Technical Assistance Consultant’s Report...2 List of content Page Preface 2 Principles of...
Transcript of Technical Assistance Consultant’s Report...2 List of content Page Preface 2 Principles of...
Technical Assistance Consultant’s Report
This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design.
Project Number: 47227-001 August 2014
Republic of the Union of Myanmar: Skills Development for Inclusive Growth (Financed by the Japan Fund for Poverty Reduction)
Prepared by ADB consultants (principally Carsten Huttemeier and Myint Myint San), in collaboration with staff from the Myanmar Ministry of Education and from the ADB Myanmar Resident Mission.
For the Ministry of Education (Executing Agency for TA 8634)
TA 8634-MYA: Skills Development for Inclusive Growth Financed by the Japan Fund for Poverty Reduction (JFPR)
GuidelinesforaCompetency‐BasedAssessmentSystem
August 2014
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List of content Page Preface 2 Principles of Competency Based Assessment 3 Procedures for Developing Assessment Resources 6 Validation and Endorsement 12 Assessor Requirements and Registration 13 Assessor qualifications 16 Certification 17 Annex I 19
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1.0 Preface Traditionally, Myanmar has used testing to determine whether or not a person should receive a quali‐fication. The concept of testing implies that assessment is a single event, like an exam or formal test. The concept of assessment is broader. Assessment may include formal tests or examinations. However competence based assessment imply that there may be other methods of assessing competence. The reason why Myanmar is to use the term assessment is to signify that there may be a number of alter‐native ways in which a person can demonstrate their competence. The discussion of the principles of competency based assessment should clarify what is meant by assessment and how it differs from trade testing.
The purpose of this Assessment and Certification Manual is to:
Explain some of the major principles behind the future competency based assessment system in Myanmar;
Outline how competence based assessment resources should be developed;
Outline how certificates based upon related a qualifications framework should be prepared and issued;
Explain the registration process for Assessors and Master Assessors;
Naypyitaw, August 2014 Carsten Hüttemeier
Team Leader, ADB‐TA 8634 MYA, Skills Development for Inclusive Growth
Disclaimer: The views expressed in this paper are those of the authors and do not necessarily reflect the views and policies of the Government of Myanmar or any of its agencies, the Asian Development Bank (ADB) or its Board of Governors or the governments they represent, or the Government of Japan. ADB and its partners do not guarantee the accuracy of the data included in this publication and accept no responsibility for any consequence of their use. By making any designation of or reference to a particular territory or geographic area, or by using the term “country”, this document does not intend to make any judgements as to the legal or other status of any territory or area.
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2.0 Principles of Competency Based Assessment 2.1 Competency based training
The pilot project:” Skills Development for Inclusive Growth” to be implemented in MoST and MoI gov‐ernment technical high schools (MoST) and industrial training centers (MoI) has adopted the Compe‐tency Based Training (CBT) model. A CBT model will meet the current and new skill needs of the labor market. CBT involves close links with industry to identify the skills, knowledge and attitudes required for competent workplace performance. These skills, knowledge and attitudes are specified by industry in “Skill Standards”. In turn, the demonstration of skills, knowledge and attitudes provides “evidence” that a person can perform a job to the required standard specified by industry. Competency Based Assessment is the process of showing that a person can perform according to the Skill Standards. 2.2 Competency based assessment
Competency Based Assessment involves collecting evidence in order to prove that a person can per‐form against the elements of competence and performance criteria as stated in the Skill Standards. In traditional assessment, a person takes a single test or examination. In competency based assessment, there are a number of activities to determine whether a person can demonstrate competency. The important principles of Competency Based Assessment are:
Validity
Sufficiency
Authenticity
Currency
Cost effectiveness
Flexibility 2.3 Validity
A competency based assessment system must be based upon clear benchmarks. These benchmarks are supplied by the Skill Standards. The Skill Standards specify the skills and knowledge to be applied to various trades and occupations. They also set out the minimum standards of performance expected by the trade. 2.4 Sufficiency Assessors must collect sufficient evidence of competence from candidates so that the assessors can reach an assessment decision. Sufficiency shall be defined as collecting enough evidence to demon‐strate that the candidate can:
Perform task skills
Perform task management skills
Solve problems
Perform according to specific workplace environments 2.5 Authenticity Authenticity means that the work provided for assessment is really the work of the candidate.
