Assessment-Guide-Module-4.docx

Download File

Assessment Guide

Module 4

 

Objective

The aim of this policy is to inform assessors and candidates regarding the policy of assessing and accrediting knowledge and skills needed on the job against established criteria.

Scope

This policy applies to all learners that are being assessed.

Introduction

The accredited provider will strive to comply with international best practice in regard to assessment, requiring that quality management systems be put in place wherever learning and assessment of competency is required.

Guiding principles

Competence: Assessment should focus on what candidates can do, what they know and how they integrate abilities to demonstrate achievement. Competence is demonstrated skill, or skill in action.

Outcome-based: Assessment of competency will focus on performance outcomes. Input criteria such as length of service, qualifications or experience will contribute towards a candidate’s performance outputs, but will not be the focus of assessment of competency.

Transparency: All assessments should be evaluations of competency against pre-defined standards that make clear in advance what candidates have to achieve and the criteria against which such achievements will be measured. These standards may include international benchmark standards where applicable. Results of assessments will be made known to candidates.

Development: Assessment is primarily a developmental intervention, intended to assist the candidate to identify and acknowledge areas in which he would benefit from further development. It is the main input towards the further process of planning for the training of the candidate. Assessment results will not be used in any way that will be detrimental to the candidate or his career prospects.

Critical cross-field outcomes: Candidates must demonstrate their ability to integrate knowledge and skills in a practical, focused way. This involves combining technical ability with generic abilities, such as problem-solving, decision-making, analysis, etc. These generic abilities are collectively referred to as “critical cross-field outcomes” as laid down by international best practice, and should be evaluated during assessments along with the measurement of the specific competency being assessed.

Flexibility: Assessment is intended to be flexible in its methodology. For this reason, international best practice has acknowledged the validity of a variety of forms of assessment, including written evidence, observations and oral questioning.

Re-assessment: Competence has to be continuous. Periodic or prompted re-assessment is legitimate. As technology changes and processes advances, new competencies will have to be attained by candidates, and consequently old standards will be revised and updated, necessitating re-assessment.

Eligibility: All learners registered for this programme will be eligible for assessment.

Scope: All learning required and provided for learners as defined above will form part of the overall training quality management system. As such, this learning will be supported by the assessment policy described in this document. Ideally, assessment should apply to all training & education provided, but will be focused in particular on critical aspects of the accredited provider’s operational performance. Candidates may be assessed against all or part of the applicable competencies.

Purpose of assessment

Essentially, assessment systems are intended to evaluate whether or not a candidate has achieved competence against a standard. This is required in terms of international best practice approaches to skills development. It is also a necessary means to give individual candidates recognition of their achievements and an opportunity to build on goals reached.

Recognition

Assessments results may be taken into account so that employees don’t have to repeat courses where they have demonstrated that they have the required competencies (“recognition of prior learning”).

Assessors

Assessors will be selected from amongst the accredited provider’s staff, and will be trained and certified for this purpose.

Standards

Assessment of competency requires a judgment about what the Candidate knows and can do. The focus will be on performance outputs. Clear criteria, specifying results areas and the corresponding standards expected, will form the basis of the assessment guides used by assessors.

Records

Assessment records will be kept by the accredited provider.

NOTES FOR ASSESSORS

Assessors should keep the following principles in mind when conducting assessments against this unit standard:

  1. Assessment is the process of reviewing evidence and making judgements about performance against a set of standards
  2. Assessment is a transparent process. Evidence is gathered and reviewed in a collaborative way by the Assessor in co-operation with the candidate to be assessed. Results are made known to the candidate.
  3. Assessment is primarily a developmental intervention, intended to assist the candidate to identify and acknowledge areas in which he would benefit from further development. It is the main input towards the further process of planning for the training of the candidate. Assessment results will not be used in any way that will be detrimental to the candidate or his career prospects.
  4. The aim of this assessment should be on reviewing evidence that proves that the candidate is competent overall, and not just in some of the specific outcomes of the job.
  5. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be evidence to show the candidate is able to perform the job in the real situation.
  6. In making a judgement about the Candidate’s competence, do not put too much focus on each individual piece of evidence. Rather make sure the assessment activities focus on the “big picture” outcomes and are sufficient to enable evidence to be gathered around all areas of the candidate’s required competence.
  7. The task of the Assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this assessment guide, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be consistently performed to standard.
  8. All assessments should be conducted in line with the following principles of assessment:
  • Appropriate (only assess where relevant to the candidate’s job)
  • Fair (follow the correct procedure in assessing)
  • Integration into work or learning (assess whether the candidate is competent on the job)
  • Validity (the assessment measures what it should measure)
  • Direct (specifically related to the criteria)
  • Sufficient (it tells whether the candidate can do the whole job)
  • Systematic (it evaluates competence as per the order of the criteria)
  • Open (transparent; no hidden evaluations)
  • Consistent (reliable and predictable)
PREPARATION FOR ASSESSMENT

