The main role of an assessor is to evaluate if a candidate is competent or not.

To
properly assess, a Competency Assessor must first understand competency and
its dimensions. This lesson will discuss competency & dimensions of
competency.

Competency involves applying the required knowledge, skills and attitudes to

successfully complete work activities in a range of situations and environments,
in accordance with the standard of performance expected in the workplace.

The Key Features of Competency are:

 the ability to do the job;

 knowing how and why things are done;
 knowing what to do when things go wrong; and
 having the right approach to do a job properly and safely.

Some experts, like the State of Queensland’s Department of Education &

Training, include a fifth dimension: Transfer Skills. This refers to an individual’s ability
to transfer competencies to other contexts. For example, a person knows how to use the
knowledge & skills he/she learned at training and can apply them at work or at home.

The diagram below shows how task skills is the very core dimension of
competency because the foundation of competency is being able to do the
task. Meanwhile job/role environment skills encompasses all other dimensions
because being able to deal with responsibilites and expectaitions in the work
place involves the other dimensions of competence. And finally, transfer skills is
shown going across all dimensions because being competent means being able
to transfer the dimensions of competency to other contexts.

Competency Standards are documents that define competencies required for

effective performance in the workplace in specific industries. And so, a
Competency Assessor must be able to understand the key features of the
components of the competency standards. As this is discussed in the second
section of the Training Regulation, the Competency Assessor must also
understand the parts of the Training Regulation. This lesson shall tackle these
topics.
Competency Standards are expressed in the form of units of competency. A unit
of competency represents a distinct work activity that would normally be
undertaken by one person.

The Section 2 of the Training Regulation or the Competency Standards has six
parts. These are the Unit Title, Unit Descriptor, Elements, Performance Criteria,
Range of Variables and Evidence Guide.

As mentioned before, the Competency Standards can be found in Section 2 of

the Training Regulation. The Training Regulation or TR is a document
promulgated by TESDA which serves as basis for:

 competency assessment and certification;

 registration and delivery of training programs; and
 development of curriculum and assessment instruments.
Competency Based Assessment is not as linear as testing. It involves different
processes over a longer period of time. Before an assessor can declare a person
fit for certification he/she must first gather evidences and uphold the rules of
evidence. In this lesson we will learn concepts & principles in assessing
competencies.
Competency Based Assessment is a structured process of collecting
evidence and making judgments on whether competency has been achieved in
relation to a registered, national standard. The table below compares the
traditional testing method & competency based assessment.
All evidence must be evaluated against the rules of evidence. This means that
the Competency Assessor (CA) must ensure that the evidence is:

 Valid
 Current
 Consistent
 Sufficient
 Authentic
 Recent
In preparing the evidence plan, we must consider the critical aspects of
competency. The following are the critical aspects of competency:

Tells the Competency Assessor (CA) what evidence is essential for a successful
performance.

It identifies the essential:

 Product evidence
- completes work piece/service to specification

 Knowledge evidence
- things that must be known

 Process evidence
- complies with industry practices and procedures

- complies with OH & S practices

- sets up tools and equipment

- handles tools, materials, and equipment

- identifies and solves faults and problems

- communicates with others to ensure safe and effective operations

 Evidence Plan is a planning tool that classifies the evidence

requirements to prove attainment of competency and the methods to be
used in gathering the evidences. Making the evidence plan is also the first
step in developing evidence gathering tools.
The key steps in constructing an evidence plan are:

1. Select the unit of competency to be assessed.

2. Read the complete unit of competency, with emphasis on:
o elements and performance criteria;
o range of variables; and
o evidence guide.
3. Identify the evidence requirements to infer competency. It is
recommended to consider the following:
o performance criteria of each of the elements;
o four dimensions of competency (task skills; task management skills;
contingency management skills; job role/environment skills);
o required knowledge and skills; and
o critical aspects of competency.
4. In identifying the evidence requirements, the CA may pose questions such
as:


o What are the key tasks performed by the competent person?
o What level of performance is required of the competent person?
o What knowledge does the competent person require and how may
this be applied in performing the work activity?
o What contingencies may arise in this work and how does the
competent person deal with them?
o What level of supervision does the competent person require?
o How much autonomy does the competent person have?
o What would the competent person not do?
o How does the competent person interact with others in the
workplace?
o How does the competent person manage the different tasks
associated with this work activity?
 o How much responsibility does the competent person have for other
5. Establish the evidence requirements for all the elements of the unit of
competency.

