Develop Competency-Based Assessment Plans

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-Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans

Version 1.1 (14 October 2012)

Table of Contents

Message from the Director of Quality Assurance Division ... 5

Learner Profile ... 6

Reflection on Learner Profiles... 7

Will Technology-assisted, Work-based, Continuous Assessments Work? ... 8

Using Social Media-based E-Portfolios in Competency-based Assessment ... 9

What is Competency? ... 11

Packaging of Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) 11 Competency Standard Template ... 12

Key Changes to Competency Standard Template ... 13

Revised Competency Standard Template ... 14

Curriculum, Training and Assessment Guide (CTAG) ... 14

Curriculum, Training and Assessment Guide (CTAG) Components ... 15

Key Changes to CTAG Template ... 15

Competency-based Assessment ... 17

Requirements of Competency-based Assessment ... 17

Types of Assessment ... 18

Commonly Used Assessment Methods ... 19

Knowledge-based Assessment Methods ... 19

1. Multiple-Choice Questions (MCQ) ... 19

2. Written Assessment (Short Answers) ... 19

3. Projects ... 20

4. Portfolio ... 20

5. Written Assessment (Reports) ... 21

6. Oral Questions ... 21

Performance-based Methods ... 22

7. Workplace Performance ... 22

8. Role-Play / Simulation ... 22

Attitudinal Evaluation Methods ... 23

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Principles of Assessment (POA) ... 24

Rules of Evidence (ROE) ... 24

Adult Educator (AE) Qualifications Requirements and Timelines for WSQ Approved Training Organisations (ATO) ... 25

How do These Changes to Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) Affect my Assessment Plan Design? ... 26

What is an Assessment Plan? ... 27

Components of Assessment Plans ... 27

WSQ Requirements in Relation to Assessment Plans ... 28

Common Shortcomings in Assessment Plan Design ... 29

Example 1: Inappropriate Development of Assessment Tools ... 29

Example 2: Assessment Criteria do not Address the Performance Statement / Performance Criteria Sufficiently ... 30

Example 3: Incomplete Instructions in Assessment Specifications ... 31

Example 4: Conflicting Instructions in Assessment Plan ... 33

Example 5: Difficulty in Gathering Evidence ... 34

Example 6: MCQ Questions with “Give-away” Answers ... 35

Other Shortcomings in Assessment Plans ... 36

Selection of Assessment Methods ... 37

General Good Practices in Assessment Plan Development ... 37

Assessment Plan Validation ... 38

Assessment Plan Validation Checklist ... 39

POA / ROE Validation Checklist ... 40

WSQ Curriculum Development and Pre-Accreditation Checklist ... 45

References ... 50

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Message from the Director of Quality Assurance Division

Dear WSQ Developers,

The Quality Assurance Division (QAD) conducted a survey of the WSQ Approved Training Organisations (ATO) in March 2012. It was found that most ATOs indicated a need to have a better understanding of how to develop assessment plans. This further supports QAD’s audit observations that ATOs need to improve the design of their assessment plans.

These notes are purposefully designed for developers who are involved in the design and development of competency-based assessment (CBA) for the Singapore Workforce Skills

Qualifications (WSQ) System. WSQ is a national credentialing system that trains, develops, assesses and recognises adult workers for competencies they need to stay employable. Thus, assessment is the integral part of WSQ as it is used to assess the learning gain and competencies of the workers.

I hope these notes will be beneficial to your future development of competency-based assessment plans.

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Learner Profile

Learner profile is a set of information collected on how learner learns most effectively. This information may be collected through observations, surveys, questionnaires, application forms, interviews, etc. It may include information like:

 Age

 Barriers to learning (e.g. institutional, situational, psychosocial, etc)  Educational level

 Employability Skills (ES) Level

 Experience (e.g. work experience, life experience, etc)  Motivations to learn (e.g. job, self-actualisation, etc)

 Orientation to learning (i.e. immediacy of application for problem solving, response to societal expectations, etc)

 Readiness to learn

 Self concept (i.e. self-directed, dependent, etc)

 ______________________________________________

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Reflection on Learner Profiles

Draw up the profile of learners who attend your programmes. Pick the appropriate characteristics.

Low-Skilled Elderly

 Non-English Speaking

 Physically challenged

 Less confident

 Fearful of training & assessments

Tech-Savvy Gen Y

 24/7 connected

 Multi-tasking

 Easily bored

 Articulate and confident

PMEs

 Wealth of experience

 High expectations

 Questioning

 Intellectual

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Will Technology-assisted, Work-based, Continuous Assessments Work?