TO (name of candidate):_______________________________________

COPIES TO (name of manager):________________________________

FROM (name of assessor):_____________________________________

DATE (date of this notice):_____________________________________

REF: Notice of meeting to prepare for your competency assessment

 

As recently discussed, it would be appreciated if you would make yourself available for a meeting in which we will discuss the assessment of your competency as described below:

The purpose of this assessment is to assist you in identifying areas where you may require further development and skills-training. This will contribute positively towards your career and your own job satisfaction. You will not be penalized in any way as a result of this assessment.

I would like to meet with you to discuss the assessment of your job-related skills and competency on ________________ (date) at __________________ (venue), between _____________ and _____________ (times). Thereafter, we will schedule further appointments as required by mutual agreement.

I am planning to assess your competency in relation to the following unit standard: –

Candidate’s number: _____________________________________________

Candidate’s name: _______________________________________________

If there is anything you would like to clarify, please feel free to contact me on the following number:________________________________________________

Signed by Assessor Acknowledged by Candidate

___________________ _____________________

 

Assessor’s Checklist [To be completed during the pre-assessment meeting]

Name of Candidate
Job Title
Department
Section
Employee Number
Name of Assessor
Date of Pre-Assessment Meeting
Assessor’s Checklist Y N n/a Comments
1. Pre-assessment discussion with Candidate is conducted and the following explained and understanding achieved:
1.1 Principles and purpose of assessing
1.2 Training provider’s policy on assessment
1.3 Different types of assessment methods
1.4 Different assessment tools
1.5 What is to be assessed
1.6 Assessment criteria applicable to the skills in question
1.7 Portfolio of Evidence required
1.8 Where and how to source evidence
1.9 How the assessment will be conducted
1.10 Appropriate assessment resources / tools / materials are available and in place (e.g.: test paper; pallet jack; computer terminal; motor vehicle)
2. Copy of the Assessment Guide for the Candidate’s position has been provided
3. Candidate’s action plan for collection and presentation of evidence is agreed and recorded
4. Roles and responsibilities in the assessment process are agreed, recorded and signed off
5. Date and place of assessment is confirmed
6. Time-frame for feedback session is agreed between Assessor and Candidate, in accordance with company policy
7. Candidate informed about the developmental focus and intention of the assessment process
8. Candidate informed that no detrimental action will be taken against him as a result of this assessment
9. Candidate informed that results will be made known to him – i.e. transparent process
Assessor’s signature: Date:

 

I, __________________________________(name of Candidate), agree that all of the points above have been explained to me and I understand the content thereof.

Candidate’s signature: Date:

Assessment Schedule [To be completed at the end of the pre-assessment meeting]

Assessment session 1: Assessment session 2: Assessment session 3: Assessment session 4: Assessment session 5: Assessment session 6:
What to be assessed : SPECIFIC OUTCOME 1 SPECIFIC OUTCOME 2 SPECIFIC OUTCOME 3 SPECIFIC OUTCOME 4 SPECIFIC OUTCOME 5 SPECIFIC OUTCOME 6
Assessment method :
Planned date of assessment event / Last day for submission of evidence to Assessor
Resources required
Special needs

Candidate’s declaration of readiness:

I hereby declare that

  • I am ready for the assessment
  • I have reviewed the assessment plan
  • I understand the assessment process and am satisfied that the assessment will be conducted in a fair and valid manner I will attend the planned assessments at the agreed time, date and place
  • I will submit the required evidence by the due dates
Assessor signs: Date:
Candidate signs: Date:

 

