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ASSESSMENT
Presentor:
HERMINIO H. PEDROSO
INTRODUCTION
Assessment may be carried out for a number of reasons, including: Certification Occupational health and safety Recruitment, selection and promotion Training needs analysis Licensing
ASSESSMENT
Assessment is the process of collecting evidence and making judgments on whether competency has been achieved. The purpose of assessment is to confirm that an individual can perform to the standards expected in the workplace as expressed in the relevant competency standards.
WHAT IS COMPETENCY? Competency is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.
able to do the job knowing how and why things are done knowing what to do if things go wrong having the right approach to do a job properly and safely
The context and purpose of assessment are explained to the candidate in line with the requirements of the relevant Assessment Guidelines The needs of the candidate are determined to establish any allowable adjustments in the assessment procedures. Information is conveyed using verbal and non-verbal language which promote a supportive assessment environment.
Legal and ethical responsibilities associated with the assessment are explained to the candidate in line with the relevant Assessment Guidelines. The competency standard to be assessed and the evidence to be collected are clearly explained to the candidate. The assessment procedure is explained to the candidate in line with relevant Assessment Guidelines.
PERFORMANCE CRITERIA
Evidence is gathered using the evidence gathering methods specified in the relevant Evidence Guide. Evidence is gathered and documented in accordance with assessment procedures specified in the relevant Assessment Guidelines. Reasonable adjustments are incorporated in the evidence gathering procedures, where appropriate in with the Assessment Guidelines. Evidence is gathered and documented using the relevant assessment tools.
The evidences are evaluated in terms of the rules of evidence. The evidences are evaluated in accordance with the dimensions of competency. The assessment decision is made based on evaluation of the evidence and the requirements of the relevant units of competency.
Assessment results are recorded accurately in accordance with approved record keeping procedures of the organization. Records of the assessment procedure, evidence collected and confidentiality of assessment outcomes is maintained in accordance with the approved guidelines of the organization. Issuance of certificates is systematically organized in line with the standard procedures of the organization.
Cleared and concised feedback of assessment is given to the candidate in line with the relevant Assessment Guidelines. Ways of overcoming any gaps in competency are explored with the candidate A candidate who failed is informed with the scheduled reassessment in line with organizational policy and procedures.
TESDA Assessment Center Private and public technical education school/training centers
Workplace/enterprise
Community programs Formal and non-formal TESDA programs
Certify that an individual has achieved competency Recruit and select candidates for a job Monitor individual performance at work Determine training needs Conduct skills audit Recognize prior learning Classify a person against industry or enterprise standards Provide feedback on progress during training
Translation of assessment documents and written and verbal instructions and questions from English into local dialects
Evidence gathering methods are specified in the Evidence Guide and may include but are not limited to:
Observation Interview Demonstration Third party reports Portfolio Written test Simulation
Evidence
RANGE
Evidence may include both:
Specific instruction to be given relating to the performance of practical tasks, processes or simulation exercises. Specific instruments to be given in relation to the production of projects and exercises Sets of verbal written/computer based questions to be asked Observation Checklist Logbooks Third party reports
Validity Authenticity
Sufficiency
Currency
Recency Consistency
Task skills Task management skills Contingency management skills Job/role environment skills
Forms designed for the specific assessment result Checklist for recording Observations/process Combination of the above
Organization RANGE
TESDA
Schools Training Centers Enterprise/industry
Community Organization
NGOs LGUs POs
The assessor:
Step 1 Establish the assessment context establishes the context and purpose of the assessment identifies the relevant Unit(s) of Competency and Assessment Guidelines reads the Unit(s) of Competency and identifies the evidence requirements
The assessor meets with the candidate to: explain the context and purpose of the assessment and the assessment process explain the Unit(s) of Competency to be assessed and the evidence to be collected outline the assessment procedure, the preparation which the candidate should undertake and answer any questions assess the needs of the candidate and establish any allowable adjustments in the assessment procedure seek feedback regarding the candidate's understanding of the competency standards, evidence requirements and assessment process determine if the candidate is ready for assessment and decide on the time and place of the assessment
Step 3
Plan and prepare the evidence gathering process
establish a plan for gathering evidence about the candidates 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 and/or prepare the evidence gathering tools.
Step 4
Collect the evidence & make the assessment decision
The assessor must: 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 competency evaluate evidence in terms of the four dimensions of competency task skills, task management skills, contingency management skills and job/role environment skills incorporate specified allowable adjustments to the assessment procedure, where appropriate evaluate the evidence in terms of validity, consistency, currency, equity, authenticity and sufficiency record details of evidence collected make a judgment about the candidate's competence based on the evidence and the relevant unit[s] of competency
The assessor must provide advice to the candidate about the outcomes of the assessment process. This includes providing the candidate with:
Step 5
Provide feedback on the assessment
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 assessor must: record the assessment outcome maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures of the organization maintain the confidentiality of the assessment outcome Endorse assessment results/ outcomes to venue or coordinator facilitate/recommend the issue of Certificate of Competence or National Certificate
On completion of the assessment process, the assessor 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 TESDA
CONTEXT OF ASSESSMENT
The context of assessment is the environment or setting in which the activity takes place. It includes the following: o Physical setting workplace, assessment center, community project, on line o Tools, equipment and facilities o Materials access to materials required to undertake the assessment. Are theses supplied by the candidate or the assessor? o Purpose of assessment certification, licensing, OH&S, skills audit o Employment status of candidate is the assessment directly related to the candidates work? o Access to support personnel technical experts, support staff
CONTEXT OF ASSESSMENT
Regardless of the assessment context, the assessor must provide a supportive environment before commencing the assessment by: o making sure the environment is suitable for the assessment o ensuring that the candidate is relaxed and not apprehensive o greeting, welcoming and establishing a rapport with the candidate o allowing the candidate time to settle in and feel comfortable. o giving the candidate a brief overview of the assessment process in terms that are easily understood o advising the candidate to ask questions o advising the candidates when they can begin the assessment task
REASONABLE ADJUSTMENT
Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment, is designed to ensure that all people are treated equally in the assessment process. This means, wherever possible, reasonable adjustments are made to the assessment process to meet the individual needs of candidates. For example, this may involve translating written instruction into local dialect for candidates from nonEnglish speaking backgrounds or providing instructions orally rather than in writing for candidates with limited language skills.
Occupational health and safety requirements Confidentiality of assessment outcomes Free consent of candidates Adherence with quality systems, policies and procedures of the workplace Transparent reporting and recording of assessment outcomes Integrity of the assessor
End of Presentation
Thank You!