Note the following in establishing the evidence requirements:


o Documentation is important. Thus, write the evidence requirements
in the left hand column of the template for Evidence Plan.
o For every evidence requirement you have listed, it is important to
identify the best method of collecting the evidence.
o There is a ‘Methods of Assessment’ section in the Evidence Guide; it
is a must that you read it for the evidence collection method is
specified there.
6. Document the Evidence Plan. In constructing the evidence gathering
tools, this document shall as your basis.

Using evidence gathering tools properly has a big role in making sure that the
assessment is reliable and valid. And so, a Competency Assessor must be
familiar with the different evidence gathering methods and the different tools
used with these methods, especially the Assessment Package.

Evidence Gathering Methods

Evidence gathering methods are different approaches to collect evidence

required for assessment. There are four broad categories of these methods
which are:

1. Real work/real time activities

Methods under this category involve gathering evidence: 1) while the

candidate really works in his/her workplace or 2) from other people in
 the candidate’s workplace. Methods under this category
are Direct Observations and Third Party Reports.

2. Structured activities

This category requires the CA to used pre-established methods

proven to effectively extract the candidates’ competencies. An example
method is Demonstration.

3. Questioning

This category involves the use of Written Tests or Oral

Questioning to extract the candidate’s knowledge on the tasks
required in the qualification.

4. Portfolios

This category looks into a candidate’s past experiences through

asking a candidate to present a compilation of proofs that he/she has
prior experience in the qualification he/she is being assessed in. The
method under this category is also called Portfolio.

Demonstration- It is observation done in a simulated workplace environment.

This measures the candidate’s competence in performing a task. It is necessary
to prepare a checklist containing the skills that the Competency Assessor needs
to look for in a candidate.
Observation is done during real time activities in the workplace. And so an
observation checklist is used as a guide and record of the candidate’s
performance.

Observation is limited due to aspects of privacy, confidentiality and obstruction

to workflow. There are situations in which it might not be possible or it may be
inappropriate to use observation. Some examples are:


o Work activities that occur irregularly, take place over an extended
period of time or are difficult to observe (this may include work
activities such as dealing with an emergency situation, planning a
process or managing a team task)
o Work activities that involve issues of privacy and confidentiality,
such as counseling, or providing feedback to team members on
work
o Situations where the presence of an observer may compromise
workplace safety
Written Test- It is also called a paper and pencil test. A written test must be
objective or must only have a factual set of correct answers. It usually follows a
multiple choice or modified true or false format. It is used to test the candidate’s
knowledge of facts, principles, and terms. It also tests a candidate’s ability to
see relationships, to interpret information, and to apply principles. It is included
in the assessment package provided to the competency assessors during the
assessment process.

Portfolio- It is a collection of work samples of the candidate, products with

supporting documents; historical evidence; journal/logbook and information
about life experience. Usually, the items are produced over a period of time and
come from different sources. A well-constructed portfolio incorporates a
selection of evidence that is benchmarked against the unit of competency and
indicates consistent performance of work activities in accordance with
workplace standards.

Some evidence are: a) self-assessment schedule; b) certificates; c) assessment

feedback or completed checklists; d) job descriptions; e) work journals; f) work
samples (e.g reports, letters, designs); and g) finished products (e.g. tools
completed).

Questioning is an evidence gathering technique that is widely used in

competency based assessment. Oral questioning complements observation and
demonstrations as it provides a means of probing the candidate’s understanding
of the work. The oral questioning can either be done during or after the
demonstration and observation proper. It can also be done anytime depending
on the task being performed.

