Principle Six of CBT Judgment
A two-way process and means-
The decision made by the assessor on whether the evidence provided meet the principles of assessment and rules of evidence
Characteristics of quality evidence
Encompass the performance criteria to demonstrate achievement of the outcomes (elements)
Reflect the skills, knowledge and attitudes defined in the relevant unit of competency
Show application of skills in the context described in the Range Characteristics of quality evidence
Demonstrate competence over a period of time Demonstrate repeatable competence
Be the work of the candidate Be able to be verified
Demonstrate current skills/knowledge of the candidate
Requirements for the collection of quality evidence
Assessment must address the scope of the unit and reflect all components of the unit
A range of appropriate assessment methods/evidence gathering techniques is used to determine competency
Requirements for the collection of quality evidence
Evidence must be gathered in the workplace or simulated workplace Evidence collected must relate to a number of performances assessed at different points in time
Requirements for the collection of quality evidence Assessment meets the rules of evidence
A judgment of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Pointers in making assessment decisions
Collected evidence is examined and evaluated to ensure that it reflects the evidence required to demonstrate competency and which: Encompasses all component parts of the competency standards and the dimensions of competency
Address other related documentation Complies with the rules of evidence Related documentation
Assessment guidelines Assessment criteria
Evidence to be collected as set out in the Evidence Plan
Competency assessment tool Pointers…
Judgment is used to conclude whether competence has been demonstrated, based on the available evidence
The decision made by the assessor on whether the evidence provided meets the principles of competency-based assessment and rules of evidence
Validity, reliability, flexibility, fairness
The decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent or not yet competent
Pointers…
Relevant assessment system policies and procedures and
organizational/legal/ ethical considerations are addressed in making the assessment decision
Clear and constructive feedback is provided to the candidate regarding the assessment decision and recommendations are made, where required
Portfolio...
√ is a purposeful collection of work (outputs/documents) that demonstrates progress/ achievement in specific areas of endeavors √ The collection of evidence that may be presented to an assessor to prove competence at a job or task
√ it invites the reader of the portfolio to gain insight about the learning of the individual
Types of Portfolio Showcase Portfolio
best for summative evaluation of student’s mastery of key curriculum outcomes.
a collection of an individual’s best or favorite work which the person has selected by the student & the teacher
only completed work is included
compatible with audio-visual artifact development Types of Portfolio
Process Portfolio
documents all facets or phases of the learning process
particularly useful in documenting student’s overall learning process Documentation Portfolio
a systematic on-going record of an individual’s progress
includes everything from brainstorming activities to drafts to finished products
Forms of portfolio evidences Self-assessment schedule
Allows the candidate to rate own performance against the requirements of the relevant unit/s of competency Certificates
Provides evidence of prior education or training completed on or off-the job
Assessment feedback or completed checklists
Provides evidence of on-the-job performance, observer’s comments and future action as a result of assessment
Written statements or references
Provides evidence of the candidate’s job performance, responsibilities, achievements and skills levels
Job descriptions
Provides evidence of prior work experience Work journals
Provides evidence of tasks, activities or other achievements, accomplished by the candidate in the course of days or weeks at the workplace or in a community/volunteer role
Work samples (e.g., reports, designs, etc,)
Provides evidence of the candidate’s ability to do part or whole of work tasks or processes
Finished products
Provides evidence of candidate’s ability to produce a product or service
Statutory declarations
Provides evidence that the samples are the candidate’s own work Why use a Portfolio?
Encouraging self-directed learning enlarging the view of what is learned fostering learning about learning
demonstrating progress toward identified outcomes creating an intersection for instruction and assessment
providing a way for students/trainees to value themselves as learners Offering opportunities for peer-supported growth
Some Concerns on Portfolio Assessment Why do they want me
to do this? (Purpose) What evidences do I present?(Design) Where do I get them? How will my documents be evaluated?
