Ministry of Education

Core Module 3.

Assessing Learners Competence

Ministry of Education

UNDERSTANDINGOUTCOME-BASED ASSESSMENT

What is Assessment?

Assessment is the process of collecting evidence and making judgements

on whether competency has been achieved.

The purpose of assessment is to confirm that a learner can perform to the standards expected in

the workplace as expressed in the relevant occupational standards.

Ensure that TVET graduates have competencies required by industry;

Emphasize workplace performance; and

Ensure TVET graduates meet international standards.

Reasons for Competence Assessment

What is Evidence?

Evidence is information gathered and matched against a unit of competence to

provide proof of competence.

Forms of Evidence

Evidence that can be observed or witnessed

Direct Indirect

Evidence

Work evidence that can be reviewed or examined

Recent

Consistent

Authentic

Sufficient

Current

Valid

Rules of Evidence

Valid

Is the evidence:

Related to the current version of the Standards?

Relevant to the Elements and Performance Criteria in the Standard?

Consistent with the Range of Variables and the Evidence Guide?

Current

Does the evidence:

Reflect the learner’s current knowledge and skills in the relevant aspect of work?

Establish that the learnercan meet the Elements and Performance Criteria specified in the current version of the relevant Standards?

Sufficient

Does the evidence:

Cover all the elements?

Meet all the evidence requirements?

Illustrate that the learner can meet the four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills?

Authentic

Did the evidence presented the learner’s own work?

What procedures are in-place to ensure the authenticity of the evidence: Observation of work in progress Declarations Third party validation?

Consistent

Does the evidence:

Show that the learner consistently meets the standards under workplace conditions rather than showing a one off-demonstration of the standards?

Incorporate multiple items of evidence?

Recent

Relationship with unit of competency

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Ministry of Education

PLANNINGOUTCOME-BASED ASSESSMENT

Formative Assessment

Provides the learners with feedback regarding success or failure in attaining learning outcomes

Identifies learning errors that need to be corrected

Reinforces successful performance

Provides information to trainor for making instruction and remedial work more effective

Summative Assessment

Is given when all the modules in the program have been accomplished

Determines the extent to which competence have been achieved

Result is expressed using the term “satisfactory” or “not satisfactory”

Evidence PlanEvidence Gathering Tools

Planning tool

First stage in developing an evidence gathering tool

List of the evidences that the trainor must gather when conducting the assessment of a particular unit of competency

Evidence Plan

UNIT DESCRIPTOR

This unit covers the knowledge, skills and attitudes required to service, remove, test and charge automotive batteries. This unit is applicable to batteries fitted to vehicles.

Service Automotive Battery

ELEMENTS PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables a. Check

automotive battery

• Tools and testing equipment are readied and selected according to specified job requirements.

• Battery is tested in accordance with company standard operating procedures and manufacturer’s specifications.

• Test results/findings are recorded, analyzed and reported to direct supervisor according to company standard operating procedures.

b. Remove automotivebattery

• Battery is removed without causing damage to the vehicle and to any workplace property.

• Safety precautions in handling the automotive battery are done according the workplace policies and procedures.

• Appropriate action is taken to prevent loss of vehicle’s electronic memory if applicable.

c. Service and Charge Battery

• Battery is charged using the appropriate battery charger • Electrolyte levels is checked and filled-up according to required level • Battery and its terminals are cleaned according to manufacturer’s

manual • Multiple connectors are repaired and/ or replaced to restore integrity

of the involved circuit according to manufacturer’s specifications • Leads are connected/disconnected in sequence observing proper

polarity as per manufacturer’s manual d. Jump-start

vehicle • Vehicle is jump-started without causing damage to vehicle and to any

workplace property • Appropriate jumper leads are selected ensuring spike protection

when necessary • Leads are connected/disconnected in correct sequence and polarity

as per manufacturer’s manual.

Prepared by: Date:Checked by: Date:

NOTE: *Critical aspects of competency

Competency standards: Automotive Servicing

Unit of competency: Service Automotive Battery

Ways in which evidence will be collected: [tick the column]

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The evidence must show that the learner . . . Readies and selects automotive tools and testing equipment appropriate to job requirements x Tests automotive battery x x x Records, analyses and reports test results/findings to supervisor x x x Removes automotive battery without causing damage to vehicle and workplace property x x x Handles automotive battery with safety precautions x x Charges battery using an appropriate charger x Checks electrolyte level of battery x Cleans battery and its terminals x x Repairs/replaces multiple connectors x Connects/ disconnects leads in correct sequence observing proper polarity x x Jump-starts vehicle without causing damage to vehicle and workplace property x Observes occupational health and safety practices x Knows industry codes of practice x Knows battery servicing and charging procedures x Knows specifications and types of testing equipment and tools x Records, analyses and reports test results/findings to supervisor x x Practices safe handling of battery electrolyte and acids x