Discuss with your partner on the appropriateness of the three assessment approaches for your learners. Tick the relevant boxes if the approaches provide valid, sufficient, current and authentic evidence.

RULES OF EVIDENCE (ROE) Evidence Criteria Approach 1 (ACTA V5) Approach 2 (WTP) Approach 3

(DACE) Comments

Validity of evidence Sufficiency of evidence Currency of evidence Authenticity of evidence Characteristics of Each Approach  Continuous assessment  Blogs  In-class performance Workplace evidence Live observation

 Video clip of presentation

 Skype to cover gaps

Possible Takeaway

I can apply the following ideas to modify the practice in my organisation: 

 

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Using Social Media-based E-Portfolios in Competency-based Assessment

A pilot project by Institute for Adult Learning (Lee Wee Chee)

Background

IAL recently conducted a pilot run of a new design for four modules of Advanced Certificate in Training and Assessment (ACTA). One of the new methods that were tested was the use of social-media based e-portfolios for continuous, formative and summative assessment.

Assessment Process

Learners started collecting evidence (artefacts) of learning and competency from the start of the course. These took the form of pictures, reflective blog entries capturing their thoughts on the application of learning, and videos of them practising their delivery of training and assessment. Using a blog host (Wordpress) and video host (YouTube), learners published their entries frequently, allowing assessors, trainers and fellow learners to give feedback on performance, comment on entries, and identify gaps to cover.

An Alternative Expression of Competency-based Assessment

This project built social constructivism, reflection and personalised contextualisation into competency-based assessment, allowing assessors to have a holistic, developmental view of the learner’s journey towards competence.

Assessment Framework

Based on a portfolio assessment framework developed by Cleveland Clinic Lerner College of Medicine for medical students1, IAL adapted it to create a

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Version 1.1 (14 October 2012) Evidence Gathering Tools

Smartphones, tablets With photo-taking and video-capturing capability

Evidence Portfolio

e-Portfolio using social media like blog hosts (e.g. Wordpress) and video hosts (e.g. YouTube)

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Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Academic medicine, 82(5), 493-501.

Summative Assessment

Learners meet with assessor to review all evidence for decision

on competence

Formative Assessment

Learners meet with assessor to review evidence presented

so far to determine performance gaps and actions to take to close the

gaps

Informal Feedback

Trainers, assessors and fellow learners give feedback on blog entries for

developmental purposes

Evidence Database

Application to own workplace practice: Reflective entries on applicability of learning to workplace

Teaching and assessment skills: Videos of skills practices in class or from the workplace + reflection

Construction of knowledge: Photographs and entries of own learning + reflection

Professional development: Reflective entries on professional practice based on self and peer feedback

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What is Competency?

 A competency is a measurable set of knowledge, skills, and attitudes that a person needs to perform a task effectively

 A competency is not an entire job

 In most cases, several competencies are required for a job

 As competency is task-based, the person may need to transfer the

competencies to new situations and environment

Packaging of Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG)

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Key Changes to Competency Standard Template

Key CS Components Status of Revision

Cover page Retain

Relevant Job

role(s)/occupation(s) Retain

Performance Statements / Competency Element /

Performance Criteria

Retain and Enhance

Assumed Skills and Knowledge Retain and Enhance

Underpinning Knowledge Retain and Enhance

Range and Context Retain

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Revised Competency Standard Template

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Curriculum, Training and Assessment Guide (CTAG) Components

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Competency-based Assessment

 A collection of evidence to demonstrate that a learner can perform or behave according to specific standards

 A form of assessment that is derived from the specification of a set of outcomes articulated in the competency standard(s)

 The assessment outcome that will allow the assessor to make judgment with respect to the achievement or non-achievement of these outcomes (i.e. competent / not yet competent)

Requirements of Competency-based Assessment

 Focus on ‘outcomes’ – The assessment must allow for clear demonstration

of outcomes of learner’s performance. Evidence must be collected to show that a candidate has met every single performance criterion

 Competent/Not yet competent judgement only – Only two judgments can

be made

 Assessment in workplace context – Performance must be demonstrated

and assessed under conditions as close as possible to those under which it would normally be practiced.

