Competency Based Assessment ( CBA) Program for RPL Assessor.pptx

Competency Based Assessment ( CBA) Program
for RPL Assessor

SESSION LEARNING OUTCOMES
 Identify and manage OSH issues in a learning
environment
 Complete a learning environment risk assessment form
Hazard controlling
Prepare Hazard checklist

WHO IS RESPONSIBLE FOR OSH?
As a Assessor you have a responsibility to your
Candidate for the assessment environment within
which you are assessing; including ensuring the
assessment environment is safe and healthy .

WHAT IS DUTY OF CARE?
 Responsibility to take reasonable care of the
safety and health of all those candidate under
your assessment of supervision.

DUTY OF CARE / RESPONSIBILITIES
Provide:
 A safe assessment environment
 Safe systems of demonstration
 Safe use of tools and equipment
 Communication about safety requirements
 Use safety symbol
 Information about hazards

WHAT IS A HAZARD?
 Anything or anyone that can harm or cause ill health
to a person,
 Anything or anyone that can damage property or the
environment,
 A combination of these things.
 A source of potential harm to loss the plant, property
or equipment.

TYPES OF HAZARDS
 Physical Hazards
 Biological Hazards
 Chemical Hazards
 Agronomical Hazards
OSH-Page 21

PHYSICAL HAZARDS
 Floors, slippery surfaces, stairs, steps, ladders,
 Fire
 Falling objects
 Manual handling ( lifting, pushing pulling etc), noise,
vibration,
 Poor lighting, ventilation, or air quality
OSH-Page 23

CHEMICAL HAZARDS
 Chemical substances,
 Dangerous goods
 Cleaning agents,
 Dusts and fumes,
 Acids or poisons
 Explosive (we‡ùviK c`v_©)
OSH-Page 26

BIOLOGICAL HAZARDS
 Radiation
 Microbiological
 Viruses
 Insects (KxU, cZ½)
 Vermin (km¨vw`i ÿwZKviK cÖvYx)
OSH-Page 24

RISK
Risk is the chance of something occurring
that will result in injury or damage . It is
measured in terms of the consequences and the
likelihood of occurrence.

CONTROL RISKS
ELIMINATION
SUBSTITUTION
ISOLATION
ENGINEERING
ADMIN
PPE
OSH Page 11

LEARNING OUTCOMES OF THE DAY
DESIGN, ORGANIZE AND CONDUCT ASSESSMET

What is Competency Based assessment?
CB Assessment is the process of
collecting evidence and
making judgments about whether competency has been
achieved
to confirm that an individual can perform to the
standard expected in the workplace as expressed in
the
relevant industry-endorsed competency standards, or
the learning outcomes of an accredited course.

DEFINATION OF ASSESSMENT
Assessment is the process of collecting evidence
and making judgements about whether a
person can perform in the workplace to the
minimum acceptable standard or is able to
demonstrate that they meet the learning
outcomes of an accredited course
S. M Mahfuzur Rahman (DPO-TE)
(Competency Based Assessment -Page 7)

TYPES OF ASSESSMENT
Formative
Summative

TYPES OF ASSESSMENT
Formative
Summative
Identify progress or
improvement of the
Student with in
training or course
session.

TYPES OF ASSESSMENT
Formative
Summative
To Certified the
candidate after
completing the
training or course
session.

1.4 Types of Assessment
SUMMATIVE
Formal recognition
• classify skill level
• gain qualification
• recognize prior
learning
FORMATIVE
Diagnose performance
• identify training gaps
• confirm learning
progress
• evaluate training

PRINCIPLES OF ASSESSMENT
Fair Valid
Flexible
Reliable

Fair Valid
Flexible
Reliable
Impartial and
equitable
regardless of
age, gender,
Religion,

Fair Valid
Flexible
Reliable
Focuses on
the elements
and the
performance
criteria

Fair Valid
Flexible
Reliable
Consistency of
assessment
results in all
time

Fair Valid
Flexible
Reliable
Flexibility in
delivery and
assessment
strategies
appropriate to
the range of
KSAs
encompassed
by
competency
standards

VALID
AND
RELIABL
E
RELIABLE
BUT NOT
VALID
NOT VALID
OR
RELIABLE
Validity and Reliability

Only done once
Relies on single assessor
Limited number of repeats of important skills
No night Driving
Artificial conditions (assessor in the car)
No evidence of transfer from one car to another
No allowance of important special circumstances
R
R
R
V
V
V
V
Drivers Licence

The context of assessment is the environment or setting
in which the assessment activity takes place
The Context of Assessment

Physical Setting
• Workplace
• Assessment center
• Community project
• Online set-up
Context of Assessment Con…..

Tools, Equipment and Facilities
• Prepare a Checklist of Tools, Equipment and
Facilities (Resources List)
• Ready and Available before the assessment
start

Materials
• Identify Perishables and Consumables
needed
• Documents (Assessment Package)
pertinent to assessment should be ready

Purpose of Assessment
• Clarify the purpose of the assessment to the
assesse

ASSESSMENT METHODS
 Written Test
 Oral Questioning
 Demonstration
 On the Job Observation
 Trainee Portfolio
 Group work assessment (Formative)
 Learning Diary (Formative)
(Design Competency Based Assessment -Page 31)

ASSESSOR ROLE
 Collect tools for assessment
 Prepared the candidate for assessment
 Describe the assessment process to candidate
 Take self assessment
 Take decision to assessment
 Apply assessment method
 Give feedback to the candidate
 Result published
 All process recheck and submit evidence to BTEB

CANDIDATE NEED TO KNOW BEFORE
ASSESSMENT
 Purpose of assessment
 Unit of competency (task)
 Evidence requirement
 Evidence gathering process (Assessment Method)
 Assessment condition
 Role of the assessor

REASONABLE ADJUSTMENT
Reasonable adjustment is designed to ensure
that all the people are treated equally in the
assessment process
(Organize and conduct CB Assessment -Page 14)

Appeal Process
• It is essential that trainees have access to a
process for appealing against an assessment
decision. You must make the trainee aware of
this right and how to access it if necessary.

Supportive environment for Assessment
• Making sure that the environment is suitable
for assessment.
• Ensuring that the candidates are relaxed and
not too apprehensive
• Greeting, welcoming and establishing rapport
with the candidate.
• Allowing the candidates time to settle in and
feel comfortable
• Inviting the candidate to ask questions

When to stop an assessment
• There is any breach of safety
• Equipment breaks down
• The trainee becomes stressed or requests to stop
• There is clear evidence of non competence.
• There is a chance of damage to property or
equipment.
• The assessment is having an effect on Workplace
production.

TRADITIONAL ASSESSMENT PROGRAMS CBT ASSESSMENT PROGRAMS
Instructors focus on Managing
instruction.
Instructors focus on Learner
competent.
Most students enter at about the
same time
Students enter at various times
throughout the year.
The instructor controls the total
student result.
Each student assesse at his or
her own performance.
All students are usually tested at
once.
Each student is tested when
ready to demonstrate.
Very little continuous feedback is
given.
Immediate feedback is given to
each student at critical points in
the assessment process
Candidate can not stop assessment
process
Candidate can stop assessment
when he or she want

Competency Based Assessment ( CBA) Program for RPL Assessor.pptx

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Competency Based Assessment ( CBA) Program for RPL Assessor.pptx