Plan Competency Assessment

Designing Evidence
Gathering Tools
Purpose

 Outline the process for development of

assessment tools based on competency
standards.
 Definition of Assessment

Assessment is the process of collecting evidence and

making judgements on whether competency has
been achieved.

The purpose of assessment is to confirm that an

individual can perform to the standards expected in
the workplace as expressed in the relevant
competency standards.
What is evidence?

Evidence is information that is gathered and

matched against a unit of competency to
provide proof of competency.
Different forms of evidence

EVIDENCE

DIRECT INDIRECT
Rules of evidence

Valid

Current

Sufficient

Authentic

Consistent

Recent
Types of evidence
gathering methods
 Real work / real time  Questioning
 observation  oral
 third party reports  written
 Structured activities  interview
 demonstration  Portfolio
 candidate collection of
evidence
Evidence gathering tools

 Evidence gathering tools are the actual

instruments that the assessor uses to
collect evidence. Such as:
 observation checklist
 question list
 demonstration of a work activity
 written test
 interview
Purpose of evidence
gathering tools

 Help candidate understand what is

expected
 Focus for the assessor in evidence
gathering
 Record assessment outcome
 Identify what action is needed to address
skill and knowledge gaps
Evidence Plan

 Planning tool
 First stage in developing an evidence
gathering tool
 List of the evidence that the assessor
must gather when conducting the
assessment of a particular unit of
competency
Stages in preparing an
evidence plan
 Select unit of  underpinning skills and
competency knowledge
 critical aspects of
 Read full unit of
competence
competency
 Develop a list of
 Identify evidence
evidence requirements
requirements  Identify best ways of
 elements and
performance criteria
collecting evidence
 dimensions of  Document evidence
competence plan
Use personal computer
skills

This unit covers the knowledge, skills and

attitudes in using a personal computer. It includes
operating computer equipment, performing basic
UNIT
DESCRIPTOR computer operations to access and retrieve data,
using basic software applications to create new
files and documents and using basic functions of a
WWW-browser to locate information.
Use personal computer
skills [continued]

PERFORMANCE CRITERIA
ELEMENTS
Italized terms are elaborated in the Range of Variables
a. Operate • Computer and peripherals are turned on
computer • Log on procedures are followed where necessary
equipment • Key board and mouse are operated
and • Procedures for safe use of computer equipment are
peripherals followed
b. Perform • Software application is selected and appropriate file is
basic opened
computer • Information is entered, edited and deleted in accordance
operations with program procedure
to access • Relevant document files are printed
and retrieve • Manuals and on line help are used to solve software
data problems
• Files are saved and closed
• Program is exited in accordance with procedures
Use personal computer
skills [continued]
c. Use basic • Appropriate software is accessed to perform work related task
software • New file is created
application • Layout and design of document is determined
s to create • Data is entered, changed or deleted
new files • Document is saved and stored in appropriate directory or folder
and • Manuals and on line help are used to solve software problems
documents • Anti virus software is accessed and used to maintain integrity of files
• Document is edited / proofread and corrections are made as required
• Document is printed
• Back-up copies of files are made
• Disks / data are filed and stored in accordance with organization’s
procedures
d. Use basic • Information requirements for Internet search are established
functions • Browser is launched
of a • Search engine is loaded
WWW- • Appropriate search criteria / or URL of site is entered
browser to • Relevant links are followed to locate required information
locate • Useful pages are bookmarked or printed as required
information
Use personal computer
skills [continued]

RANGE OF VARIABLES
VARIABLE RANGE
1. Computer and  Computer
peripherals  Monitor
 Disk drive
 Scanner
 Printer
 Modem
2. Software  General business application software
 Word processing
 Spreadsheet
 Database
 Educational software packages
 Anti virus software
Use personal computer
[continued]
EVIDENCE GUIDE
1. Critical Assessment requires evidence that the candidate:
Aspects of  operated computer equipment,
Competency  performed basic computer operations to access and retrieve data,
 used basic software applications to create new files and documents
 accessed and implemented anit virus software
 used basic functions of a WWW-browser to locate information.

2. Underpinning  Basic ergonomics of keyboard and computer use

Knowledge  Main types of computers and basic features of different operating system
and Attitude  Main parts of a computer
 Storage devices and basic categories of memory
 Relevant types of software
 Suitable file naming conventions
 General security, viruses, privacy legislation and copyright
3. Underpinning  Literacy skills to identify work requirements and to comprehend basic
Skills documents and interpret basic user manuals
 Communication skills to identify lines of communication, request advice,
effectively question, follow instructions and receive feedback
 Problem solving skills to solve routine problems associated with computer
use
 Technology skills to use equipment safely including basic keyboard and
mouse using skills and logging procedures relating to accessing a PC
Use personal computer
skills [continued]
4. Resource  Access to learners and a learning environment
Implications  Access to appropriate tools, equipment and
materials
 Basic computing equipment – CPU, monitor,
scanner, printer
 Internet connection
 Computer consumables – paper, print cartridge
5. Methods of Competency in this unit must be assessed by:
Assessment  Observation and questioning
 Portfolio
 Third party report
6. Context of  Assessment should occur on the job or in a
Assessment simulated workplace.
Competency standards: TVET Trainer
Unit of competency: Use personal computer skills
Ways in which evidence will be collected:

