organization. Issuance of certificates is systematically organized in line with the standard procedures of the organization.

CONDUCT COMPETENCY ASSESSMENT


ELEMENTS

Provide feedback to candidates PERFORMANCE CRITERIA

Cleared and concised feedback of assessment is given to the candidate in line with the relevant Assessment Guidelines. Ways of overcoming any gaps in competency are explored with the candidate A candidate who failed is informed with the scheduled reassessment in line with organizational policy and procedures.

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Assessment Context RANGE

TESDA Assessment context may include:


TESDA Assessment Center Private and public technical education school/training centers

Workplace/enterprise
Community programs Formal and non-formal TESDA programs

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Purpose of Assessment RANGE

TESDA Assessment is carried out:


Certify that an individual has achieved competency Recruit and select candidates for a job Monitor individual performance at work Determine training needs Conduct skills audit Recognize prior learning Classify a person against industry or enterprise standards Provide feedback on progress during training

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Allowable Adjustment RANGE

Allowable adjustment are restricted to:

Translation of assessment documents and written and verbal instructions and questions from English into local dialects

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Legal and Ethical Responsibilities RANGE

Legal and ethical responsibilities include:


Occupational Health and Safety Regulations and Codes of Practice

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Evidence Gathering Methods RANGE

Evidence gathering methods are specified in the Evidence Guide and may include but are not limited to:

Observation Interview Demonstration Third party reports Portfolio Written test Simulation

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Evidence

RANGE
Evidence may include both:

Direct Evidence Indirect Evidence

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Evidence Gathering Tools RANGE

Evidence gathering tools may include:


Specific instruction to be given relating to the performance of practical tasks, processes or simulation exercises. Specific instruments to be given in relation to the production of projects and exercises Sets of verbal written/computer based questions to be asked Observation Checklist Logbooks Third party reports

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Rules of Evidence RANGE

Rules of evidence include:


Validity Authenticity
Sufficiency

Currency
Recency Consistency

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VARIABLES

Dimensions of Competency RANGE

Dimensions of competency include:


Task skills Task management skills Contingency management skills Job/role environment skills

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Record Keeping RANGE

Record keeping may include:


Forms designed for the specific assessment result Checklist for recording Observations/process Combination of the above

CONDUCT COMPETENCY ASSESSMENT


VARIABLES

Organization RANGE

Organization includes the following:

TESDA
Schools Training Centers Enterprise/industry

Community Organization
NGOs LGUs POs

Steps in Conducting Competency Assessment

The assessor:
Step 1 Establish the assessment context establishes the context and purpose of the assessment identifies the relevant Unit(s) of Competency and Assessment Guidelines reads the Unit(s) of Competency and identifies the evidence requirements

Step 2 Prepare the candidate

The assessor meets with the candidate to: explain the context and purpose of the assessment and the assessment process explain the Unit(s) of Competency to be assessed and the evidence to be collected outline the assessment procedure, the preparation which the candidate should undertake and answer any questions assess the needs of the candidate and establish any allowable adjustments in the assessment procedure seek feedback regarding the candidate's understanding of the competency standards, evidence requirements and assessment process determine if the candidate is ready for assessment and decide on the time and place of the assessment

The assessor must:

Step 3
Plan and prepare the evidence gathering process

establish a plan for gathering evidence about the candidates performance in order to make the assessment decision organize equipment or resources required to support the evidence gathering process coordinate and brief other personnel involved in the evidence gathering process. obtain and/or prepare the evidence gathering tools.

Step 4
Collect the evidence & make the assessment decision

The assessor must: Implement the evidence gathering process and ensure its validity, reliability, fairness and flexibility collect appropriate evidence and match compatibility to the elements, performance criteria, range of variables and Evidence Guide in the relevant units of competency evaluate evidence in terms of the four dimensions of competency task skills, task management skills, contingency management skills and job/role environment skills incorporate specified allowable adjustments to the assessment procedure, where appropriate evaluate the evidence in terms of validity, consistency, currency, equity, authenticity and sufficiency record details of evidence collected make a judgment about the candidate's competence based on the evidence and the relevant unit[s] of competency

The assessor must provide advice to the candidate about the outcomes of the assessment process. This includes providing the candidate with:

Step 5
Provide feedback on the assessment

clear and constructive feedback on the assessment decision information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment process, if required

Step 6 Record and Report the result

The assessor must: record the assessment outcome maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures of the organization maintain the confidentiality of the assessment outcome Endorse assessment results/ outcomes to venue or coordinator facilitate/recommend the issue of Certificate of Competence or National Certificate

On completion of the assessment process, the assessor must: review the assessment process report on the positive and negative features of the assessment to those responsible for the assessment procedures make suggestions on improving the assessment procedures to appropriate personnel participate in any group review of the assessment process organized by TESDA

Step 7 Review the Assessment process

CONTEXT OF ASSESSMENT
The context of assessment is the environment or setting in which the activity takes place. It includes the following: o Physical setting workplace, assessment center, community project, on line o Tools, equipment and facilities o Materials access to materials required to undertake the assessment. Are theses supplied by the candidate or the assessor? o Purpose of assessment certification, licensing, OH&S, skills audit o Employment status of candidate is the assessment directly related to the candidates work? o Access to support personnel technical experts, support staff

CONTEXT OF ASSESSMENT
Regardless of the assessment context, the assessor must provide a supportive environment before commencing the assessment by: o making sure the environment is suitable for the assessment o ensuring that the candidate is relaxed and not apprehensive o greeting, welcoming and establishing a rapport with the candidate o allowing the candidate time to settle in and feel comfortable. o giving the candidate a brief overview of the assessment process in terms that are easily understood o advising the candidate to ask questions o advising the candidates when they can begin the assessment task

REASONABLE ADJUSTMENT
Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment, is designed to ensure that all people are treated equally in the assessment process. This means, wherever possible, reasonable adjustments are made to the assessment process to meet the individual needs of candidates. For example, this may involve translating written instruction into local dialect for candidates from nonEnglish speaking backgrounds or providing instructions orally rather than in writing for candidates with limited language skills.

LEGAL AND ETHICAL RESPONSIBILITIES


Assessors must be aware of the legal and ethical responsibilities associated with assessment. These may include:

Occupational health and safety requirements Confidentiality of assessment outcomes Free consent of candidates Adherence with quality systems, policies and procedures of the workplace Transparent reporting and recording of assessment outcomes Integrity of the assessor

End of Presentation

Thank You!