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Types of Assessment

 Diagnostic

o Prior to learning, e.g. training needs assessment

 Formative

o During learning, to gauge the learning progress and achievement of learners for learning (Assessment for learning) – does not contribute to final assessment result

 Continuous

o During learning, to gauge the learning acquired for competence/ grading

(Assessment of learning) – contributes to final assessment result

 Summative

o End of learning, to determine competence

 Skills Recognition

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Commonly Used Assessment Methods

Frequently used competency-based assessment methods may be categorised into four broad groupings:

Knowledge-based Assessment Methods

1. Multiple-Choice Questions (MCQ)

Multiple-choice questions consist of a question, followed by a number of options. One of the options is the correct answer. The other options, which are incorrect, are called distracters.

Advantages Disadvantages

 As there is minimal writing, a

substantial amount of content can be assessed in a relatively short time

 Can be administered to a group of learners concurrently

 Scoring is highly objective (i.e. number of correct answers only)

 Validity of evidence blurred by the 25% (assuming 4-option MCQ) chance of random success.

 Relatively difficult to design good MCQ questions - requires skilled designers and pilot- testing.

 Method is usually constrained to being a supplementary method to test

knowledge and comprehension.

 Validity decreases with frequent use and exposure of MCQ to learners

2. Written Assessment (Short Answers)

Short answers require candidates to articulate understanding in written form but the answers are relatively short as compared to essays and hence may be appropriate for candidates with literacy issues.

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3. Projects

Projects involve an assessment of a combination of subject knowledge, process skills and transferable skills. Projects require learners to apply their learning, encourage pro-activity and need an extended duration for completion. The outcomes of a project may be presented through different forms such as a report, portfolio, and/or presentation.

 More flexible (in terms of scope, medium for presentation) than other assessment methods

 High validity as it requires the application of skills and knowledge in a given / real context

 Time consuming to mark

 Challenging to determine learner’s true contributions and correspondingly his level of competencies

 Should be complemented with other supplementary methods to ensure authenticity of evidence

4. Portfolio

A portfolio refers to a collection of evidence assembled by the learner to demonstrate competence. The main purpose of using a portfolio would be the collection of evidence to establish that the learner has demonstrated a set of prescribed performance criteria. A key point to note is that evidence that was accumulated many years ago may not be current and has to be in line with current practices and standards.

 Flexible as learners take the initiative to decide on how the portfolio is to be presented and organised.

 Valid form of assessment as it is based on real task rather than a series of educational tasks.

 Challenging to some learners due to the flexibility

 May be difficult for assessors to map the portfolio to assessment criteria and require a face-to-face interview to ascertain competence

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5. Written Assessment (Reports)

A report is a form of extended written assignment whereby information and often recommendations for action are presented.

Advantage Disadvantage

 Relevance to realistic context hence more practical than an academic essay

 Quite demanding as learners may be required to analyse on what they have done and draw conclusions

6. Oral Questions

Oral Questioning require learners to articulate their understanding through a verbal face-to-face question and answer (Q&A) process. This method is useful when addressing a diverse group of learners with varying literacy levels as the assessor is able to paraphrase questions to help the candidates in understanding.

Advantage Disadvantage

 Able to address diverse needs of candidates

 Challenging for inexperience assessors as they will have to be able to think on their feet and paraphrase the questions without providing undue stress to the candidate

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Performance-based Methods

7. Workplace Performance

This is arguably the best method to collect reliable and authentic evidence of a learner’s actual competencies. This is because the assessment context is set under actual work conditions that require demonstration of actual occupational competencies and maximises the degree of realism in the assessment process.

 Good indicator of a learner’s actual work performance

 High authenticity and reliability of evidence

 Constrained by opportunities available to observe performance for all range of activities specified under standards

 Requires considerable time and

resources to assess all the performance criteria

8. Role-Play / Simulation

Role-playing or simulation provides an alternative for workplace performance. It can be seen as an orchestrated scenario that seeks to gather evidence on a learner’s competencies.

 Allows control of different settings required to assess a full range of activities stated under standards

 Flexibility in time allocation

 Allows standardization of activities to enhance fairness of assessment

 Detached from realistic workplace conditions

 Requires considerable investment in facilities and equipment to simulate actual work setting

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Attitudinal Evaluation Methods

9. Observations

This method involves observing the behaviour of learners, recording as much as possible, or whatever appears to be useful, important, or unusual. Once the data are recorded, the observers’ task is to make sense and draw conclusions from it. Observation requires preparation time. It is necessary to determine why you are observing, what you expect to see or think you might see and how you will record what you see.

Attitudinal evaluation requires determination of a proxy behaviour that best presents the attitude item / component.

The selection and determination of the proxy behaviour requires research backing and testing. And there has to be a relationship between the proxy behaviour and attitude, before it can be safely used for attitudinal evaluation.