Where do I go from here? (Utilization of Results)
Criteria for Evaluation: Thoughtfulness
Growth and development in relationship to key curriculum expectancies and indicators
Understanding and application of key processes
Completeness, correctness, and appropriateness of products and processes presented in the portfolio
Diversity of entries CHARACTERISTICS Clearly defined purpose
systematic and organized collection of documents pre-established guidelines for what will be included clear and appropriate criteria for evaluating the individual’s documents
PORTFOLIO EVIDENCES Valid
Must relate to the elements, performance criteria, range of variables and evidence guide
Current
Must reflect the candidate’s current knowledge and/or skills in the relevant aspect of work
Sufficient
Must cover the full range of activities described in the relevant unit/s Consistent
Must show that the evidence presented by the candidate consistently meets the standards under workplace conditions
Work samples must be compared in terms of approach, style and skills levels evident, to evaluate reasonable differences
Authentic
Evidences/materials presented are the candidate’s own work or contribution
Assessors need to be aware of: falsified evidence
falsified qualifications
work samples completed by a team rather than the candidate work samples that have lost currency
The assessor should:
Cite original certification rather than photocopied documents Compare certification from organization
Question candidate about the evidence and ask for explanations of the candidate’s involvement
Compare work samples in terms of approach, style and skills levels evident to evaluate consistency and reasonable differences Look for variations in dates between different documents, e.g., resume
Characteristics of a Portfolio Assessor
Committed to the Portfolio Assessment concept and process
Analytical - able to understand cause and effect of data Displays sound, objective judgment - free from bias Has high work standards
Is systematic and well-organized Pays attention to detail
Flexible - receptive/open to new ways of doing things
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 Third Party Report
The Assessor should select the best person
Prepare materials that will help the observer provide relevant feedback on the candidate’s performance that is directly related to the relevant unit/s of competency
Third Party Report
Send the Assessment Tool to the concerned party Retrieve and assess the accomplished Assessment Tool
Note: It is the Assessor, not the third party observer, who makes the assessment decision!
Demonstration
Used when safety, expense or time are involved Conducted in a simulated workplace environment Planning and implementing…
Check that the demonstration complies with the information in the unit of competency including:
√ elements
√ performance criteria √ range of variables √ evidence guide
Check that equipment is safe and reflects the type of equipment currently used in the industry
Conduct the demonstration at a site which reflects conditions in the workplace
Set realistic expectations, e.g., time limits and quality specifications Use materials and applications that are relevant to the workplace and the unit/s of competency
Use the checklist to help focus on key aspects of the work activity or skill and record that the candidate has performed all required tasks Ask the candidate questions to check underpinning knowledge, including contingency management, task management and job/role environment skills
Ensure that the equipment works prior to conducting the demonstration
Ensure that all required materials are available Prepare instructions for the candidate Questioning is appropriate for ... Times when observation cannot be used Verifying observations
Underpinning knowledge
Dimensions of competency i.e. contingency skills Oral questioning
Involves the assessor asking the candidate a number of questions about real, simulated or hypothetical situations
Oral questioning
Complements observations and demonstrations as it provides a means of probing the candidate’s understanding of work Oral questioning
… a valuable tool for collecting evidence of underpinning knowledge and its application across a wide range of contexts
… can be used where written questioning might not be appropriate due to literacy and language problems
Oral questioning
…can be standardized to enhance validity and reliability
… provides immediate information about the candidate’s knowledge and understanding
…assists in determining what other evidence may need to be collected Interview
√ Involves the assessor asking the candidate a number of questions about real, simulated or hypothetical situations
Suggestions for using interview
1. Remember that the main purpose of the interview is to gather information from the candidate
2. Prepare for an interview as you would prepare for other assessments
3. Do not intimidate or frighten the candidate
1. Do not barrage the candidate with large numbers of rapid-fire question
2. Wait for the candidate to respond
3. Begin with broader questions and gradually ask more specific and focused questions
4. Keep notes so that you do not have to rely on your memory
Opening the Interview
Greet the candidate, giving your name and position Explain the interview’s objectives:
√ to acquaint assessor and candidate √ to learn more about the candidate’s background and experience
√ to gather relevant information to support employment decision. Opening the Interview… Describe the interview plan Active Listening
√ Talk less, listen more. √ Summarize periodically Use thought speed
√ Prepare your next question
√ Analyze what the candidate is saying
√ Piece together what the candidate is saying now in relation to something said during the interview
√ Take notes
Benefits of asking follow-up or probing questions
4Enables the assessor to collect enough complete data to evaluate a candidate in all the target dimensions. Skillful probing is the key to collecting complete behavioral examples to illustrate the dimension under assessment.
Benefits of asking follow-up or probing questions…
4 Respondent “faking”. Probing to get specific examples of actions every time the candidate provides vague or general information would make candidates reluctant to shade information to pass the interview.
Benefits of asking follow-up or probing questions…
4Discourages theoretical responses or responses that the candidate thinks are “right” or “desired”.