Assessor’s preparation checklist

Name of Candidate
Job Title
Department
Section
Employee Number
Name of Assessor
Date of Planned Assessment
Assessor’s Checklist Yes No n/a Comments
1. The Candidate has confirmed that he/she is ready to be assessed (Assessment schedule signed)
2. Management approval for the assessment is secured if required
3. The Candidate’s Supervisor or Manager is informed of the PURPOSE, TIME, PLACE and DATE of the planned assessment if required
4. Company Assessment Policy is in place
5. Appropriate performance standard(s) are identified
6. Assessment Guide has been prepared and is available
7. Assessor is familiar with contents of the Assessment Guide, and the method of assessment to be applied
8. Assessment Methods that are appropriate to the Specific Outcomes have been selected
9. Appropriate assessment resources / tools and materials are available and in place (e.g.: test paper; pallet jack; computer terminal; motor vehicle)
10. Assessor has considered the following:
10.1 Cost effectiveness of the planned assessment
10.2 Results of previous assessments
10.3 Appropriateness of assessment venue (safety; accessibility; organizational and operational needs; etc.)
10.4 Special needs of Candidate to ensure fairness of the assessment:-

  • language barriers
  • physical infirmities
11. The venue is fit for purpose and the time of the assessment is suitable
12. Logistical arrangements are confirmed with all role players
Assessor’s signature: Date:

CARRY OUT ASSESSMENT

FORMATIVE ASSESSMENTS

Name of Candidate
Job Title
Department
Section
Employee Number
Name of Assessor
Date of Planned Assessment
No. Activity Page no. Results

SUMMATIVE ASSESSMENTS

Name of Candidate
Job Title
Department
Section
Employee Number
Name of Assessor
Date of Planned Assessment
No. Activity Outcome No. Results

ASSESSMENT REPORT

 

Name of Candidate : Job title :
Department : Section :
Employee no. : Assessor’s name :
Planned completion date for assessment Assessor’s title :
Declaration regarding learning assumptions :
Superintendent (or manager’s) name :
Signature :
Date :
Candidate’s self-assessment: I declare that I believe I am ready to be assessed.
Signature: Date
COMPETENCY AREA :
OUTCOME # 1:
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME # 2:
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME # 3:
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME #
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME #
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME #
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)
COMPETENCY AREA :
OUTCOME #
ID Assessment Criteria Required Evidence To Be Provided by Candidate Cross-Ref to Supporting Docs (if applicable) Due date Assessor initials when competent Notes & Areas for Further Development by Candidate (transfer to “Summary of Assessment Results”)

FEEDBACK ON THE ASSESSMENTAssessment Result Feedback Form

Candidate:
Assessor:
Unit standard Title and Number:
Date:
Result of Assessment: Competent Not Yet Competent

In the case of NYC

Specific Outcome and Assessment Criteria Assessment Method and Activity Learning Intervention/Action recommended Date for Re-assessment

Candidate’s Comments

Assessor’s Signature:
Candidate’s Signature:
Date:

Assessor Reflection Form

Candidate:
Assessor:
Unit standard Title and Number:
Date:

Please reflect on your assessment experience as Assessor and answer the questions below. These questions are to help you evaluate your own performance and to identify your areas of strength and identify any development needs you may have, so be honest with yourself!

  1. How did you feel about the assessment process?
  1. What do you think that you did well during the assessment? Why?
  1. Are there any areas that you feel you can develop? Please give some details of this, as well as how you plan to address these. Can we offer any support for you?
  1. Were you comfortable with the Candidate during the assessment? Was anything particularly difficult for you to do?
  1. Please comment on the assessment process you have just conducted.
  1. Please comment on the design of the assessment guide. Can anything be improved upon? What was good about the assessment guide?
  1. Did the assessment guide allow for fair assessment? If not, how will you remedy the situation?

Candidate’s Reflection Form

Candidate:
Assessor:
Unit standard Title and Number:
Date:

Please reflect on your assessment experience as the Candidate and answer the questions below. Please be honest and constructive in your feedback to the Assessor.

  1. As the Candidate, how did you feel during the assessment?
  1. What do you think that that the Assessor did well during both the actual assessment and in the feedback session? Why?
  1. Are there any areas that you feel the Assessor can develop? Why?
  1. Did you feel comfortable during the assessment with the Assessor? Why?
  1. Did the Assessor use language that was clear and easy for you to understand?
  1. Please comment on the assessment process you have just been through.
  1. Please comment on the design of the assessment guide. Can anything be improved upon? What was good about the assessment guide?