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2.6 Currency Currency means that the work presented for assessment is recent. 2.7 Cost effective The system must be cost effective for both the institutions and for candidates. Costs to be considered include:
Materials for testing
Payments to assessors
Fees for the testing center including any calculated overhead
Remuneration to support staff
Candidate’s time
Time taken to reach an assessment decision 2.8 Flexibility The assessment system shall be flexible enough not to disadvantage candidates on grounds of:
Physical or intellectual disability
Socio‐economic background
Religion
Ethnicity
Gender This shall involve making reasonable adjustments to assessment techniques for individual candidates. Candidates still supply the same evidence of competence, but it may be gathered in different ways. 2.9 Criterion referenced assessment Assessment is based upon agreed benchmarks of skill and knowledge. These benchmarks are provided by the Skill Standards. The Standards provide the actual skills and knowledge that will be assessed and also identify suitable methods for assessing the skill and knowledge. 2.10 Evidence based judgement Criterion referenced assessment assumes that the assessment decision is based upon a collection of evidence, not one event such as a test or exam. A combination of methods should be used to reach an assessment decision. The judgement is based upon a collection of evidence and measured against the Skill Standards. Using evidence based judgement model means that assessors will need to develop as‐sessment materials consisting of:
Outlines for candidates to assist them in collecting their evidence
Specifications for practical tasks to be completed
Instructions to candidates;
Marking or assessment guides for assessors;
Record keeping instruments for recording of summative assessments.
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2.11 Appropriate to industry and training context Assessment needs to take into account the needs of industry and the context of training. This means that assessment materials must be practical and take into account specific workplace and training needs such as:
Workplace policies and procedures
The need for special equipment
Time constraints
The inability of some candidates to gather direct workplace evidence of competence
Candidates from geographically isolated locations 2.12 User friendly In the preparation of assessment materials the needs of the intended target group should be taken in‐to account, especially in the areas of language, literacy and numeracy. Any technical language used shall reflect the technical language of the workplace. 2.13 Skill Standard assessment Assessment materials shall be produced for each Skill Standard of an occupation/trade. 2.14 The system For each Skill Standards, workplace problem solving exercises shall be developed by industry practi‐tioners. They shall be given a template to work from. The problems will be based upon real workplace issues. Candidates are expected to solve the problems by:
Giving practical demonstrations of the skills involved
Demonstrating their understanding of why they are performing the skills in a particular man‐ner
Answering a series of questions relating to the underpinning knowledge in the Skill Standards.
In production/manufacturing occupations problem solving shall be replaced by asking candi‐dates to perform a particular application.
2.15 Candidate resources Candidate resources (also called assessment tools) are the evidence gathering instruments themselves. They shall/may consist of:
An outline of the problem/s to be solved
A description of the task/s they need to perform
Any associated specifications
A scenario in which they will need to demonstrate their understating of the task/s performed
A list of the areas about which they will be asked questions
The Skill Standards that are being assessed.
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2.16 Assessor resources Resources for assessors include:
The set of candidate resources
Checklists for assessors to use when assessing the candidates performances in the practical demonstration of skills, the demonstration of understanding and the knowledge based ques‐tions
A set of questions to be used for the knowledge based assessment. The assessor resources help to achieve consistency in assessment by ensuring that all candidates are assessed in the same way.
2.17 Record keeping instruments A final (summative) record instrument shall be required for each Skill Standard. These instruments shall be standardized so that they follow the same format for Skill Standards. 2.18 Assessment reports An important part of record keeping is the reporting of assessment results. A competency based as‐sessment model generally does not include grading. Consistent with the principle of criterion refer‐enced assessment there are only two grades – Competent or not yet competent. This shall not pre‐clude the assessor from providing feedback to the candidate and can be included in the candidate’s documentation for assessment. This shall include suggestions for further training or work experience if the candidate is not yet competent.
