Implemented by

Guidelines for Development

of Competency Based
Assessment(CBA) Package

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What is Assessment?

“a process in which

• evidence is gathered and

• evaluated against agreed criteria in order to

• make a judgement of competence for

• development and/or recognition purposes

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What is competency based assessment?

• The full range of activities that clarify the candidate’s

skills, knowledge and attitudes against a specification
of competence defined by industry and set down in
competency standards.

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Types of Assessment
1. Formative/Developmental Assessment:
• Sessional
• Continuous assessment and provision of
immediate feedback
2. Summative/integrated Assessment:
• Final assessment for purposes of certification

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What is Evidence?
Tangible proof produced by or about
individuals that has a direct relationship to
defined outcomes and criteria, based on which
judgements are made concerning the
competence of individuals

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Assessment Methods
• Relates to what the assessor does to gather
and evaluate evidence:
o Observing candidates
o Questioning candidates
o Interviewing supervisors
o Listening to candidates
o Reviewing documents
o Testing products

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Assessment Activities
• What a candidate does or is involved in as
a means of producing evidence:
• Designing things
• Making things
• Repairing things
• Reporting on something
• Answering questions
• Solving problems
• Demonstrating procedures and techniques
• Role Plays

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Principles of Assessment: Open

• The overall process should be transparent

• The candidate should understand the
assessment process
• The candidate should understand his/her role
and responsibilities in the assessment
process, as well as the roles of the role
players in the process
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Consistent
• The same process is applied given similar
contexts:
o The same assessor would make the same
judgement in similar situations
o The assessment process should be
consistent to the point where a group of
assessors would make a similar judgement
given a similar circumstance
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 Fair
• The method should not unfairly
advantage/disadvantage any candidates on
the basis of their race, religion, language or
gender

• The method should not present any barriers

to achievement in the manner in which the
assessment is structured or clarity in terms of
what is required from the candidate
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Appropriate
• The method is suited to the learning
outcomes being assessed:
• Does the method enable the assessor to collect
evidence for the LOs?

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Valid

• Does the evidence relate to the specific

learning outcomes to be assessed?

• Evidence should be appropriate to what is

being assessed

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Authentic
• Can the evidence be attributed to the
learner?
o Evidence should be the candidate’s own work

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Current
• Is the evidence related to current

competence?
o Evidence should relate to a competence that is applicable in

the current situation

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Sufficient
• Is the evidence enough to prove

competence?
o Evidence should be adequate to demonstrate the candidate’s

competence

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Learning and assessment process

Activities
• Clear Learning • Assessment tasks
Outcomes (LOs) allow the student
• Teaching and to demonstrate
learning activities which LOs
support students achieved
to achieve LOs
Learning
Assessment
outcomes

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Purpose of assessment

1. Assessment for Learning (Developmental) (sessional)

• The purpose of developmental Assessment is to provide students with
feedback on how they are going. The aim is to help students improve
their performance and make their next piece of assessed work better. It
is developmental in nature; hence the term ”Developmental
Assessment".
• The feedback students receive is the key component of developmental
assessment. Feedback is intended to help them identify weaknesses
and build on strengths to improve the quality of their next piece of
assessment.

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Purpose of assessment … cont.

2. Assessment for Certification (Summative) (final assessment)

• The other key purpose of assessment is to gather evidence to make a
judgment about a student's level of performance; against the specified
learning objectives.
• Students are usually assessed at the end of an element of learning,
such as the end of a module. They are awarded results to represent a
particular level of achievement (competent, not yet competent). This
judgmental "summative" process formally provides the evidence, to
verify or "certify" which students may progress to the next level of their
studies.

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Dimensions of Job Performance

Competency
Task Skills R
E
Knowledge Task Q
manageme
Skills nt Skills U
I
Contingenc R
y
Attitudes manageme E
nt skills M
E
Job/Role N
environme
nt skills T
S
Job Transfer
skills

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 1. Task Skills, perform workplace
tasks

• Cook rice
• Set the table

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 2. Task Management Skills, manage
different tasks within a job

• Set priorities
• Sequence tasks
• Identify tips to make job easier

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 3. Contingency Management Skills,
respond to irregularities and act
appropriately when things go wrong

• What to do if
• Who to contact
• Why is it important

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 4. Job/Role Environment Skills, deal
with responsibilities and expectations
of the work environment

• Safety requirements
• Obligations
• Duty of care

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 5. Transfer Skills, transfer KSAs to
new situations

• Apply skills to a different situation

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How to write a competency & assessment criteria

• Each competency is measurable and/or observable.

(Example: Perform Manicure or Develop business plan)

• Begin with an action verb.

(Example: Convert meters to points and inches.)

• Do not use evaluative or relative adjectives.

(Example: Do not use words like good, effective, appropriate.)

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How to write a competency & assessment criteria

• Do not use evaluative or relative adverbs.

(Example: Do not use words like quickly, slowly, immediately.)

• Each action verb requires an object, Verb followed by object

(Example: Identify bacteria, fungi, and parasites.)

• Say what you mean, using only necessary words.

• Use all domains as appropriate: cognitive, psychomotor and
affective.

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Points to be considered while developing/validating
Evidence Guide

• Task(s) to be assessed are specific, measurable

and/or observable
• Industry standard timeframe to perform the task(s) is
mentioned and said task(s) can be completed within
the mentioned timeframe
• Assessment of these task(s) means that the aim of
the competency standard/qualification has been
achieved
• Assessment criteria(s) for the task(s) are
measureable/observable

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Points to be considered while developing/validating
Evidence Guide
• All the appropriate outcomes are assessed by this
evidence guide
• Each assessment method, activity or task is
appropriate
• Specifies the conditions/context under which
evidence for assessment must be gathered, including
any details of required equipment and materials;
contingencies; specifications;

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Rules of Evidence
• Validity
The assessor is assured that the learner has the skills,
knowledge and attributes as described in the module or unit of
competency and associated assessment requirements.
• Sufficiency
The assessor is assured that the quality, quantity and relevance
of the assessment evidence enables a judgement to be made of
a learner’s competency.
• Authenticity
The assessor is assured that the evidence presented for
assessment is the learner’s own work.
• Currency
The assessor is assured that the assessment evidence
demonstrates current competency. This requires the
assessment evidence to be from the present or the very recent
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Structure of Performance Criteria Statement

Evaluative Word+ Object + Condition/or Standard Performance

Interpret instructions from the garment specification correctly

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Example - Performance Criteria

Unit of Competency
Prepare Garments for Fitting

Performance Criteria
P 1: Interpret instructions from the garment specification .
P 2: Select material to match work specification in terms of type, quality and
quantity.
P 3: Adapt techniques and work methods to achieve specification, within agreed
schedules.
P 4: Assemble appropriate component parts ready for first customer fittings.

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Examples of Assessment criteria's
Perform Manicure

• Prepare the client and work area for manicure and

pedicure.
• Analyze the nail and skin conditions.
• Select and use the tools, equipment and product for
the required service according to nail and skin
analysis.
• Evaluate the results using standard procedures and
classifications.
• Apply hand cleanser.
• Apply hand scrub.
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Examples of Assessment criteria's
Perform Manicure

• Soak hand manually/ machinery.

• Remove hair from hand or bleach the hair.
• Calculate the duration and time of treatment using
manufacturer’s specifications.
• Provide aftercare advices according to given
treatment. Ensure client’s satisfaction in response to
finished
• Report to supervisor after taking necessary actions in
case of any contingency

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Template of Assessment

Integrated Modular
Assessment Assessment
Package Package

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