 Structured observation allows the observer to focus on specific behaviour that indicate positive and negative feelings or attitudes

 Structured observation allows for recording of reliable and relevant data

 Structured observation incurs the risk of the observer overlooking concurrent relevant events

 In the case of third party observations where inputs from direct supervisors are sought, key issue is the degree of objectivity and reliability of the evaluation

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Principles of Assessment (POA)

 Validity refers to the strength of assessment tasks and criteria to accurately

measure learners’ attainment of the intended competencies level (i.e. how well the test really reflects the knowledge, skills and attitudes of the Competency Standard). It includes content validity, construct validity, face validity and predictive validity

 Reliability refers to the consistency of measured outcomes via clear and consistent processes for setting, marking, grading etc when a test (all factors being equal) is repeated on a population of individuals or groups.

 Flexibility refers to the consideration of the various needs of learners and

allows assessments to be conducted either on or off the job at mutually convenient times and situations.

 Fairness refers to the equality in the conduct of assessment and does not

advantage or disadvantage particular learners (e.g. amount of assessed work should be manageable).

Rules of Evidence (ROE)

 Valid Evidence

o Meets the Competency Standards and assessment criteria

 Sufficient Evidence

o Sufficient evidence to show competency for all Performance

Statements / Performance Criteria and Underpinning Knowledge

 Current Evidence

o Evidence collected is based on current situation and not outdated

 Authentic Evidence

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Adult Educator (AE) Qualifications Requirements and Timelines for WSQ Approved Training Organisations (ATO)

In-House WSQ ATOs Role Phase I –

By 1 Oct 2012

Phase II – By 1 Oct 2013

Phase III – By 1 Oct 2014

Trainer and/or assessor At least 50% with Workplace Trainer Programme (WTP) or equivalent

At least 65% with Workplace Trainer Programme (WTP) or equivalent

At least 80% with Workplace Trainer Programme (WTP) or equivalent

Master Trainer At least 1 master trainer* must attain full ACTA or equivalent by 1 Oct 2013

Curriculum Developer At least 1 developer* must attain full ACTA or equivalent by 1 Oct 2013

Note:

 New ATOs or existing ATOs who are moving into new areas of training are required to meet requirements in Phase I with immediate effect.

 WSQ In-house ATOs are companies/organisations that train and/or assess their own staff internally.

 Figures are based on declaration during accreditation and deployment * Can be the same person

Public WSQ ATOs

Role Phase I –

By 1 Oct 2012

Phase II – By 1 Oct 2013

Phase III – By 1 Oct 2014

Trainer and/or assessor At least 50% with full Advanced Certificate in Training and

Assessment (ACTA) or equivalent

At least 65% with Advanced Certificate in Training and

At least 80% with Advanced Certificate in Training and

Curriculum Developer 100% with Diploma in Adult and Continuing Education (DACE) or equivalent by 1 Oct 2015

Note:

 New ATOs or existing ATOs who are moving into new areas of training are required to meet requirements in Phase I with immediate effect.

 WSQ ATOs are external training providers that are in the business of conducting training and/or assessment

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How do These Changes to Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) Affect my Assessment Plan Design?

For Competency Standards (CS)

 Examine the assumed knowledge, skills and attitudes (KSA)

 Examine the level of Bloom’s taxonomy of cognitive, affective and

psychomotor domains used in the Performance Statements / Performance Criteria and Underpinning Knowledge

 Examine the evidence source requirements

For Curriculum, Training and Assessment Guide (CTAG)

 Review the industry-adopted strategies and hours

 Mandatory / legal requirements and relevant training and assessment hours

 Other recommended strategies

 Domain knowledge (technical / vocational qualifications)

 Domain industry experience

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What is an Assessment Plan?

An Assessment Plan is a document that provides information on how the assessment will be structured, what is involved and the assessment criteria that candidates will be assessed against.