3.0 Procedures for Developing Assessment Resources Development of assessment resources shall begin once Skill Standards have been approved by the NSSA. Although any person or organization may develop resources, the institutional responsibility may be with assessing organization, however assessment resources cannot be national assessment re‐sources before NSSA have approved them. 3.1 Technical experts Assessment resources shall be developed by technical experts from the occupations covered by the Skill Standards. The assessment resource development team shall be approved by the Technical Advi‐sory Committee and finally endorsed by the NSSA 3.2 Workplace related Assessment resources shall be based around real workplace problems that need to be solved or work‐place applications. Candidates shall need to justify what they are doing and they shall need to answer questions relating to underpinning knowledge. Assessors shall have a demonstration checklist by which to assess the practical demonstrations of problem solving. They shall have a list of “theory” points that the candidates will need to explain in their justifications. They shall have a list of areas in which questions for underpinning knowledge must be asked. The assessment materials shall contain records of assessments and sufficient space for feedback comments to the candidates. The table on the next page looks at these resources in terms of the characteristics of high quality assessment mate‐rials. The assessment materials shall contain records of assessments and sufficient space for feedback comments to the candidates.
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The following looks at these resources in terms of the characteristics of high quality assessment mate‐rials. Myanmar assessment resources Characteristics of high quality assessment materials
Clearly linked to the Skill Standards
The problems identified are checked against the elements of competence of the Skill Stand‐ards to ensure that they are included
The questions pick up the underpinning knowledge in the Skill Standards
The justifications for procedures show that the candidate understands what he/she is doing Based on real life practical skills and relevant to the workplace
The problems to be solved are derived from real workplace issues
By justifying what they are doing it is like explaining to a customer or client why a job needs to be done and how it will be done.
Easy for assessors to assess
The use of simple checklists shall ensure easy assessment Assess the key skills and knowledge in the Skill Standards
The problems identified are checked against the elements of competence in the Skill Standards to ensure that they are included
The questions covers the underpinning knowledge in the Standards
The justifications for procedures show that the candidate understands what they are doing
The candidates must provide evidence that proves the candidate is able to:
Complete practical tasks The problem solving shall require a practical demonstration of the solution.
Manage more than one task at a time
The practical demonstration shall involve organizing tasks.
Use underpinning knowledge to solve problems
The explanation of how and why a job was done shall pro‐vide evidence for the underpinning knowledge
Work within regulations and follow various workplace guidelines (like policies and procedures) and standards
Questions relating to safety and other regulations shall be asked.
The practical demonstration shall include all safety aspects of the job.
The practical demonstration shall involve various workplace standards.
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3.3 What is a problem? Obviously a problem is not knowing what to do or not knowing when the consequences of an action will cause harm. When applied to a workplace, a problem could involve:
Fixing a broken part
The consequences of using incorrect materials or equipment
Fixing a job that has gone wrong
Not having the right parts for a job
3.4 What is a workplace application? An application is usually relevant to manufacturing or processing types within different occupations. Here the issue is often being able to make a specific type of product or use a machine or process. So instead of identifying a problem to be solved, the assessment resources shall describe the application. For each of the Skill Standards a number of “problems” or applications shall be developed. The prob‐lems shall be:
Relevant to workplace applications
Simply stated
Include the skills identified in the elements of competence.
3.5 Assessment resources The assessment resources for each skill standards shall consist of:
A description of a problem to be solved or of a workplace application
An outline of the task/s to be completed in order to solve the problem or complete the appli‐cation.
The tools, equipment and materials made available and other assistance required (such as helpers, reference materials etc.)
A justification as to why the problem was solved in the way it was or for how the application was carried out
Areas in which questions should be asked to test underpinning knowledge Below is a complete example of an assessment resource. 3.6 The Problem (An example) You have received a car that has been repaired after a serious accident. It has been rebuilt with new panels all along the driver’s side. The front, rear and passenger side panels have been repaired. The panels have been re‐sprayed with metallic silver paint. However, there is a distinct difference in shade between the new panels and the repaired panels. What do you need to do?
1. You must decide how to achieve a match in the shade between one repaired panel and one new panel and undertake the job.
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2. You must give a verbal/written report to the customer about why the first paint job was not successful and what you have done differently.