There are two basic types of questions that a CA can ask. These are:

1. Closed questions
2. Open-ended questions

Closed Questions

These questions require a specific response such as the name of an item, a

yes/no answer, a date or title. These are used to find out if the candidate knows
the specific factual information that is required in the unit of competency. These
are used in situations where there is an established correct answer.
Example:


o What type of bolt will you use to attach X?
o When was this product last used?
Open-Ended Questions

These questions are used when a more detailed response from the candidate is
required. They often involve problem solving, interpretation and the application
of knowledge and skill to new situations. Some uses of these questions are:


o Extend on what has been observed in similar but different
situations, or in using other equipment procedures;
o Probe candidate’s required knowledge and understanding—that is,
the what, when, where, why and how of the tasks;
o Explore contingency situations such as emergencies, breakdowns
and unusual situations that are not likely to occur during the period
of observation;
o Check on the candidate’s critical safety knowledge and
understanding needed for the activity;
o Check how the candidate would respond in situations that occur
rarely such as an emergency, breakdown or unusual weather
conditions;
o Probe the candidate’s knowledge and understanding of relevant
regulations and procedures; and
o Asking questions about work activities.
Evidence Gathering Tools or Assessment Tools are materials containing
both the instrument and the instructions for gathering and interpreting
evidence.

For each assessment method, there is a corresponding assessment tool or

evidence gathering tool such as:

Assessment Method Evidence Gathering Tool

Observation with oral questioning Rating Sheet for Observation with
 Oral Questioning
Demonstration with oral questioning Rating Sheet for Demonstration with
Oral Questioning
Portfolio Portfolio Rating Sheet
Written Report Rating Sheet for Written Report

The Assessment Package

This package is composed pf materials that are used in the assessment process.
It consists of the following:

1. Assessor’s Guide;
2. Instruction to the Candidate;
3. Rating Sheet; and
4. Competency Assessment Results Summary.

For the assessor’s use during the assessment, there are the Assessor’s
Guide and the Rating Sheets.

 Assessor’s Guide- is a set of documents which contains information that

will assist the assessor in the evidence gathering process.
o Specific instructions to the assessor. It contains instructions on
the tasks to be performed by the assessor in conducting an
assessment.
o Evidence plan. It is a document that identifies evidence
requirements and assessment methods to be used in assessing the
candidate of a particular qualification
o List of equipment, supplies and materials. It is a list of supplies
and materials needed during the assessment process.
o Assessment Guide (questions and acceptable answer). It is a list
of questions and their possible answers that acts as a guide for the
competency assessor during the interview within the assessment
process.

Rating Sheet - it contains specific questions or activity developed from the

selected assessment methods and the conditions under which the assessment
should be conducted and recorded. There are different forms of rating sheet
used in the assessment, these are:

 Rating Sheet for Written Report

 Portfolio Evaluation Sheet/ Candidate Portfolio Rating Sheet
 Rating Sheet for Demonstration with Oral Questioning
 Recording Sheet for Interview
 Rating Sheet for Written Report

Specific Instructions to Candidate

For the candidate’s use during the assessment, there are the Specific
Instructions to the Candidate, the Written Test, and the Answer Sheet.

 Specific Instructions to Candidate - it contains the tasks to be

performed by the candidate in order for him/her to pass the assessment.
The form contains the following:

o The title of the qualification being undertaken
o The title of the Unit of Competency to be assessed
o The nature of the assessment to be performed
 o The time allotted for the assessment
o The tasks that the candidate must perform
o The criteria how the assessment will be graded/judged

 Written Test - this is a paper and pencil test. It is objective which means
it has a factual set of correct answers. It may contain multiple choice and
modified true or false questions.
It includes:


o Cover page
o Instructions to the candidate on how to take the written test
o Questions measuring their knowledge on the chosen units of
competency.

Answer Sheet - The answer sheet is where the candidate will put/write his/her
answers to the questions in the written test. It is used by the assessor to check
the answers and performance of the candidate during the written test.

It includes:


o The title of the qualification
o Units of competency
o Number corresponding to the questions in the Written Test
o Letters of the choices per item in the test to be marked by the
candidate

Self Assessment Guide

Other documents in the assessment package are the Self-Assessment

Guide and the Competency Assessment Results Summary (CARS).

 Self Assessment Guide - is pre-assessment tool used to help the

candidate and the assessor what evidence is available and where gaps
exist, and readiness for assessment. The form contains the following:

o The title of the qualification being undertaken
o The title of the Certificate of Competency to be assessed
o The nature of the assessment to be performed
o Instructions on how to accomplish the guide
o List of Evidence Requirements
 o The instruction on the use of the form
Competency Assessment Results Summary (CARS) - It refers to the
consolidated assessment decision made by the competency assessor which
indicates the overall performance of the candidate during the assessment
process.

It is to be signed by the candidate, the assessor, and the assessment center

manager.