Dos and Don’ts of Interview Body Language
Dos and Don’ts of Interview Body Language Characteristics of competency-based assessment Multiple forms of evidence
Workplace performance
Workplace skills main focus of assessment
The assessment is individual, there is no comparison among others It includes the recognition of acquired competencies
Basis of training and development
It provides a judgement for the assessed workers: competent or not yet competent
It is the basis for the certification of competency of workers Competency-based system
When we assess the candidate as COMPETENT, we are saying that we have justifiable grounds to say that this candidate can do ALL that the competency requires-
Questions ???...
Is there a sufficiency of evidence to make judgement ? Has the competency standard been demonstrated?
Will the competence demonstrated in this setting transfer to other settings?
Are my judgements consistent with other assessors judgements at different times and different context?
Are my judgements consistent with the judgements of other assessors?
Assessment Systems Traditional
• Associated to a course or programme • Assessed by means of subject
• Parts of the programme are included in final examinations • Passing criteria are based on marking scales
• Questions are ignored
• It is done within limited periods of time • Statistical comparisons are used Purpose of assessment
Recognize current existing competency of candidate/s Determine if competency has been achieved following learning Determine training gaps
Measure work performance
Classify employees/support career development certification
Read and interpret competency standards
Determine the evidence needed to demonstrate competency Principles of competency-based assessment
Validity Reliability Flexibility Fairness
Communication skills Using active listening
Accurately interpreting verbal messages Providing constructive and supportive feedback
Using appropriate questioning to clarify and confirm instructions for evidence gathering
Interpersonal skills
Engaging in two-way interaction
Using language and concepts appropriate to cultural differences Accurately interpreting non-verbal messages
Using culturally inclusive and sensitive techniques Assessment policies and procedures
Qualification of assessors Candidate selection Assessment records Reporting procedures
Assessment reporting procedures Assessment appeals
Links with overall quality management system Characteristics of candidates
Level of work experience Motivation for assessment Age
Gender
Supportive Assessment Environment Suitable for the assessment
Candidate is relaxed and not apprehensive Establish rapport with candidate
Provide overview of the process
Advise candidate on assessment conditions Answer candidate questions
Inform the candidate
Assessor must inform the candidate about: the unit of competency
the evidence requirements the evidence gathering process the role of the assessor
Forms of reasonable adjustment Translate English into local dialects Use oral in place of written instructions
Adjustments to the physical environment or venue
Considerations relating to cultural beliefs, religious observances, age or gender
Legal and ethical responsibilities Occupational Health & Safety Confidentiality
Free consent of candidates
Adheres to quality system, policies and procedures of the workplace Transparent reporting and recording
Integrity of the assessor ASSESSMENT PACKAGE Parts of an Assessment Package
Assessment package contains the following: I. Assessor’s Guide
Contents:
1. General Instructions @@@
contains stages in the Conduct of Assessment. Each stage contains pointers for the assessor in the conduct of assessment
Stage I – Before the Assessment Stage 2 – On the day of the assessment Stage 3 – During the assessment Stage 4 – Post Assessment
Assessor’s Guide
2. National Assessment and Certification Arrangements@@@ √ List of competencies covered by the Qualification
√ Ways of acquiring the Qualification Accumulation of COCs
Full Qualification
√ and other provisions provided in Section 17 of TESDA Circular # 09 s. 2007
Assessor’s Guide@@@ 4. Evidence Plan@@@
A planning tool used by the Assessor which contains the competency to be assessed, details of the type of evidence to be collected, methods of assessment and the criteria for assessment decision
II. Competency Assessor’s Script @@@
guides the assessor in the different stages of assessment with corresponding reference materials to be used
III. Candidate’s Guide Contains:
III. Candidate’s Guide
√ Competency Assessment Agreement@@@
A joint undertaking between the assessor and the candidate “I agree to undertake assessment in the knowledge that
information gathered will only be used for professional development purposes and can only be accessed by concerned assessment personnel and my manager/supervisor.”
III. Candidate’s Guide
√ Instructions for the candidate@@@ contains specific instructions on:
• Tasks to be performed/project to be undertaken
• Ways on how evidences will be gathered • Time allotment per task/project IV. Rating Sheets@@@
A. Contents
specific questions or activity developed from the selected assessment method to be used for assessment
IV. Rating Sheets
B. Competency Assessment Results Summary@@@ Contains the candidate’s performance in the
different assessment methods (per unit or cluster of units of competency)
Assessor’s Recommendation
General comments (strengths/improvements needed)
BRIEFING ON PROGRAM REGISTRATION PROCEDURES FOR TVET Providers
OBJECTIVES What is UTPRAS?