3. You must answer some critical questions about painting new sections/surfaces of automobiles
What assistance will you get?
Manual handling assistance will be made available to you upon your request.
A copy of the assessor/s practical skill’s checklist is included.
All the relevant reference materials, tools, materials and equipment that you need
You will be given xxxxxx hours to complete the assessment. How will you be judged as competent? Your success in this assessment will depend upon:
Choosing the best solution to the problem
Demonstrating the practical skills, including the way you use tools and equipment
Demonstrating your adherence to any standards, norms, specifications
Answering all critical questions correctly about preparation, sand papers, paint selection and different ways of dong the job
The quality of your final paint job
Your report to the client
The way you cooperate with/lead any other people involved in this work To be successful, your paint job must demonstrate all the items on the assessor/s checklist and the quality of the final product must be approved by the assessor/s. 3.7 Four components of competency The section about “What you need to do” enables the candidate to demonstrate the key skills de‐scribed in the elements of competency by completing the task indicated. The knowledge that underpins the performance criteria shall be demonstrated by the candidate when they provide their justification about why the first job was unsuccessful and why they approached the job in the way they chose the second time. The critical questions shall enable the candidate to demonstrate their underpinning knowledge and shall be based upon the underpinning knowledge described in the assessment guide. In the section “How you will be assessed as competent” the whole of the Skill Standards is included – performing a task (task skill), organizing work (task management), solving a problem (contingency management) and knowledge of standards, norms regulations etc (job role/work environment) The assessor resource or checklist ensures that the performance criteria of the Skill Standards are met. There is an example of the assessor resource on the next page.
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Skill Standard: Automobile Painter
Name/Task: Paint a new section/surface of an automobile
Procedure: Re‐paint a new panel to match an original panel, based upon a specific given workplace problem.
Prepare an oral and/or written report explaining the work to the client Answer questions relating to critical issues put by the assessor/s
A: During the practical demonstration to resolve the problem, did the candidate do the following things correctly: Yes No N/A 1. Follow all safety procedures: 2. Use appropriate Personal Protective Equipment (PPE) 3. Sand the surface with 320‐400 grit wet/dry sand paper 4. Mask any exposed areas not requiring paint 5. Apply the appropriate quality undercoat according to any manufacturers specifications 6. Sand the undercoat area with 600‐800 grit wet/dry sand paper 7. Use a silicon remover to clean the prepared surface according to any Manufacturer’s specifications 8. Measure the correct amounts of paint and solvent 9. Apply the correct number of coats manipulating the spray gun to ½ achieve an even finish according to any manufacturers specification 10. Apply a clear coat over a metallic base coat according to any Manufacturer’s specifications 11. Remove any masks without causing damage to the painted areas 12. Clean paint drops 13. Cut rough areas after applying compounding paste 14. Apply a final polish and check that work is to the required standard
15. Does the new panel match the original panel
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B: Is the job outcome correct in the following areas:
1. Color match
2. Shine
3. Absence of scratches
4. Even paint spread
C: In the report to the client, did the candidate correctly: Yes No N/A
1. Explain why the original job caused a mismatch between the original and the new panels 2. Explain how the job should be carried out 3. Explain what types of tools, equipment and materials should be used
The candidate’s report to the client was: Not Satisfactory Satisfactory
D: Did the candidate correctly answer questions about: Yes No N/A
1. The intended process used in the job 2. Types of paints and their properties 3. Paint mixing techniques 4. Safety requirements 5. Standards or norms associated with the work 6. Assembly and disassembly of automobile body parts and components 7. Painting techniques 8. Material safety Data Sheets 9. Suitable environmental conditions for spray painting
The candidate’s answers to questions were: Not Satisfactory Satisfactory
Feedback to candidate:
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The candidate’s overall result Not competent Competent
For the candidate
I am satisfied with the way the assessment was conducted: Yes No
Candidate signature: Please include reasons if not satisfied.
