2. Definitions of assessment
VEETAC, 1993
Assessment is the process of collecting evidence and making
judgements on the nature and extent of progress towards the
performance requirements set out in a standard, or a learning
outcome, and, at the appropriate point, making the
judgement as to whether competency has been achieved
UNESCO IBE, 2013
• The process through which the progress and achievements
of a learner or learners is measured or judged.
• Assessment is the process of gathering evidence and making
judgements about whether the standards specified have
been met and whether the evidence is sufficient to indicate
competence
3. Mislevy et al, 2003
A machine for reasoning about what students know, can
do or have accomplished based on a handful of things
they say, do or make in particular settings.
KICD (2017) explains: In assessing achievement, the
“machine for reasoning” includes assessment tasks,
responses, rubrics, scores and statistics; “about what
students know, can do or have accomplished” refers to
the expected learning outcomes and objectives that are
assessed; the “handful of things they say, do or make”
concern the evidence of achievement; and the
“particular settings” include classroom interactions,
quizzes, tests and examinations
4. Types of assessment
a) Formative assessment (Assessment for learning)
A planned, ongoing process used by all students and teachers
during learning and teaching to elicit and use evidence of
student learning to improve student understanding of
intended disciplinary learning outcomes and support students
to become self-directed learners (CCSSO 2018).
Purposes include:
5. 1) Clarifying learning goals and success criteria within a
broader progression of learning;
2) Eliciting and analysing evidence of student thinking;
3) Engaging in self-assessment and peer feedback;
4) Providing actionable feedback;
5) Using evidence and feedback to move learning forward by
adjusting learning strategies, goals, or next instructional
steps;
6) Assist and support learning by advising the learner about
the quality of performance and the learner's rate of
progress towards the achievement of the competency
standard.
6. b) Summative assessment ( Assessment of
learning)
Assessment of learner’s achievement at the end of a
term, stage, course or programme. However, it does
not necessarily involve formal testing or
examinations.
A determination of whether a unit of competency or
a learning outcome has been achieved for the
purpose of formal recognition of training
Purposes include:
7. • ranking, grading and/or promoting learners,
• Certification
• help education authorities and managers make
informed decisions about resource allocation,
curriculum update and investments,
• to improve pedagogical practices
8. c) Assessment of learning outcomes
Assessment of an individual’s achievement of stated learning
outcomes, using a variety of assessment methods (written,
oral and practical tests/examinations, projects and portfolios)
during or at the end of an education programme or a defined
part of that programme
d) Diagnostic assessment
Help learners and their supervisors determine their education
and training needs
e) Assessment for the recognition of prior learning
Determines whether a person has achieved standards of
competency which have not yet been formally assessed or
recognised so that they may gain entry to or credit in
recognised courses
9. f) Predictive assessment
The process of identifying potential successes and
failures in learners’ development and suggesting
appropriate action to stimulate progress and deal
with anticipated shortcomings.
g) Self-referenced assessment
Assessment of learner’s progress and achievement
with reference to himself/herself
10. Interpretation of assessment
a) Criterion Referenced interpretation
In this approach an individual’s performance is
assessed against a defined standard and the results
can be pass or fail (e.g., a machinist can or cannot
perform a turning operation within an acceptable
range of tolerance, or an aircraft pilot must execute a
turn using instruments within specified altitude
deviation). In some cases a percentage of questions
are answered correctly (e.g., a machinist or pilot
must answer at least 70% of the written questions on
an assessment to get knowledge certification).
11. b) Norm Referenced interpretation
In this approach individuals are compared with
others taking the same assessments. A norm can be
established for pass/fail. This is useful for local,
national, and international benchmarking. However,
full application of this approach can raise questions
regarding performance and safety in some
occupations and standards may be below acceptable
limits if all individuals score low during one period of
assessment. ( Determination of cut off points may be
considered as norm referenced)
12. Characteristics of Competency
Based Assessment
1) Competency based assessment is criterion referenced.
Learners are not assessed against each other, but
against standard criteria.
2) Competency based assessment is evidence based.
Decisions about whether a person is competent are
based upon evidence provided by the candidate. The
evidence may be demonstrated or produced by the
candidate or gathered by the assessor.
3) Competency based assessment is participatory.