Elements and performance criteria

Underpinning knowledge and skills

Dimensions of competency

Types of Evidence Gathering Methods

Real work/real time

Observation

Third Party Report

Structured activities

Demonstration

Questioning

Oral

Written

Interview

Portfolio

Learner’s collection of evidences

Evidence gathering tools are the actual instrument that the trainor uses to collect evidence: Observation checklist Demonstration of work activity Question list Interview Portfolio Third party report Written test Work related project

Evidence Gathering Tools

Help candidate understand what is expected;

Focus for the assessor in evidence gathering

Record assessment outcome

Identify what action is needed to address skills and knowledge gaps

Purpose of Evidence Gathering Tools

Observation is a key form of evidence gathering.

Observation should collect evidence of all components of competence, including the dimensions of competence.

Observation

Learner’s name:

Trainor’s name:

Module Title:

Learning Outcome:

Date of assessment:

Venue of assessment:

Instructions for demonstration

Materials and equipment

During the demonstration of skills, did the learner: Yes No N/A

The learner’s demonstration was: Satisfactory Not Satisfactory

Learner’s name:

Trainor’s name:

Module Title: Servicing automotive batteryLearning Outcome: Service and charge battery

Date of assessment:

Venue of assessment: Moenco Service StationInstructions for demonstration Given the necessary materials, tools and equipment, service and charge the battery of a specified vehicle within 2 hours.

Materials and equipment

Vehicle with Automotive Battery, Battery Charger, Spanner, Jumper Cable, Tester, Detergent, Water, RagsDuring the demonstration of skills, did the learner: Yes No N/ACharge the battery using the appropriate battery charger

Check and filled-up electrolyte levels according to required level

Clean the battery and its terminal according to manufacturer’s manual

Repair/replace multiple connectors to restore integrity of the involved circuit according to manufacturer’s specifications

Connect/disconnect leads in sequence observing proper polarity as per manufacturer’s manual

The learner’s demonstration was: Satisfactory Not Satisfactory

Observation points

Task to be demonstrated

Times when observation cannot be used

Verifying observations

Underpinning knowledge

Dimensions of competence, i.e.: contingency skills

Questioning is appropriate for . . .

Extension

Contingency

Safety

Infrequent activities

Regulations and procedures

Types of Questions

What would you do if you need to demonstrate how to cut and paste documents but the computer unit you are using is not installed with MS Word? (a similar but different situation)

What would you do if you need to compute the area of a lot but there is no available calculator? (alternative equipment/procedure, etc.)

Extension Questions

What would you do in the event of . . . ? (accident or emergency)

What would you do if . . . ? (equipment broke down or something malfunctioned)

What would you do if . . . (complaint was made or conflict occurred)

How do you avoid . . . ? (preventive measure)

Contingency Questions

What precaution must you take when . . . ?

What safety equipment and clothing should you use when . . . ?

Why should you not . . . ? (procedure or activity that is not permitted)

What would you do if . . . ? (dangerous situation)

How do you avoid . . . ? (preventive safety measure)

Safety Questions

What would you do if . . . ? (rarely occurring but critical situation)

If . . . happened, what action would you take?

Questions on Infrequent Activities

What are the regulations in respect of . . . ?

What are the procedures/steps to . . . ?

What checks are required by the manufacturer to . . . ?

What is the regulation that covers . . . ? (situation or activity)

What are the organizational regulations that apply when . . . happens ?

Questions on Regulations and Procedures

Oral Questions Satisfactory response

The learner should answer the following questions:

Yes No

The learner’s knowledge was: Satisfactory Not Satisfactory

Feedback to learner:

The learner’s overall performance was:

Satisfactory Not Satisfactory

Learner’s signature: Date:Trainor’s signature: Date:

Questions

Satisfactory response

The learner should answer the following questions: Yes No

1. How will you check the battery voltage?

2. Why is it necessary to remove the battery negative cable first before removing the positive cable?

3. What would happen if the negative jumper cable is connected ahead of the positive jumper cable when you perform the jump start technique in starting a vehicle with a weak battery?

4. Is it alright to replace the battery of a car you are servicing without the consent of the customer? If no, why?

5.

6.

The learner’s underpinning knowledge was: Satisfactory Not Satisfactory

Feedback to learner:

The learner’s overall performance was: Satisfactory Not Satisfactory

Trainor’s signature:

Date:

Extension question

Procedure question

Contingency question

Sample: Questioning Tool

A Portfolio is a collection of evidences that may be presented to an assessor to prove your competence on a job or task.

What is a Portfolio?

Training results/certificates

Training workbooks

References from colleagues/employers

Job descriptions/work experience

Photos/videos

Work journal/diary

Awards

Work samples – menus, letters, memos, budget

What is portfolio evidence?