It includes:


o The candidate’s and the assessor’s name
o Title of the qualification
o Unit of the competency/ies the candidate will be assessed on
o Possible result of the assessment for each unit of competency
o Recommendation
o Overall evaluation indicating if the candidate is competent or not
competent
o General comments
o Candidate’s copy indicating the assessment results

Procedure for Developing Evidence Gathering Tools

The key steps in constructing an evidence gathering tool are:

1. Select the unit of competency to be assessed.

2. Read the complete unit of competency, including:


o Elements and Performance Criteria
o Range of Variables
o Evidence Guide
3. Identify the evidence that a person who can competently perform the
work activity should be able to provide. This should be documented in the
Evidence Plan.
 4. Select the appropriate template for the required evidence gathering tool.
This may be:


o Observation Checklist
o Written Test
o Demonstration
o Written Report
o Questioning
o Portfolio
5. Fill in the template. This will involve:


oproviding details on the unit of competnecy to be assessed;
o providing details on the location and date of the evidence gathering
activity;
o providing instruction for the CA and candidate; and
o listing the evidence that will be collected.
6. Check the evidence gathering method against the Evidence Plan to
ensure that all required evidence is identified.

7. Have the evidence gathering tool checked by another CA to ensure that it

meets the requirement of the unit of competency.

The assessment process is a series of steps that candidates and Competency

Assessors (CAs) move through while undertaking the assessment. It includes
preparing, conducting, organizing and recording, reporting and reviewing the
assessment.

Principles of Competency Based Assessment

All assessment systems are required to establish agreement with the four
principles of assessment. It is considered as good practice and an obligation to
follow regulatory standards. According to the Australian National Training
Authority1, the principles of assessment are:
Competency Assesor

 designated by TESDA to assess competencies of a candidate for national

certification.
 accredited Competency Assessor is required to wear his / her Assessor
Identification Card (ID) within the vicinity of the Assessment Centre during
the duration of the assessment.
 expected to ensure that the resources required for assessment are
completelyassembled and tested prior to the assessment

Tesda Rep- designated by TESDA to oversee the conduct of competency

assessment in an Accredited Assessment Center of designated
assessment venue.

 Reviews & validates assessment documents:

o Candidate list
o Attendance Sheet
o Assessment Packages
 Prepares Assessment Proceeding Report.
 Receives complaints.
 Administers Competency Assessor’s Performance Evaluation

AC Manager

 tasked to oversee the day-to-day operations during the Assessment.

 the one who coordinates with the TESDA Provincial Office for approval of
assessment schedule and venue, when applicable.
  assigns and coordinates with Competency Assessors.
 creates linkages with companies, establishments and institutions for
appropriate venues for assessment.

P.O

 tasked to provide information to candidates and process their applications

for assessment.
 the one who prepares the Registry of Workers Assessed and Certified
(RWAC) and makes sure that it is signed by the Competency Assessor &
Assessment Center Manager.

Requirements for Accreditation

To become a Competency Assessor an applicant must submit the following:

 Letter of intent
 Application form
 Certificate of Employment indicating compliance to the requirement of
two years work or teaching experience
 For trainer-assessor, Photocopy of NTTC Level I
 For industry practitioners who are not engaged in any training activity, the
following requirements shall be applicable:Certification attested by the AC
 Manager, Accredited Competency Assessor and TESDA Representative
that the applicant has assisted administration of assessment to at least
five candidates under the supervision of an Accredited Competency
Assessor
o Photocopy of Certificate of Competency on “Conduct Competency
Assessment”
o Photocopy of National Certificate relevant to the Qualification
o Endorsed by a respectable association
 Certification attested by the AC Manager, Accredited Competency
Assessor and TESDA Representative that the applicant has assisted
administration of assessment to at least five candidates under the
supervision of an Accredited Competency Assessor
Context of Assessment

The context of assessment is the environment or setting where the assessment

activity takes place. A combination of circumstances may be prepared and
established prior to the assessment as this will ensure that the assessment
process will take place as expected.

