1. TYPES AND METHODS OF COMPETENCE
ASSESSMENT
PRESENTED BY: TVET CDACC SECRETARIAT
2. INTRODUCTION
Internal assessment is an assessment conducted at
predetermined points in the learning process and is
conducted by an internal assessor who is registered
by TVET CDACC.
3. TYPES OF INTERNAL ASSESSMENTS
There are many types of internal assessment which
are conducted at different stages of learning, and
have different purposes. These include:
Diagnostic
Formative
Assessment for recognition of prior learning
(RPL).
4. DIAGNOSTIC ASSESSMENT
Used to discover a trainee’s strengths and
weaknesses, to identify a training
programme for him/her, or to assign him/her
to a specific group
5. FORMATIVE ASSESSMENT
Formative assessment takes place throughout a training
program
The trainees are assessed and given feedback as they learn
rather than at the end of the program.
It checks on the trainee’s progress and provides feedback on
areas that need more learning.
It is conducted by the trainer who doubles up as the internal
assessor
Formative assessment is conducted as follows: Internal
assessor
Obtains assessment tools from assessment officer
Makes requisition of resources for assessment
Collects evidence and makes judgment based on evidence
Gives feedback to the trainee
6. ASSESSMENT FOR RECOGNITION OF
PRIOR LEARNING
Assessment for recognition of prior learning (RPL)
is conducted to formally acknowledge competence
gained on-the-job or as a result of other informal or
unstructured learning experiences.
7. BENEFITS OF RPL
Access to formal education and training
programmes, and promoting lifelong learning.
Opportunity to get better jobs, move to formal
economy, or qualify to function as a professional.
Eligibility or access to apply for government tenders
and a nancial services for businesses, thus
improving business potential.
Improved self-esteem and respect in business
circles and society.
8. BENEFITS OF RPL CONT...
Improvement in skills and knowledge as many
individuals may require upgrading of their skills and
knowledge in order to meet the standards.
RPL promote equity and social inclusion as it
provides a second chance to disadvantaged
persons to acquire formal qualifications.
It promotes a flexible and alternate learning
mechanism promoting lifelong learning.
Higher individual returns to work experience i.e
improved opportunities to access jobs that match
individual competencies.
9. CONDUCTING RPL
RPL is conducted in line with the KNQA guidelines
and TVETA standards.
10. INTERNAL ASSESSMENT PROCESS
It consists of the following 4 major stages:
Stage 1: Planning
An assessment center prepares assessment
schedule for unit(s) of competency to be assesed
and communicates to the Council.
The Assessment center allocates assessor(s) to
develop assessment tool(s) in line with Councils
guidelines.
The assessors submit assessment tools for
validation.
11. Stage 2: Pre-assessment
Assessor establishes the assessment context,
identifies relevant occupational standards,
evidence required and identifies any support
material needed to facilitate the assessment
process.
Assessor develops an assessment plan in
conjunction with the candidate
Assessor carries out reasonable adjustment on
the assessment tool(s) where applicable.
12. Stage 2: Pre-assessment Cont’d
Assessor prepares the candidate(s) by:
Explaining the context and purpose of the
assessment and the assessment process
Outlining the assessment procedure
Determining the candidate’s readiness for the
assessment
Discussing the appeal system and re-
assessment
13. Stage 3: Assessment
The candidate performs the assessment task(s) as
the assessor collects the evidence, makes judgment
and records results.
Stage 4: Post-assessment
Assessor gives assessment feedback to the
candidate and discusses the way forward
Assessor completes assessment documents and
submits to internal Verifier for onward transmission
to the Assessment Center Officer for onward
transmission to the Council.
A candidate not satisfied with the assessment
outcome appeals through the laid down appeals
procedure.
14. METHODS OF ASSESSMENT
There are various ways of collecting information
about someone’s performance.
However, only a limited number of ways will allow
us to collect quality information that will help in
making an accurate judgment of the performance.
In choosing from the many ways of assessment,
consider the Assessment Purpose and Context in
which we are going to assess.
15. Assessment Context
Three main context of assessment:
Institutional – Such as a training institution
On-the-job – at the workplace
Work-placement – at a workplace where
training is occurring or trainees are
attached/placed
16. METHOD PURPOSE TOOL
Observation of
performance in a
simulated situation
- Assess process
application
- Assess practical skills
- Assess skills in
producing a product
- Checklist
- Video camera
Oral questioning -Assess underpinning
knowledge
- Assess skills
- Interview one-on-one
- Group interview
Projects -Assess practical skills
- Assess underpinning
knowledge
- Finished product
- Oral questions
Case studies - Assess underpinning
knowledge
- Scenarios
- Written questions
INSTITUTIONAL CONTEXT
17. INSTITUTIONAL CONTEXT CONT’D
METHOD PURPOSE TOOL
Trainee presentations - Assess underpinning
knowledge
- Assess presentation
skills
- Observation
- Written report
- Verbal feedback
Written assessments - Assess knowledge - Multiple choice
- Written short answers
Assignments Online - Assess knowledge
- Assess practical skills
- Essay
- Written short answers
- Application package
- Questions on web page
- Chat forums
Trainer/facilitator report - Assess knowledge skills
- Assess practical skills
- Verbal report
- Written report
18. ON-THE-JOB CONTEXT
Method Purpose Tool
Supervisor report - Assess practical skills
- Written report
- Performance appraisal
On-the-job
assessment
- Assess practical skills
- Assess key competencies
- Finished product
checklist
- Mentor report
- Self-evaluation report
- Team leader report
Observation of
overall
performance
- Assess application of
process skills
- Assess application of
knowledge
- Assess application of key
competencies
- Observation checklist
- Mentor report
- Team leader report
- Demonstration
19. ON-THE-JOB CONTEXT CONT’D
METHOD PURPOSE TOOL
Observing and
recording satisfactory
performance of tasks
over a period of time
- Assess all
components of
competency
- Log book
- Team leader report
- Performance
appraisal
Questions - Assess knowledge - Questionnaire
- Interview
Team-based projects - Assess key
competencies
- Assess practical skills
- Assess components
of competency
- Checklists
- Verbal presentation
Work-based projects - Assess process skills
- Assess product skills
- Assess application of
key competencies
- Log books
- Checklists
20. WORK PLACEMENT CONTEXT
Method Purpose Tool
Supervisor report - Assess practical skills
- Assess application of key
competencies
-Written report
-Mentoring tool (Log
book)
Self-assessment by
trainee
- Assess and reinforce knowledge
- Assess and reinforce practical skills
- Assess and reinforce application of key
competencies
- Observation
checklist
- Self-assessment
report
- Mentoring tool
(Log book)
On-the-job
assessment by
trainer/facilitator
- Assess underpinning knowledge
- Assess application of practical skills
- Assess application of key
competencies
- Assess components of competency
- Observation
checklist
- Oral questioning
- Written questions