Assessor signature: Place and Date:
Teacher/Instructor Signature Place and Date:
4.0 Validation and Endorsement The assessment materials produced by trade experts shall undergo a validation process facilitated by the relevant Technical Advisory Committee. The resources shall not be presented to the NSSA for final approval until the technical Sector Committee provides a recommendation that the resources have been independently validated. Because the Skill Standards already have been through a content validation processes, the assessment resources ought or may not to go through content validation. 4.1 Validation questions The assessment resources shall, however require independent validation to ensure that they meet the benchmarks provided by the Skill Standards. Validation shall cover the following questions:
Is the problem or event clearly and simply stated?
Is the “problem” or event a practical workplace issue?
Do the critical questions cover the key underpinning knowledge in the standard?
Does the assessor checklist cover the key performance criteria in the standard?
Do the “questions about” cover the underpinning knowledge and any knowledge based areas of the performance criteria?
Are the knowledge questions written from the point of view of a “knowledgeable client”? 4.2 Validation process
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The assessment resource development teams shall submit completed assessment resources to the rel‐evant Technical Advisory Committee. The Technical Advisory Committee shall review the resources and confirm that the validation questions are answered in the positive. The Technical Advisory Com‐mittee can seek expertise from within the trade or occupation as required and shall consult with the resource developers where further information or explanation is required. Once the Technical Advisory Committee has validated the assessment resources they are submitted to NSSA or the executing agency for formal endorsement. 4.3 Endorsement Process The NSSA under MoLES is the national authority responsible for the regulation of technical and voca‐tional education and training shall approve the assessment resources. The Technical Advisory Commit‐tees shall submit the assessment resources developed for final approval to the NSSA. The role of the NSSA will be to confirm that appropriate process were used to develop the resources, confirm that the resources are suitable for the qualification level in which the Skill Standards are packaged, and, if so, formally approve the resources. Should NSSA have any concerns with the resources presented for ap‐proval, these concerns shall be expressed in writing to the Technical Advisory Committee with a re‐quest that the Technical Advisory Committee further review the resources.
5.0 Assessor Requirements and Registration 5.1 Background Myanmar is introducing competency based training. This brings with it a key requirement of using competency based assessment. To ensure the credibility and robustness of the system, a method of registering competency assessors is therefore required. 5.2 Conducting assessment To conduct an assessment, a person must be trained and registered as Assessor. Trained and regis‐tered assessors can assess candidates together with trade experts, who have a higher level of qualifi‐cations than the subject to be assessed. Higher level of qualification is also measured in times the reg‐istered assessor has been working within the occupation. The Registered Assessor has the authority and the responsibility to make the final judgement of competency. 5.3 Structure There shall be two levels of Assessors:
1. Trained and Registered Assessors
2. Licensed Assessors.
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5.4 Registration and License Process
5.5 Requirements
To become a Registered Assessor, an individual must be able to provide sufficient evidence that they meet the conditions required for Assessors. They must also sign the international code of ethics for as‐sessors to indicate their intention to abide by them. A suitable person to become a Registered Asses‐sor shall be expected to already be a technical expert in one field, have good interpersonal skills, be observant and have an analytical mind and a desire to help people have their competencies recog‐nized.
Appropriate Myanmar requirements for Assessors shall be developed in the near future.
5.6 Evidence guidelines
An applicant to become a Registered Assessor has the responsibility of assembling sufficient, valid and authentic evidence to demonstrate their competency. A typical portfolio of evidence might include:
Documentation for being working in the relevant occupation e.g. at least ten years
Successful completion of an appropriate competency assessor training course, or evidence of equivalent underpinning knowledge.
Completion of relevant learner guides. Evidence of equivalent learning shall also be accepted.
Technical specialist
Assessortraining undertaken
Applies for registration with Agency
Assemble evidence of assessment
Evidence assessed
Registered Assessor
Further assessor training
Assemble evidence of assessment
Evidence and experience assessed
Licensed
Assessor
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Completion of a small number of actual assessments which have been peer reviewed (or re‐viewed by assessor selection panel). The assessments shall all be in the one technical area, but must show use of a variety of relevant evidence gathering techniques. The number of as‐sessments will be expected to be around five. Other evidence of equivalent competence shall be considered.
