Competency Assessment: Designing Timely, Practical, and Holistic Assessments at Ontario Colleges
description
Transcript of Competency Assessment: Designing Timely, Practical, and Holistic Assessments at Ontario Colleges
Competency Assessment: Designing Timely, Practical, and Holistic Assessments at Ontario Colleges
January 24th, 2009
CIITE Overview
Colleges Integrating Immigrants to Employment (CIITE)
Vision: Internationally trained immigrants have access to programs and services in the Ontario college system that build on their qualifications and expedite their securing employment commensurate with their skills and knowledge
Objective: To improve the support structures and services colleges provide to skilled immigrants.
Focus: The development and implementation of systemic solutions to address barriers to immigrants’ rapid entry into the workplace.
Result: Improved services for skilled immigrants
Supported by the Ministry of Citizenship and Immigration of the Government of Ontario
Developed, led, and implemented by Ontario colleges
A multi-phased strategy for modifying and refining college systems and programs
CIITE Overview
CIITE Background
Phase 1: December 2003 – December 2004: Identify barriers ITIs face in
the Ontario college system
Phase 2: September 2005 – December 2007: Develop and test selected
immigrant focused practices and services in the college system
Phase 3.1: April 2008 - March 2009: Implement immigrant focused practices
and services in the Ontario college system
Phase 3.1 Projects
April 2008 - March 2009: Project Implementation o Pilot Credential Recognition (REE)o Implement ITI Advising Serviceso Implement Language Benchmarkingo Prepare Competency Assessment Models for Rollouto ITI Data Collectiono Develop and Implement Self-Assessment and Upgrade Employment Serviceso Develop and deliver Cultural Intelligence Training and Change Managemento Flexible/Modular Delivery Working Group
For more information on CIITE Projects visit www.ciite.ca
Competency Assessment - Addressing the Gap
CIITE Phase 2 identified the need for a consistent and standardized approach in order to maximize the recognition of education and experience and competency assessment was consequently funded as an additional project in Phase 2 (2007). Applicants not receiving credit for credentials without course
outlines/descriptions Applicants not receiving credit for workplace learning in a
timely manner, particularly individuals with significant experience
What does CIITE mean by Competency Assessment?
Competency assessment is a process whereby the competencies of an individual are
evaluated in relation to a particular occupation, task, or process (i.e., “what does a person
know and can they apply their knowledge and skills to a particular standard?”).
Competency assessment may be used for two purposes:
•Assessment of prior learning to determine which components of a particular college
program are lacking for graduation (competency assessment for education)
•Provision of a credential to accompany formal degrees, diplomas, and certificates which
attests to practical abilities (competency assessment for employment).
Or, more succinctly – PLAR to college program learning outcomes with the granting of a
Letter of Achievement if successful
What does CIITE mean by Competency Assessment? (cont’d)
The CIITE Competency Assessment Project design was based on two key assumptions of what is required to conduct viable, sustainable assessments of skills and experience in Ontario colleges.
• college competency assessments should be replicable across the Ontario college system so that ITIs can access assessment accordingly, and colleges can affordably offer appropriate assessment
• competency assessments should be based on program and professional requirements
Distinguishing PLAR and Competency Assessment
PLAR
Competency Assessment
PurposeIdentify, assess, and recognize skills, knowledge, and professional behaviour that cannot be assessed in formal credentials based on the learning outcomes of college courses
Identify, assess, and recognize skills, knowledge, and professional behaviour based on the learning outcomes of college programs and professional requirements
Demonstrate a candidate’s capability for professional employment in Canada (regulated professions and professional bodies)
End resultReceive a grade for a college course. Grades for PLAR courses are included on college transcripts towards the achievement of a college diploma/degree
Receive credit for a college program or, if all competencies are demonstrated, be given a “Letter of Achievement”
Identify any skills, knowledge, and/or professional behaviour that require further development
Competency Assessment Project
The Competency Assessment Project was funded near the end of CIITE Phase 2 (2007).
CIITE is currently in Phase 3, which began in April 2008.
Phase 2 Competency Assessment :
• Project Timeline: February 2007 – December 2007
• Participants: Algonquin, Boreal, CAPLA, Centennial, Conestoga, CRTO, Fanshawe, George Brown, Humber, La Cité, Niagara, OACETT, Seneca, St Clair, and Sheridan
• Key deliverable:– Develop outlines of models that will assess the knowledge and skills of ITIs by
program rather than on a course-by-course basis (regulated), Mechanical Engineering Technologist (unregulated, but with professional body)
Phase 3.1 Overview
The competency assessment activity in Phase 3.1 is developing, validating
and piloting the model in two occupations: Respiratory Therapy (RT) and
Mechanical Engineering Technology (MET). Teams of experts in each
profession have developed the professions’ ‘List of Competencies’ to be
tested, as well as assessment tools. These have been validated by
employers, regulatory bodies, and/or professional associations before being
piloted in the colleges in the last three months of Phase 3.1.
Phase 3.1 Participants RT Project
Respiratory Therapy – Participating colleges are Algonquin, La Cité, and Fanshawe. The CRTO participates in an advisory capacity.
Update on Respiratory Therapy Competency Assessment
•The project has worked with CRTO to ensure that the competencies assessed meet the most up-to-date regulations and policies.
•Currently, the team is developing the assessment tools. The assessment will have three levels of testing: written, simulated, and clinical.
•The model outlined on the next page will not be tested in its entirety in Phase 3.1. Rather, the purpose of the pilot in Phase 3.1 is data collection for future bridging projects and validation of the tools. The results for the assessment could be used to determine advanced standing at the college. The ultimate goal, although not part of this phase, is for these tools to be used for more efficient and standardized PLAR to program learning oucomes.
•The pilot is set to begin on January 31st 2009.
Overview of RT Competency Assessment Model
Potential candidate meets with Assessor
to discuss options and decides to pursue
competency assessment at an Ontario College
Candidate registers with the
CRTO
Candidate takes the didactic assessment
(no academic recognitions possible
at this stage)
If successful on didactic assessment candidate continues to taker simulate d
assessments. If unsuccessful at any
one simulation, candidate returns to
Assessor to re-evaluate their path.
If successful on all simulated
assessments, candidate moves onto the clinical
assessments.
Successful candidate
referred to the CRTO ; receives
recognition from the Ontario colleges and results are
entered into the REE.
Challenges in Respiratory Therapy
o Challenge: Success of candidates - As the competency assessment aims to test the qualifications necessary to practice Respiratory Therapy(RT) in Ontario there is concern about the success of candidates. Respiratory Therapy is primarily a North American profession and many of the internationally trained applicants will be individuals who are switching professions (e.g. Anesthesiology Assistants, Intensive Care specialist, etc.). There is concern that there won’t be many individuals in the pilot who pass the written test. Action: Searching for pilot participants with relevant experience
o Challenge: Cost of assessment for candidate – A general concern that should be kept in mind when developing the competency assessment is the direct financial costs of taking the assessment, the cost of travel and having to take time off work, securing child care, etc.
Contact Info:Rebecca Carnevale416-351-7530 ext [email protected]
Website: www.ciite.ca – look for the competency assessment final report in March!