The context of assessment includes the following:

 Tools, equipment and facilities. It is part of the responsibility of the CA

to ensure that the tools, equipment and facilities are ready and available
before the assessment starts. The checklist of tools, equipment and
facilities (in the Competency Assessment Plan) will help the CA to monitor
their availability and completeness.
 Materials. The candidate must have access to perishable and
consumable materials required during the assessment. The CA must
determine the materials to be supplied by the candidate ahead of time.
The CA must also ensure that all documents pertinent to the assessment
are ready and available prior to the assessment.
 Purpose of assessment. The purpose of the assessment must be clear
to both the CA and the candidate. The CA must properly determine if the
assessment is for certification, licensing, Occupational Health and Safety
or skills audit.

 Method of assessment. The method of assessment should be

explained together with the relevant assessment tools.
 Access to support personnel during the assessment. The CA must
ensure that he/she has other personnel who would help him/her with the
administrative and other support activities during the assessment. The
support personnel may include the technical, administrative and other
support service staff.
Purpose of Assessment

Assessment Tools and Documents

n this step, the Competency Assessor will receive the Assessment Package from
the TESDA Representative.

The following are the contents of the Assessment Package:

 One copy of Assessor’s Guide which includes:

1.
 1. Evidence Plan;
2. Checklist of Tools, Equipment and Materials;
3. the Specific Instructions For The Assessor; and
4. Guide Questions and Acceptable answers.

 Specific Instruction to the Candidate;

 Competency Assessment Results Summary or CARS;
 Answer Sheets (when applicable); and
 Rating Sheets according to the methods of assessment to be used
corresponding to the number of candidates.
And from the Processing Officer, the CA will receive the accomplished
Application Form and Self-Assessment Guide.

Checking Attendance

Before conducting the competency assessment, checking of the

attendance and collecting the admission slip of the candidates must be done.
Also, the use of the Self-assessment guide must be properly and clearly
presented and explained.

The assessor shall:

 Introduce himself/herself;
 Check the attendance and identity of candidates and collect the
admission Slips of the candidates;
 Instruct the candidates to sign on the Attendance Sheet; and
 Conduct orientation of candidates.

Orientation

Before the start of the assessment, the orientation, to be managed by the

competency assessor, is done.

The key to a well-conducted assessment process involves informing the

candidate well. The candidate should be provided with the clear information
about the:
  Unit of competency;
 Evidence he or she is required to present;
 Evidence gathering process;
 Role of the assessor;
 Time that is allowed for the assessment;
 When they can begin the assessment task; and
 The information may be presented in either oral or written form.

The competency assessor must explain the following:

 Context and purpose of the assessment

 Qualifications/units of competency to be assessed
 Task to be performed and the evidence to be collected
 Assessment procedures to be undertaken
 Needs of the candidates to be considered during the assessment
 Allowable/reasonable adjustments when applicable
 Dos and don’ts during assessment
 Rights and appeal system
 Issuance of NC/COC
 Reassessment procedures
 Occupational safety and health requirements
The competency assessor needs to ensure that all the information given and
explained to the candidates are understood. Afterwards, a number will be
assigned to the candidates indicating the order of who will be assessed first and
next.
Here are general guidelines when gathering evidence:

1. Provide the candidate with all the materials, tools and equipment required
to complete the tasks. Ensure that all tools should be of the same kind,
 quality and size as indicated in the assessment tools. Equipment should
be set up the same way for each candidate.
2. Give specific instructions to the candidates clearly and slowly.
3. Translate written and verbal instructions from English into local dialects
when appropriate and necessary.
4. Make sure that the candidate completely understands what is expected
and knows the time allotted to finish the activity.
5. Before the assessment starts, let the candidates raise questions.
6. Administer the assessment in accordance with the competency based
assessment methodology.
7. Implement the evidence gathering process and ensure its validity,
reliability, fairness and flexibility.
8. Observe carefully the specified time limits provided in the assessment
package.
9. Collect appropriate evidence and match compatibility to the element,
performance criteria, range of variables, and evidence guide in the
relevant units of competency.
10. Take notes of unusual conditions/situation observed in the duration
of the assessment and include it in the report.
11. Do not provide any assistance during the assessment or inform the
candidate whether he/she is doing the activity correctly unless it’s for
safety reasons.
12. Stop the candidate if accident is imminent.
13. Do not leave the assessment area until the end of the assessment
activity.