Candidates are involved in the process of assessment.
4) Assessment links together the three elements leading
to effective workplace performance: - competency
standards, training and practice
13. Pathways of assessment
There are two pathways for assessment in a competency
based system:
1. Assessment through training
Participants undertake training on or off the job, or a
combination of both, and competence is assessed upon
completion.
2. Assessment only
This pathway recognises that individuals gain skills and
knowledge in a variety of ways. Wherever these skills and
knowledge have been gained they can be assessed
against the relevant competency standards.
14. Training outcomes
• A training outcome is a very clear description of the
skills, knowledge and attitudes that participants
should be able to demonstrate as a result of
training. It states what the learner is required to
achieve in a training program. A competency
standard, on the other hand, states the expected
performance in the workplace.
• The training outcome is instructional, it describes in
measurable terms what the candidate is required
to know or do in order to achieve workplace
competence
15. Characteristics of training /
learning outcomes
1) They must be observable. Can you actually see or
observe the progress of the learner?
2) They must be measurable. Can you measure the
output or progress of the learner?
3) They must be written using language that is clear
and cannot be subject to ambiguity or
misinterpretation
16. Requirements for outcome
statements
In competency based training, training outcomes must be
clearly specified in terms of:
1) Performance -what the learner will be able to do as a
result of what has been learned.
2) Standards - the minimal acceptable performance level the
participant must demonstrate to be considered
competent.
3) Condition under which the learning will take place.
To write a clear and concise training outcome ask ''What does
the learner have to be able to do at the end of the period of
training?" Generally training outcomes begin with the phrase
"At the end of the training session, the learner will be able to
...
17. For example:
At the end of the training session, the learner will be able
to make 6 photocopies of a 10 page report without
crooked edges, within 10 minutes
• This training outcome specifies what the learner has to
do (make 6 photocopies of a 10 page report), under
certain conditions (within 10 minutes) and the standard
of performance expected (without crooked edges).
• Training outcomes should be expressed as action verbs.
An action verb gives a concise description of the type of
activity that the learner should be able to perform.
Some examples of the terms that are used are:
19. Role of outcomes
1) They limit the task and remove ambiguity and difficulties
of interpretation.
2) They provide direction for the trainer and clearly convey
their intent to others.
3) They give clear direction to the learners of what they are
expected to achieve.
20. 4) They provide a guide for selecting the subject
matter, the training methods and the materials to
be used.
5) They provide a guide for constructing assessment
and other instruments for evaluating learner's
progress.
6) They enable both the learner and trainer to
distinguish between different varieties or types of
behaviour and so it helps them decide which
learning strategy is likely to be optimal.
21. Training approaches
Approach Advantages Limitations
Off-the-job
Participants are
grouped and attend
regularly. The trainer
moderates learning
pace, sequence and
methods
• familiar to all
• provides interaction and
social opportunities
between participants
• adjustments can be
made continually
• whole group needs to meet
• usually course delivery pace
set by trainer
• structured time allocation
• time and place dependent
• inaccessible to distant
potential participants
On-the-job
Training in the
workplace
• provides interaction
and problem solving
opportunities
• peer support
• real work place
situations
may impinge on workplace
Activities, time allocation of
peers or mentor
22. Distance learning
Participants use
resource
packages to learn
off-campus
• cheap to administer
• easy to transport
• encourages independent
learning
• no technical skills required
• can stand alone
• high degree of self direction and
motivation needed
• high degree of literacy required
• mail and return times may slow down
process
On-line
Participants use
e-mail and the
Internet to access
resources and
information
participation in the
learning process for people
who would otherwise be
unable to access this
training
• enables familiarisation and
practice with information
technology required in
workplace settings
requires resourcing of the web site
and troubleshooting related to
technology issues
• requires support of other technologies,
such as telephone, e-mail, video
conferencing, world wide web access,
on-line chat facilities and
computer/ desktop videoconferencing
• requires adequate Administrative
support and contact from the host site
23. Approaches of competency
assessment
1. Self-assessment
Self-assessment is a form of reflection that helps a
person recognise their skill level and opportunities
for development. It gives a person a voice in their
assessment. For certifications, self-assessment is
often a necessary part of the process in which a
person also collects evidence of their capability level
24. 2. Manager and supervisor assessment
In many competency assessment processes,
managers and supervisors are called upon to assess
their team members. They are suitable assessors in
cases where they are:
• Competent in the areas they are being asked to
assess their team members
• Have a regular exposure to the team members
exhibiting the competency areas
25. 3. Expert or Experienced Operative
People who are experts or highly experienced in
some area of competency are often suitable to
assess others in that competency area. This is
particularly true for technical competencies where
the assessor must have the capabilities themselves
26. 4. Multi-rater and 360 degree feedback
The use of more than one assessor to minimise any
inherent bias. Multiple assessors can help provide
additional perspectives. 360 Degree Feedback is an
approach designed to provide an all round
perspective on a person’s competence. It brings in
the perspectives of not just the individual and their
manager, but also colleagues and direct reports
(subordinates). It is frequently used when a person is
being assessed against leadership competencies
27. 5. Assessment Centres and RTOs
• Assessment Centres and Registered Training
Organisations (RTOs) provide assessment services,
particularly in the case of certifications. In addition
to reviewing a person’s existing evidence of
competence, they utilise other techniques such as
simulation exercises.