Observation &
questioning
[tick the column]

Third Party
Portfolio
The evidence must show that the candidate……

x
 Operates computer equipment and peripherals

xxxx

xxxx
 performs basic computer operations to access and retrieve data
 selects and opens correct software application
 uses basic software applications to create new files and documents Elements and
 uses basic functions of a WWW-browser to locate information

x x x x x xxx
 establishes information requirements for Internet search performance
 launches browser and loads search engine
 enters appropriate search criteria / or URL of site criteria
 follows relevant links to locate required information
 bookmarks useful pages are as required
 knows and applies basic ergonomics of keyboard and computer use

xxxxxxx


knows types of computers and basic features of different operating system
identifies main parts of a computer
Underpinning
 knows about storage devices and basic categories of memory knowledge and

x
 knows relevant types of software
 knows and applies suitable file naming conventions skills

x xx
 knows and applies general security, viruses, privacy legislation and copyright
 applies literacy skills to identify work requirements and to comprehend basic
documents and interpret basic user manuals
 identifies lines of communication, request advice, effectively question, follow
Dimensions of

x
instructions and receive feedback
 solves routine problems associated with computer use
competency

x
Evidence gathering tools

 The following are examples of evidence

gathering tools
 Observation checklist
 Third party Report
 Demonstration
 Work Related project
 Questioning
 Portfolio
Observation

 Observation is a key form of evidence

gathering.

 Observation should collect evidence of all

components of competency, including the
dimensions of competency
Observation Checklists

Checklists are extremely useful tools for

structuring observations.

They can act as:

 a prompt for the assessor
 a guide for the candidate.
Preparing Checklists
 Read the unit of competency
 Review the Evidence Plan
 What evidence must be observed whilst the work
activity is being performed?
 elements and performance criteria
 underpinning skills
 critical aspects of competence
 dimensions of competency
 Select the observation checklist template
 Enter the observation points in the template
Observation is not
appropriate for ...

 activities that occur irregularly, take place over an

extended period of time or are difficult to observe
 activities that require privacy and confidentiality
 situations where it may be culturally inappropriate
to observe the activity
 situations where workplace safety may be
compromised.
Sample observation
checklist
Candidate name: Task to be
Assessor name:
Assessment Centre observed
Competency standards TVET Trainer
Unit of competency: Use personal computing skills
Instructions for the assessor:
1. Observe the candidate use the basic functions of a WWW-browser to locate information related to their job.
2. List the date and location of the assessment activity.
3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the
enterprise.
4. Complete the feedback section of the form.
Date of observation
Location of assessment activity
The candidate…. If yes, tick the box
 Operated computer equipment and peripherals 
 used basic functions of a WWW-browser to locate information 
 established information requirements for Internet search 
 launched browser 
 loaded search engine Observation 
 entered appropriate search criteria / or URL of site 
 followed relevant links to locate required information points 
 bookmarked useful pages are as required 
 solved routine problems associated with computer use 
Did the candidate’s overall performance meet the standard?  Yes  No

Feedback to candidate:

Assessor signature: Date:

Questioning is appropriate
for ...

 Times when observation cannot be used

 Verifying observations
 Underpinning knowledge
 Dimensions of competency ie:
contingency skills
Types of questions

 Extension
 Contingency
 Safety
 Infrequent activities
 Regulations and procedures
Extension questions

 What would you do if … ? (a similar but different

situation)
 What if you were using … instead of … ?
(alternative equipment/procedures etc)
Contingency questions

 What would you do in the event of …?

(accident or emergency)
 What would you do if ... ? (equipment broke
down or something malfunctioned)
 What would you do if … (complaint was made
or conflict occurred)
 How do you avoid … ? (preventative safety
measure)
Safety questions

 What precautions must you take when … ?

 What safety equipment and clothing should
you use when … ?
 Why shouldn’t you … ? (procedure or activity
that is not permitted)
 What would you do if … ? (dangerous
situation)
 How do you avoid … ? (preventative safety
measure)
Questions on infrequent
activities

 What would you do if …? (rarely occurring

but critical situation)
 If … happened, what action would you
take?
Questions on regulations
and procedures

 What are the regulations in respect of … ?