Third Party Report

Evidence provided by a person who has first hand information on the candidate’s performance

Often supplied by person in authority

Useful for verifying assessor’s observation

Useful in assessing consistency of candidate performance

It is important that the trainor see more than one type of evidence.

The evidence must be:Related to the work describedThe trainee’s own evidenceEnough to show that the trainee can do all aspects of work and

meet dimensions of competenceCurrent evidence

Outcomes of school assessment may be useful evidence

Choosing evidences

Organizingan Assessment Activity

Assessment Resources

Specific information on assessment resources is provided in the Resource Implications section of the Evidence Guide.

This includes information on:

Tools

Equipment

Facilities

Workshop Activities

1. Prepare an Evidence Plan for a specified unit of competence.

2. Prepare a set of Evidence Gathering Tool based on your Evidence Plan.

Given the necessary templates:

Ministry of Education

ASSESSING LEARNERS COMPETENCE

The Assessment Process is a series of steps that learners and trainors walk through while

undertaking the assessment.

Assessment Process

Steps in AssessingLearners Competence

Establish the assessment contextEstablish the assessment context

Prepare the learnerPrepare the learner

Plan and prepare the evidence gathering process

Plan and prepare the evidence gathering process

Collect the evidence and make the assessment decision

Collect the evidence and make the assessment decision

Provide feedback on the assessment

Provide feedback on the assessment

Record and report the resultRecord and report the result

Review the assessment processReview the assessment process

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11 Establish theAssessment ContextEstablish theAssessment Context

ENVIRONMENT OR SETTING IN WHICH THE ASSESSMENT ACTIVITY TAKES PLACE

Physical setting Materials

Tools and Equipment

Access to Support Personnel

Evidence Planand Evidence Gathering Tools

22 Prepare the LearnerPrepare the Learner

Explain the context and purpose of the assessment and the assessment process

Explain the unit/s of competence to be assessed and the evidence to be collected

Outline the assessment procedure, the preparation which the learner should undertake and questions to answer

Assess the needs of the learner and establish any allowable adjustments in the assessment procedure

The trainor meets with the learner to . . .

Does the learner trust you? If not, what can you do to improve this?

Are there racial, cultural, religious, gender, or language issues which may influence the conduct or outcome of assessment?

Allowable Adjustments

33 Plan and Preparethe Evidence GatheringProcess

Plan and Preparethe Evidence GatheringProcess

Establish a plan for gathering evidence about the learner’s performance in order to make the assessment decision

Organize equipment or resources required to support the evidence gathering process

Coordinate and brief other personnel involved in the evidence gathering process

Obtain/prepare the evidence gathering tools

The Trainor must . . .

44Collect the evidenceand make theassessment decision

Collect the evidenceand make theassessment decision

Evidence is information gathered which when matched against the

unit of competence, provides proof of competence.

Implement the evidence gathering process and ensure its validity, reliability, fairness and flexibility;

Collect appropriate evidence and match compatibility to the elements, performance criteria, range of variables and evidence guide in the relevant units of competence;

Evaluate evidence in terms of the 4 dimensions of competence

The Trainor must . . .

Incorporate specified allowable adjustments to the assessment procedure (as appropriate)

Evaluate the evidence in terms of validity, consistency, currency, equity, authenticity and sufficiency

Record details of evidence collected

The Trainor must . . .

Make a judgment about the learner’s competence

based on the evidence and the relevant unit/s of

competence.

Considerations in Evaluating Evidences

Requirements of the unit/s of competence

Dimension of competence

Rules of Evidence

Corroboration of evidence

Making the Judgment

After the trainor gathered all the evidences, he/she should determine whether the evidences meet the requirements for the competency.

The trainor can then work out what feedback and what further action is required.

55 Provide Feedbackon the AssessmentProvide Feedbackon the Assessment

The Trainor must provide advice to the Learner about the outcome of the

assessment.

Feedback occurs when the trainor

communicates the assessment decision

and discusses further opportunities for

development or improvement.

Clear and constructive feedback on the assessment decision;

Information on ways of overcoming any identified gaps in competency revealed by the assessment;

The opportunity to discuss the assessment process and outcome;

Information on reassessment process, if required.

The Trainor must provide the Learner with . . .

66 Record and Reportthe Results Record and Reportthe Results

record the assessment outcome

maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures

maintain the confidentiality of the assessment process

endorse assessment results/outcomes to processing officer

The Trainor must . . .

77 Review theAssessment ProcessReview theAssessment Process

On completion of the assessment process, the Trainor must . . .

review the assessment process

report on the positive and negative features of the assessment to those responsible for the assessment procedures

make suggestions on improving the assessment procedures to appropriate personnel

participate in any group review of the assessment process organized by the institution

Thank you for listening.