An observation of one or more assessments shall be required, particularly if the evidence submitted is not sufficient, or to check authenticity. All evidence submitted must be in a form which can be readily audited by the person(s) who shall certify competency. The authenticity of the evidence must be able to be established easily. Evidence shall be retained by the accred‐ited assessment organization and NSSA for a period of five years to allow for auditing. The rec‐ord of assessment and the awarding of the qualification shall be retained for life.
5.7 Master Assessor
The role of the Master Assessor shall include all aspects of the Registered Assessor scope. In addition, Master Assessors shall be expected to work across two or more technical areas (although they may on‐ly possess technical competence in one). They shall have authority and responsibility to:
Train and assess Registered Assessors.
Review assessments and Assessment Instruments and Assessor Checklists and recommend improvements.
Review the competency assessment system and recommend improvements.
Recommend improvements to the skill standards based on their use in assessment.
They shall also be able to work in a context where Assessment Instruments and Assessor Checklists are not established and will be expected to contribute to the establishment of As‐sessment Instruments and Assessor Checklists.
5.8 Evidence guidelines
An applicant to become a Master Assessor has the responsibility of providing sufficient, valid and au‐thentic evidence to demonstrate their competency. A typical portfolio of evidence shall include:
Work as a Registered Assessor showing breadth and depth of application of the assessment competency.
Successful completion of an appropriate Master Assessor training course, or evidence of equivalent underpinning knowledge.
Review of assessments undertaken by an applicant to become a Registered Assessor
Mentoring of applicants to become Registered Assessors or of new Registered Assessors.
Formal training of applicants to become Registered Assessors
Completion of a moderate number of actual assessments which have been peer reviewed (or reviewed by a Master Assessor). The assessments must be in at least two technical areas, and
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must show use of a wide variety of relevant evidence gathering techniques. The number of as‐sessments shall be expected to be more than twenty.
Other equivalent evidence of competency may be acceptable. All evidence submitted must be in a form which can be readily audited by the person(s) who will certify competency. The au‐thenticity of the evidence must be able to be established easily. Evidence should be retained by the accredited assessment organization for a period of five years to allow for auditing. The record of assessment and the awarding of the qualification should be retained for life.
5.9 Technical competence Ideally technical competence will be determined by a qualification or other certificate of competency against the relevant skill standards under the NVQ. This will not always be practical, particularly when introducing competency based assessment. Where this is not practical it is permissible to use a person who is generally recognized by the industry as a technical expert. Appropriate evidence of this industry recognition shall be sought by the Assessor. This evidence need not be of the same standard as is re‐quired for the awarding of a qualification.
6.0 Maintenance of Records of Registered Assessors NSSA or the executing agency shall initially be responsible for maintaining a data base of Registered Assessors through the management information system. NSSA or the executing agency shall also be the initial body accrediting Registered Assessors and as such they must maintain the management in‐formation system in order to retain evidence of Assessor competence. In time, NSSA or the executing agency may wish to delegate these responsibilities to suitably accredited organizations. Typical infor‐mation to be included in the data base shall include: Record of Registered Assessor
Name: Qualifications
Contact details Summary of evidence
Assessor training dates Date of assessor registration
Area of technical expertise/specialty Other information
Experience
Evidence shall be attached
6.0 Assessor qualifications 6.1 Assessor training The person who conducts the assessment and makes the assessment decision shall need to complete the registered assessors training course. The registered assessors training course will cover the follow‐ing areas:
Components of skill standards.
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Competency based assessment principles.
Criterion referenced assessment.
Formative and summative assessment.
Consistency in assessment decision making.
Questioning skills.
Providing feedback.
Completing checklists.
Preparing assessment resources.
On‐the‐job and institutional assessment.
The assessor training course shall be directed by the NSSA and/or the executing agency. It is recom‐mended that the executing agency is implementing the agency for carrying out the assessors training courses under the direction of NSSA.