 What are the specified procedures or steps to
…?
 What checks are required by the
manufacturer to … ?
 What is the regulation that covers … ?
(situation or activity)
 What are the organisational regulations that
apply when … happens?.
Sample questioning tool
Questions Satisfactory
response

The candidate should answer the following questions: Yes No

1. What is the difference between a search engine and a browser?  

2. What is a URL?  
Procedure
3. If I wanted information on contextual learning what search criteria would I enter?  question

4. What do people use bookmarks? How do I create a bookmark?  

5. What would you do if you wanted to go to a website you located yesterday but
 
had forgotten the site’s address?
6. Based on your experience. List three uses of the Internet in your teaching?  
The candidate’s underpinning knowledge was: Satisfactory  Not Satisfactory 
Feedback to candidate:

Contingency question Extension question

The candidate’s overall performance was: Satisfactory  Not Satisfactory 
Assessor signature: Date:
What is a portfolio?

 A portfolio is a collection of evidence that

may be presented to an assessor to prove
your competence at a job or task.
What is portfolio evidence?
 Training results / certificates
 Training workbooks
 References from colleagues / employers
 Job descriptions / work experience
 Photos / videos
 Work journal / diary
 Awards
 Work samples - menus, letters, memos, budgets
Choosing evidence
 It is important that the assessor see more
than one type of evidence.
 The evidence must be:
 related to the work described
 the candidate’s own evidence
 enough to show that the candidate can do all aspects
of the work and meet dimensions of competency
 current evidence
 Outcomes of school assessment may be
useful evidence
Portfolio evaluation form
Candidate name:
Competency standards: TVET Trainer Standards]
Unit[s] of competency: Use personal computing skills
The evidence provided by the candidate is:
 valid  authentic  sufficient  current  recent
Rules of evidence
 consistent
The contents of the portfolio provided satisfactory evidence that the candidate: Item no[s]
 operated computer equipment and peripherals
 performed basic computer operations to access and retrieve data
 selected and opened correct software application
 used basic software applications to create new files and documents
 used basic functions of a WWW-browser to locate information
 established information requirements for Internet search
 launched browser and loads search engine
 entered appropriate search criteria / or URL of site
 followed relevant links to locate required information
 bookmarked useful pages are as required Evidence
 knew and applied basic ergonomics of keyboard and computer use
 knows types of computers and basic features of different operating system requirements
 identified main parts of a computer
 knows about storage devices and basic categories of memory
 knows relevant types of software
 knows and applies suitable file naming conventions
 knows and applies general security, viruses, privacy legislation and copyright

Number of item in
 applied literacy skills to identify work requirements and to comprehend basic documents
and interpret basic user manuals
candidate portfolio
 identified lines of communication, requested advice, effectively question, followed
instructions and received feedback
 solved routine problems associated with computer use
Third party report

 Evidence provided by person who has first

hand information on candidate
performance
 Often supplied by person in authority
 Useful for verifying assessor observation
 Useful in assessing consistency of
candidate performance
Sample third party report
Candidate name: Third party details
Name of third party: Contact no.
Position:

Relationship with  employer  supervisor  colleague  other

candidate: Please specify ________________________________________________
Please do not complete the form if you are a relative, close friend or have a conflict of interest]

Dates the candidate worked with you From: To:

Competency standards: TVET Trainer
Unit of competency: Use personal computer skills
The candidate is being assessed against the assessment competency standards. We are seeking your
support in the judgement of this candidate’s competence. Please answer these questions honestly as a
record of the candidate’s performance while working with you. Thank you for your time.
Comments regarding candidate performance and experience
Evidence
I can verify the candidate’s ability to: requirements
Yes No
(tick the correct response]
 operate computer equipment and peripherals
 perform basic computer operations to access and retrieve data
 select and open correct software application
 use basic software applications to create new files and documents
 use basic functions of a WWW-browser to locate information
Steps in developing an
assessment tool
 Select the unit  Select the appropriate
 Read the unit template
 Identify the required  Complete the template
evidence  Check the evidence
 Identify the evidence gathering tools against
the Evidence Plan and
gathering method unit of competency
 Complete the  Check the tool with
Evidence Plan another assessor
Core, Common and Tool units
of competency
 Assessment tools will  Record additional
only be developed for evidence requirements
each Core unit of on Evidence Plan for
competency core units
 Evidence for tool and  Record name of tool /
common units may be common unit for which
gathered using the evidence is collected
on the Evidence Plan
tools for the Core
for Core unit
units.
Task 1 - Develop an
evidence plan

 Select a Core unit of competency

 Select the Evidence Plan template
 List the evidence requirements for the unit of
competency
 Identify the method that will be used to collect
the required evidence
 Complete the Evidence Plan template
 Report back to the whole group
 Task 2 - Develop the
assessment tools
 Review the Evidence Plan developed in Task 1
 Select the correct templates for the assessment tools you will
develop
 Construct the assessment tools
 Check the evidence gathering tools against the Evidence Plan
and unit of competency
 Complete the Evidence Plan templates
 Report back to the whole group