Conduct Competency Asessment1

7/27/2019 Conduct Competency Asessment1

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CONDUCT COMPETENCYASSESSMENT

Presentor:

HERMINIO H. PEDROSOInstructor III / TESDA-PTS


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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


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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.


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WHAT IS COMPETENCY?

Competency is the possession and

application of knowledge, skills

and attitudes to perform workactivities to the standard expected

in the workplace.


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KEY FEATURES OF

COMPETENCY

being 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


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CONDUCT COMPETENCY ASSESSMENT

Prepare the trainee/candidate

The needs of the candidate are determined to establish anyallowable adjustm entsin the assessment procedures.

Information is conveyed using verbal and non-verbal

language which promote a supportive assessment

environment.

The con text and purpo se of assessmentare explained to

the candidate in line with the requirements of the relevant

Assessment Guidelines

ELEMENTS

PERFORMANCE CRITERIA


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Prepare the trainee/candidate

ELEMENTS


Legal and ethical responsibi l i t iesassociated with the

assessment are explained to the candidate in line with the

relevant Assessment Guidelines.

The competency standard to be assessed and the evidenceto be collected are clearly explained to the candidate.

The assessment procedure is explained to the candidate in

line with relevant Assessment Guidelines.


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Gather evidence

ELEMENTS


Evidence is gathered using the evidence gathering

methodsspecified in the relevant Evidence Guide.

Evidenceis 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 too ls.


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Make assessment decision

ELEMENTS


The evidences are evaluated in terms of the ru les o f

evidence.

The evidences are evaluated in accordance with the

dimens ions o f competency.

The assessment decision is made based on evaluation of the

evidence and the requirements of the relevant units of

competency.


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Record assessment decision

ELEMENTS


Assessment results are recorded accurately in accordancewith approved record keeping proc edu res of the

organizat ion.

Records of the assessment procedure, evidence collected

and confidentiality of assessment outcomes is maintained inaccordance with the approved guidelines of the organization.

Issuance of certificates is systematically organized in line

with the standard procedures of the organization.


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Provide feedback to candidates

ELEMENTS


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.


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Assessment Context

VARIABLES

RANGE

TESDA Assessment context may include:

Private and public technical education school/training centers

Formal and non-formal TESDA programs

TESDA Assessment Center

Community programs

Workplace/enterprise


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Purpose of Assessment

VARIABLES

RANGE

TESDA Assessment is carried out:

Recruit and select candidates for a job

Determine training needs

Certify that an individual has achieved competency

Monitor individual performance at work

Conduct skills audit

Recognize prior learning

Classify a person against industry or enterprise standards

Provide feedback on progress during training


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Allowable Adjustment

VARIABLES

RANGE

Allowable adjustment are restricted to:

Translation of assessment documents and written and verbal

instructions and questions from English into local dialects


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Legal and Ethical Responsibilities

VARIABLES

RANGE

Legal and ethical responsibilities include:

Occupational Health and Safety

Regulations and Codes of Practice


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Evidence Gathering Methods

VARIABLES

RANGEEvidence gathering methods are specified in the Evidence

Guide and may include but are not limited to:

Observation

Demonstration

Interview

Third party reports

Portfolio

Written test

Simulation


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Evidence

VARIABLES

RANGE

Evidence may include both:

Direct Evidence

Indirect Evidence


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Evidence Gathering Tools

VARIABLES

RANGEEvidence gathering tools may include:

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

Logbooks

Third party reports

Observation Checklist


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Rules of Evidence

VARIABLES

RANGE

Rules of evidence include: Validity

Authenticity

Sufficiency

Currency

Recency

Consistency


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Dimensions of Competency

VARIABLES

RANGE

Dimensions of competency include:

Task skills

Task management skills

Contingency management skills

Job/role environment skills


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Record Keeping

VARIABLES

RANGE

Record keeping may include:

Forms designed for the specific assessment result

Checklist for recording

Observations/process

Combination of the above


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Organization

VARIABLES

RANGE

Organization includes the following:

TESDA

Schools

Training Centers

Enterprise/industry

Community Organization

NGOs

LGUs

POs


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The assessor:

establishes the context and

purpose of the assessment identifies the relevant Unit(s) of

Competency and Assessment

Guidelines

reads the Unit(s) of Competencyand identifies the evidence

requirements

Step 1

Establish the

assessment

context

Steps in Conducting Competency

Assessment


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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 beassessed 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 andestablish any allowable adjustments in the

assessment procedure

seek feedback regarding the candidate's

understanding of the competency standards,

evidence requirements and assessmentprocess

determine if the candidate is ready for

assessment and decide on the time and

place of the assessment

Step 2

Prepare the

candidate


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The assessor must:

establish a plan for gathering

evidence about the candidates

performance in order to make

the assessment decision

organize equipment or resourcesrequired to support the evidence

gathering process

coordinate and brief other

personnel involved in theevidence gathering process.

obtain and/or prepare the

evidence gathering tools.

Step 3

Plan and

prepare theevidence

gathering

process


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The assessor must:

Implement the evidence gathering process

and ensure its validity, reliability, fairness and

flexibility

collect appropriate evidence and matchcompatibility 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 managementskills 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 andsufficiency

record details of evidence collected

make a judgment about the candidate's

competence based on the evidence and the

relevant unit[s] of competency

Step 4

Collect the

evidence &make the

assessment

decision


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The assessor must provide advice to

the candidate about the outcomes of

the assessment process. This

includes providing the candidate with:

clear and constructive feedback

on the assessment decision

information on ways ofovercoming any identified gaps

in competency revealed by the

assessment

the opportunity to discuss the

assessment process andoutcome

information on reassessment

process, if required

Step 5

Provide

feedbackon the

assessment


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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 orcoordinator

facilitate/recommend the issue

of Certificate of Competence or

National Certificate

Step 6

Record andReport the

result


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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 assessmentprocedures

make suggestions on improving

the assessment procedures to

appropriate personnel participate in any group review

of the assessment process

organized by TESDA

Step 7

Review theAssessment

process


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CONTEXT OF ASSESSMENTThe context of assessment is the environment or setting inwhich the activity takes place. It includes the following:

o Physical setting workplace, assessment center, communityproject, on line

o Tools, equipment and facilities

o Materials access to materials required to undertake the

assessment. Are theses supplied by the candidate or theassessor?

o Purpose of assessment certification, licensing, OH&S, skillsaudit

o Employment status of candidate is the assessment directlyrelated to the candidates work?

o Access to support personnel technical experts, support staff


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CONTEXT OF ASSESSMENT

Regardless of the assessment context, the assessor mustprovide a supportive environment before commencingthe 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 thecandidate

o allowing the candidate time to settle in and feel comfortable.

o giving the candidate a brief overview of the assessmentprocess in terms that are easily understood

o advising the candidate to ask questionso advising the candidates when they can begin the assessment

task


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REASONABLE ADJUSTMENT

Reasonable adjustment, sometimes called reasonableaccommodation or allowable adjustment, is designed toensure that all people are treated equally in theassessment process.

This means, wherever possible, reasonable adjustmentsare made to the assessment process to meet theindividual needs of candidates.

For example, this may involve translating written

instruction into local dialect for candidates from non-English speaking backgrounds or providing instructionsorally rather than in writing for candidates with limitedlanguage skills.


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LEGAL AND ETHICAL

RESPONSIBILITIES

Assessors must be aware of the legal and ethical

responsibilities associated with assessment. These may

include:

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


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Thank You!

End of Presentation

Conduct Competency Asessment1

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