The following are possible ways you can effectively provide feedback:

1. Start by asking the candidate to judge how well she or he performed.

2. Reinforce all the positive aspects of the assessment.
3. Ask the candidate to suggest areas for improvement.
4. Discuss the areas for improvement in detail.
5. Discuss the need for further evidence
6. Inform the candidate of your proposed final decision
 7. Discuss agreement or disagreement with decision
8. Work out ways in which the gaps from assessment maybe filled
9. Remind the candidate of the next procedures, e.g. recording information,
signing the assessment forms
10. Ask the candidate how you can improve assessments for future
purposes.

Informing someone he/she did not qualify for a competency is tricky. The
candidate might become too hurt to analyze how to translate the feedback to
future actions for improvement. The following are tips on informing someone
he/she didn’t pass:

 Be as positive as the circumstances permit, without raising any false

expectations.
 Be as precise as possible about the gaps in the candidate’s competence.
 Identify whether any part/s of the assessment needs to be repeated and if
so, specify which part/s.
 Emphasize and explain the results, “Which competency has been and has
not been achieved?”
 Suggest strategies to the candidate for further learning or practice to fix
the gaps.
 Arrange further opportunity for candidate to complete assessment
requirements.

Advantages of Providing Feedback on Assessment Performance

Candidates are usually anxious about results of assessment. It is important,

therefore, that debriefing should be a thorough and positive experience for the
candidate.

Feedback is beneficial both to the CA and the candidate to provide for the
following:

 review/evaluation of assessor’s performance;

 review/evaluation of assessment process and assessment documents;
 chance to explain assessment decisions made;
 identifying the candidate’s strengths and weaknesses;
 giving guidance for further training; and
  encouragement for candidate who has not achieved the required level of
competence.
Importance of Assessment Recording and Reporting

For the Competency Assessors (CA) to maintain a transparent and fair decision-
making process, records are kept for clear documentation. All information
provided by these documents support the decisions made. Thus, effective
assessment recording and reporting are needed.

To prove if the assessment recording and reporting are effective, it should:

 Provide proof of the candidate’s competence that can be used as

evidence in training, future assessment or job promotion;
 Provide supporting documents for the issuance of the certificate of
competence;
 Serve as basis for credit transfer arrangements or recognition of prior
learning;
 Provide a basis for feedback;
 Provide information for further enhancement of the assessment process;
and
 Provide proof that the assessment activity actually took place.

Features of A Good Assessment Record

A good assessment record should include the following information:

 Qualification applied for

 Unit of Competency
 Competency Assessor’s Name
 Date of Assessment
 Summary of Evidence
 Summary of Evidence Gathering Tools
 Assessment Decisions
 Signature of Assessor

Characteristics of An Effective Assessment Reporting and Recording

Process
Procedures for reporting and recording results which indicate the candidate’s
competencies are recommended for all organizations to have. Specifically, for
assessment organizations, there must be a uniform procedure for reporting and
recording results. An effective system of assessment recording and reporting
has the following qualities:

 Ease of use

 Minimal cost of operation and maintenance

 Ease of retrieval of information
 Relevance of assessment information held in the records
 Data security
 Compliance with the system by all users
 Control of documentation and documented procedures
 Review process

To ensure full documentation of the performances of candidates, and reasons

for all decisions made in the course of evaluating the competencies of the
candidates, particular care must be taken.

Role of the Assessor in Recording and Reporting Assessment

Outcomes

The role of the Competency Assessor in recording and reporting outcome of the
assessment are the following :

 Reviews assessment decision against evidence plan and evidence

gathering tools.

 Records assessment results using the approved recording format (Rating

Sheet, CARS, Attendance Sheet)

 Checks that results have been recorded correctly.

 Submits assessment record to person responsible for keeping the

documents.

 Signs assessment record.

 Submits assessment record to appropriate personnel (TESDA
Representative & Assessment Center Manager).
Evaluating the Assessment Process

The assessment process will be evaluated by both the candidate and

Assessment Center Manager.

For the evaluation by the candidate, the TESDA representative will be choosing
two candidates randomly to evaluate the concluded assessment process. These
candidates will be provided with an evaluation form. They will rate or evaluate
the assessment process and the competency assessor. There will be a fixed
amount of time for the candidate to finish the evaluation. Note that the
evaluation involves not less than 10 candidates per year at different assessment
schedules.