7.0 Certification As part of the Myanmar National Vocational Qualifications framework, certification is provided for each Skill Standard demonstrated. Formal qualifications are issued once the required package of standards has been demonstrated. NSSA or the agency is responsible for issuing qualifications against this component of the NVQ. Assessment undertaken via a recognition process for workers with existing skill and knowledge shall be also administered by the NSSA or the executing agency. Similarly, any direct workplace assessment shall be directly administered by NSSA or by any agency recommended and approved by NSSA. For single skill standard assessments, a skills log book shall be stamped by NSSA or the executing agen‐cy or training provider accredited by NSSA or executing agency in order to verify that the skill stand‐ards has successfully demonstrated by the candidate. NSSA or the executing agency shall issue a for‐mal qualification under the NVQ once a package of skill standards which form a qualification have been successfully demonstrated. For candidates wanting a formal record of achievement against an individual skill standard, they shall apply to NSSA, the executing agency or accredited training provider, which shall generate appropriate statements. 7.1 Result sheet Once a candidate has been assessed as competent by an accredited training provider or by a qualified assessor in the workplace, a result sheet is forwarded to the NSSA or the executing agency or to the accredited training provider’s certification unit. The result sheet shall contain the: • Candidate’s name. • Candidate’s contact details. • Candidate’s identification number. • Name of the institution or workplace where assessment was conducted. • Assessor’s name. • Code number and name of the skill standard.
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Accredited training providers and NSSA or the executing agency are responsible for maintaining rec‐ords of successful assessments. NSSA or the executing agency are responsible for the issue of NVQ cer‐tificates once a candidate qualifies for an award. This shall be done through the accredited institution. 7.2 Certificates Certificates for NVQ awards shall contain the following information: • Name and logo of executing agency/Ministry • Industry logo if qualifications achieved within the industry or at a workplace. • Logo and number of accredited provider where assessment has taken place, if qualifications are achieved at a training institution. • Code number and name of the qualification • Candidates full name • A list of the Skill Standard that make up the qualification (on the back of the certificate). If assessment is undertaken by an accredited provider, the provider must supply NSSA or the executing agency with logos if these are to be desired on the certificate.
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ANNEX I
Templates for Developing Assessment Resources
Assessment Task Template
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Skill Standard Title:
Skill Standard code:
The Problem
In this section you should briefly describe the problem to be solved
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What do you need to do? This shall be a one or two sentence description of the task This shall outline briefly the oral or written report required (oral is preferred) You must answer some critical questions about (insert skill standard title)
How will the trainee be assessed as competent? Trainee success in this assessment will depend upon: • Choosing the best solution to the problem • Demonstrating the practical skills, including the way you use tools and equipment • Demonstrating your adherence to any standards, norms, specifications • Answering all critical questions correctly about (…………………………..) • The quality of your (…………………………..) job • The final outcome of your (…………………………..) job • Your report to the client • The way you cooperate with any other people involved in this work • To be successful, ………………………………………………………………………….. Your assessor/s may give you the opportunity to correct any mistakes in the job or the report or ques‐tions.
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What assistance will the trainee get? Manual handling assistance shall be made available to the trainee upon request. A copy of the assessor/s practical skill’s checklist is included. All the relevant reference materials, tools, materials and equipment that the trainee need You will be given xxxxxx hours to complete the assessment.
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Assessors Check list (Example)
Skill Standard Title:
Skill Standard Code:
Procedure:
A: During the practical demonstration, did the candidate do the following things correctly: Yes No N/A 1. 2. 3. 4. 5. 6. 7. 8. 9. Use the performance criteria to guide this task list 10. 11. 12.
13. 14. 15.
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This section shall include the key elements of competence and performance criteria
B: Is the job outcome correct in the following areas: Yes No N/A
1.
2.
3.
4.
The candidate’s performance was: Not Satisfactory Satisfactory C: In the report to the client (If any), did the candidate Respond correctly: Yes No N/A 1. 2. 3.
The candidate’s report to the client was: Not Satisfactory Satisfactory D: Did the candidate correctly answer questions about: Yes No N/A
1. 2. 3. 4. 5. 6. 7. 8. 9.
The candidate’s answers to questions were: Not Satisfactory Satisfactory
Feedback to candidate: Provide feed back to the candidate - especially if they are not competent about how they could improve The candidate’s overall result Not competent Competent
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I am satisfied with the way the assessment was conducted: Yes No Please include reasons if not satisfied. Candidate signature: Assessor signature: Date: Training provider: Date: