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Assessment in CBET.

Day 4

Is a process of judging competence of an individual against the prescribed standards. It is the process of collecting evidence about performance of a trainee with the purpose of determining whether he/she is competent to do a particular working activity or not yet.

Why do we assess?
Among the characteristic features of CBET is that progress is made if preceded module or unit has been mastered. Therefore CBET calls for both Continuous assessments (Formative) and Final assessment (Summative)

Formative Assessment
Provide feedback to trainees since assessment results can be viewed as an incentive to learning. (Good results and constructive criticism on ones weakness increase self esteem to learn towards achieving and demonstrating standard competencies.)

Formative Assessmentcontd

Determine whether learner can progress to the next unit. Help for evaluation of the programme for reviewing purposes. Helps for evaluation of teaching and learning methods of delivery.

Summative Assessment
Helps to validate trainees occupational competencies It is the basis of certification Helps to validate teachers performance.

Assessment Plan
Internal assessor shall provide details on: How each unit shall be assessed, targeted date and context for assessment

Assessment Plancontd

The number of units within each module and the length of each, subject to the constraints of the total learners workload and total budget. Submissions in each unit are to be designated as summative and which, if any shall be formative. Arrange for review and feedback session

Assessment records
Progress reports for every individual learner shall be recorded in the log sheets and logbook as evidence that will be used to support claims of achievement. The Vocational teacher shall keep and maintain records of each learner.

How to set assessment items

The final assessment shall test and evaluate three main domains i.e. psychomotor, cognitive and effective domains

Categorization of Assessors (Qualification of assessors)

Assessors shall be categorized into three (3) categories as follows:

Assessor for level III

Shall have the following qualifications: Holders of FTC, Diploma or either equivalent qualifications in the relevant field. Holders of at least a teaching certificate from a recognized institution At least ten (10) years of post training relevant practical work experience in his/her field of specialization.

Assessor for level II

Shall have the following qualifications: Minimum of form IV certificate Vocational Certificate of competence or equivalent. Holders of at least a teaching certificate from a recognized institution At least eight (8) years of post training relevant work experience in his/her field of specialization.

How do we assess in CBET.

Formative assessment The performance criteria for assessment are indicated in the OUS which includes: Direct performance (process) assessment Product/ service assessment Related knowledge

Direct performance (process) assessment

This is assessment for practical skills. It is done while the trainee is doing/performing a given task.

Direct performance.contd

While assessing trainees direct performance, teacher does the following: Assess according to instructions given Supervise the trainee to avoid accidents Look for performance that relates to the criteria

Direct performance.contd

Monitor /observe each process and ask oral questions while the trainee is performing the task. To assess trainees ability to relate knowledge and practice.

Product/ service assessment

A product / service is an output resulting from a direct performance process. Product /service is assessed against prescribed specifications eg color, size, shape, functioning etc. For service ethics, mannerism, punctuality etc.

Related knowledge
Oral A teacher will ask the trainee questions related to the task while she/he is performing the task. Written- a short test is given to ascertain the actual level of knowledge and understanding as per learning objectives.