29. Step 1 - Self assessment
The first step in competency based assessment is for a person
to conduct a self-assessment. This could be as simple as
completing a competency assessment form or it might be as
detailed as a collection of evidence that they can perform
some skill
Step 2 - Assessor review
While a self-assessment may be sufficient for some processes,
many require an assessor to also assess an individual. This
usually requires completing a competency assessment form
and in some cases reviewing the evidence a person has
collected that they can perform a skill. For more robust
competency assessment processes an assessor may observe a
person performing some skill on-the-job
30. Step 3 – identification of development needs
An assessment will identify the areas where a person
is already competent and the areas in which they
need development. Using this information a
development plan can be created.
Step 4 - on and off the job learning
A good approach to a person’s development plan is
to include a mix of on-the-job and off-the-job
learning. For instance, shadowing an expert,
attending a training course or special assignments.
31. Step 5 - re-assessment
If development needs were identified a person will
need to be re-assessed once learning has been
completed. Once the assessment has been
successfully completed a person is deemed
competent and in some cases awarded a
certification.
32. Reasons for using competencies
1 – Clear expectations:
Competencies help define how a person should perform
their role. Consider this small subset of leadership
behaviours:
These communicate to the leader that they are expected
to do these things. Without this information a person is
unaware of everything that leadership entails
• Defines clear standards and measures for
individual and team performance.
• Plans are developed in accordance with
the organisation’s objectives.
• Provides regular and specific performance
feedback.
33. 2 – Evaluation, knowing where you are now: This is
important because it identifies where you currently
are. Continuing with the previous leadership example
it would be vital to know that your planning and
organising skills were super effective, but you
weren’t doing a good job of providing feedback. If
you didn’t know this, you will not improve.
34. 3 – Coaching:
For many people at work, their manager is their primary
coach. Competencies make it possible to pinpoint highly
specific behaviours that need development effort.
4 – Career planning:
Not only can you evaluate how well you meet the
expectations of your current role, you can also do this for
desired roles. What capabilities will you need and what
will you need to develop? The answer is competencies.
Your career plan can include specific develop activities to
get you ready for the next role.
35. 5 – Succession planning:
It’s crucial that succession plans are in place. Being
able to review career plans and understand
competency gaps is vital for succession planning
6 – Capability development and workforce
planning:
It’s knowing where you are now, and where you want
to go. Then understanding the capabilities an
organisation has now compared to the skills that will
be needed.
36. 7 – Recruiting:
The benefit of using competencies for recruiting is
that you have detailed and specific criteria for the
person you are seeing. It’s makes it much more likely
that you’ll find the right match. You’re evaluating all
candidates against the same criteria. It’s less
subjective and more objective
37. Dimensions of competence
Being competent means being able not only to
perform a skill in isolation but also involves:
1) Performing at an acceptable level of skill.
2) Managing a number of different tasks.
3) Responding and reacting appropriately when
things go wrong.
4) Fulfilling the responsibilities and expectations of
the workplace.
5) Transferring skills and knowledge to new
situations and contexts