For the evaluation by the Assessment Center Manager, the evaluation forms are
to be given and collected by the TESDA representative also. The AC manager
will be filling up the evaluation form rating the assessment process and the
competency assessor. Time allotted to complete the evaluation should be
strictly followed by the AC manager.

The Competency Assessor will be assessed for his/her:

 physical appearance;
 way of giving instructions
 rapport with candidates;
 ability to make sure candidates understand the instructions;
 ability to answer questions and comments;
 ability to explain context and purpose of assessment;
 ability to prepare and organize requirements for assessment;
 ability to give allowable/reasonable adjustment;
 ability to conduct assessment according to methodologies;
 ability to collect and analyze evidence while conducting assessment;
 ability to give clear and constructive feedback; and
 ability to give fair, reliable and valid assessment decision.

Competency Assessor’s Credo

I believe that the credibility and prestige of the Philippine TVET Competency
Assessment and Certification System is enhanced or destroyed, depending on
the way competency assessors conduct themselves. Believing in this, I will
administer competency assessments strictly in accordance with the guidelines
set forth in the system’s competency assessment methodologies.
 I will be professional in my dealings with the competency assessment
candidates, whether during the assessment, or outside of assessment
conditions.

I shall place a high value on objectivity and integrity and maintain the highest
standards in the services I offer.

Believing in every candidate’s right to total concentration during the

assessment, I will do my best to provide and maintain an environment
conducive to assessment.

I shall administer assessments only in areas where I have the competence.

I shall not allow the competency assessment to be an instrument for corruption.

I shall not make the candidate nervous, distracted or irritated during the
assessment.

Last but not the least, I shall zealously safeguard the validity of the competency
assessment instruments. I shall see to it that nobody else has access to
instrument materials except members of the TESDA competency assessment
team and accredited/authorized persons.
The flow of CBT differs from the traditional education approach. To see the big
picture is important before planning a session plan. Below is the CBT delivery
framework:

1. Trainee enters the program. Trainer conducts pre-training assessment

to identify learner’s training needs. Orientation of CBT program
on Recognition of Prior Learning (RPL) and roles of trainer & trainee
follows.

2. Trainee selects competency from the identified training needs and

receives instruction from the trainer. The trainer administers learning
contract or agreement between him and his trainees, then provides
CBLM materials and introduces the use of progress and achievement
chart.

3. With the selected competency, the trainee studies the module by doing
the following learning activities (in any order): review learning package,
view multimedia materials, use manuals, observe demonstration,
practice skills in workshop, and receive assistance and advice.

4. While the trainee practices the skill, the trainer observes and records
the performance on the Progress Chart. Student will attempt the task
until he masters the skill with the help of trainer’s immediate and
constructive feedback.

5. Once the trainee determines by himself that he is competent to do the

skill, he will call the attention of trainer. The trainer will observe and
rate the performance based on the Performance Criteria Checklist and
will record the result on the Achievement Chart. If the skill is
satisfactorily performed, he will then select another unit of competency.
If the skill is not satisfactorily performed, the trainee will study again the
module.

6. To exit the training program, trainee must satisfactorily perform the skill
and must have enough units of competencies (or has completed all the
modules). If the trainee doesn’t have enough units of competencies, he
will then select another unit of competency, and repeat the
competency-based training process.
Competency-Based Training delivery anchors in its principles. These ten (10)
principles of CBT serves as ground rules for trainers and trainees. Memorize,
apply and promulgate the listed principles below:

 Principle One: The training is based on curriculum (CBC) developed from

the competency standards (CS).

 Principle Two: Learning is competency-based or modular in structure.

 Principle Three: Training delivery is individualized and self-paced.

 Principle Four: Training is based on work that must be performed.

 Principle Five: Training materials are directly related to the competency

standards and the curriculum modules.

 Principle Six: Assessment is based on the collection of pieces of

evidence of the performance of work to the industry required standard.

 Principle Seven: Training is based both on and off the job components.

 Principle Eight: The system allows Recognition of Prior Learning (RPL)

and or current competencies.

 Principle Nine: Training allows multiple entries and exit in the training
program.

 Principle Ten: Approved training programs are nationally accredited.

Programs of each institution or training center are registered with
UTPRAS (Unified TVET Program Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and
compare it to how Competency-Based Training works. How will you teach skill-
based session? Does it have any difference? Will you make that change for the
better? Get a paper and take down notes on its differences.