The Unified TVET Program Registration and Accreditation System is the quality assurance mechanism for the mandatory registration of technical-vocational programs / courses with TESDA.
Registration signifies compliance of the TVET program / course with minimum requirements promulgated for the program / course. What Programs / Courses are covered under UTPRAS?
All technical-vocational education programs / courses need to be registered as required by the provision of TESDA Law, Section 8 and TESDA Board Resolution 98-03. It includes industrial trades,
agriculture, fisheries, home industries, caregiver, security and Overseas Performing Artists (OPAs) among others.
E.O. 358
Executive Order No. 358 Sept. 15, 2004
To Institutionalize a Ladderized Interface Between Technical-Vocational Education and Training (TVET) and Higher Education (HE) Education Cohort Estimates
Executive Order No. 358 Section 1
The TESDA and CHED, in consultation with the concerned sectors and stakeholders, shall develop and implement a unified national qualifications framework that establishes equivalency pathways and access ramps for a ladderized system allowing for easier transition and progression between TVET and HE
Executive Order No. 358 Section 2
The Framework shall include, as far as practicable, but not limited to, the following unified qualification and articulation mechanism:
National System of Credit Transfer Post TVET Bridging Programs System of Enhanced Equivalency
Adoption of Ladderized Curricula/Program Modularized Program Approach
Competency-based Programs
Network of Dual-Sector Colleges and Universities Accreditation/Recognition of Prior Learning LADDERIZATION DEFINED
refers to all education and training mechanisms that allow students and workers progression between Technical Vocational Education and Training (TVET) and Higher Education (HE) or college and vice-versa. Ladderized education opens opportunities for career and educational advancement to students and workers. Specifically, it intends to create a seamless and borderless education and training system that will allow you mobility in terms of flexible entry and exit into the educational system.
LADDERIZATION MODALITIES 1) Credit Transfer
- recognition & carrying forward of overlapping learning from a TVET program to a Higher Education degree
- a scheme by which the TVET content in the relevant higher education or bachelor degree program are mapped or identified and the curriculum is restructured to provide TVET exit points. The units of competencies in the TVET qualification are usually clustered together to allow for early attainment of a TVET qualification.
Mapping of TVET Content in Ladderized Degree Program STEPS IN DEVELOPING THE LADDERIZED CURRICULUM
1) Identify or map the TVET content in the bachelor curriculum to be ladderized using the Training Regulation and the PSG 2) Sequence the subjects in such a way that TVET exit points
can be realized in the first two years of the curriculum with due regard to pre-requisite requirements
3) Develop modules of training and course design using the competency-based format
1) TVET to Ladderized Degree Program 2) TVET to Traditional Degree Program PRIORITY DISCIPLINES
(SY 2006-2007) Agriculture and Fisheries Health and Medical Services
Information and Communication Technology (ICT) Maritime
Tourism / Hotel and Restaurant Management(HRM) Criminology
Education Engineering
GENERAL GUIDELINES
The degree program shall conform with the Policies, Standards and Guidelines (PSG) issued by CHED;
The degree program to be ladderized shall be included in the priority disciplines;
There shall be full tech-voc qualifications based on the Training Regulations issued by TESDA in the degree program;
The full tech-voc qualification in the ladderized degree program shall be registered with TESDA under the Unified TVET Program Registration and Accreditation System (UTPRAS).
MODEL LADDERIZED CURRICULUM
• Transition period of one year (SY 2006-2007) to mainstream other existing ladderization programs within the framework of E.O. 358
TESDA-CHED AGREEMENTS
There will only be one (1) Ladderized Program, i.e.
This Ladderized Education System under E.O. 358 is a program jointly agreed by TESDA and CHED. Ladderized program offerings of institutions
should be registered both with TESDA, for TVET courses, and with CHED for the degree programs.
All ladderized programs shall have to be authorized by both TESDA and CHED.
TESDA-CHED AGREEMENTS
Creation of Permanent Joint Technical Secretariat Composition:
- TESDA and CHED core staff
- Representatives from COCOPEA, PASUC, TEVSAPHIL INSTALLATION OF LADDERIZED EDUCATION SYSTEM IN THE PHILIPPINES UNDER E.O. 358
July 14, 2006 Malacanang, Manila