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WSQ Requirements in Relation to Assessment Plans

 Principles of Assessment (POA) are complied with

 Rules of Evidence (ROE) are complied with

 Mandatory assessment strategies and requirements (if any is specified in the CTAG)

 All Performance Criteria / Performance Statements and Underpinning

Knowledge are assessed

 Proposed Assessor-Learner ratio

 Assessor materials are complete, meet needs of assessor

 Assessment Plan is developed with:

o Clear instructions for preparations for assessment and documentation of

assessment e.g. set up of equipment, conduct of specific methods, time for responses, appeal process, checklists

o Assessment instructions to guide assessor

o Assessment tools are provided e.g. role play scripts, answers to written tests

o Assessment records with clear assessment criteria indicated o Resources / References (library, web)

o Glossary provided

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Common Shortcomings in Assessment Plan Design

Example 1: Inappropriate Development of Assessment Tools

Description: A role play script was provided. It was crafted in a dialogue as follows:

Problem: This role play script does not provide valid evidence of competence as the learners only needs to follow the script and the flow of the script. In a real workplace situation, the learners will not be given such a script when providing customer service. Learners should not be in the know of exactly what to expect during each customer service provided.

General Advice: Role play scripts should be developed appropriately to guide

and ensure that the learners are adequately assessed through a role play based on a real workplace situation. Detailed scripts should only be provided to the actor (i.e. person not being assessed) to ensure that the role play does not deviate from the intended flow of the role play. A scenario may be provided to the learner to explain the context of the role play and the instructions to the learner should generally cover what he/she will be assessed on during role play. A sample role play script developed to assess learner based on a real work

place situation is as follows:

Role Play Script (Candidate Copy) (Customer walks into the store)

Customer: Hello.

Candidate (retailer): Good Afternoon, Mr XXXX. Welcome to OIO Department Store.

Customer: I am looking for a LCD TV.

Candidate (retailer): Can you please share with me what kind of TV you are looking for? Customer: HD, Cheap, slim, power saving, and good resolution.

Candidate (retailer): Sure Sir! We have a great range of TV sets that you may like (Candidate brings the customer to the TV)

Candidate (retailer): This is one of the latest models of HD TVs that comes with... .

Role Play Scenario

It is a Sunday morning and your department store is going to launch a new product called the iRobot. Your organisation anticipates a huge demand for this new electronic item as shown by

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Example 2: Assessment Criteria do not Address the Performance Statement / Performance Criteria Sufficiently

Description: Assessment criteria were set differently as compared to the Performance Criteria in the Competency Standard

Problem: The Performance Criteria state that it is to ascertain the competency of the learner to review team and organisational business plans with the objective of identifying new and emerging skill requirements.

The question set only assesses the individual knowledge on how to evaluate business plan and how to identify skill requirements. It does not assess how the

individual reviewsteam and organisational business plans with the objective of

identifying new and emerging skill requirements

General Advice: Be very clear about what the Performance Criteria expect as Performance Criteria and Performance Statements require the learner to demonstrate competence holistically, rather than in segments.

Example:

Competency Standard: LPM-DEV-301C-0 Encourage People

Performance Criteria: Review team and organisational business plans to identify new and emerging skill requirements

Assessment Method chosen: Written Assignment

Question set for this PC: Complete a 100-word essay on evaluating business plans and how to identify emerging skill requirements

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Example 3: Incomplete Instructions in Assessment Specifications

Description: The ATO only submitted the following table as part of the assessment specifications. The rest of the assessment plan consists of the matrix of assessment methods, observation checklist and a role play script.

S/N Specifications Guidelines 1 Assessment Method Role Play

2 Performance Criteria PC 1.1, 1.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3

3 Underpinning Knowledge All stated UK

4 Duration 20 minutes

5 Assessment Venue Training Centre or Office

6 Assessment Resources Assessment Checklist

Assessment Questions and Answers

7 Assessment Set-up Requirements To be conducted in quiet room with proper tables and chairs

8 Conduct of Assessment Conduct Interview

9 Recording the Assessment Result  Record findings and conclusions in the Individual Assessment Record.

 Record reasons for “NYC” in remarks column.

10 Candidate Summary and Feedback Record feedback and findings into the Summary Assessment Record.

11 Required Assessment Tools Course Assessment Booklet (refer to Annex A)

Problem: The specifications do not provide complete information on the

following:

 Assessment process

 Decision making on assessment outcome for the method and for the whole

assessment

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 Assessor to candidate ratio

 Conduct / provision of feedback

 Conduct of assessment

 Decision making on assessment outcome for the method and for the whole

assessment

 Preparation for assessment (by the assessor and / or assessment centre)

 Performance Statements / Performance Criteria and Underpinning

Knowledge covered

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Common Shortcomings in Assessment Plan Design Example 4: Conflicting Instructions in Assessment Plan

Description: Assessment criteria and assessment specifications provided by the ATO were not reflective of information (e.g. assessment methods selected for each Performance Criteria / Performance Statement) provided in the Evidence Gathering Plan. Refer to the illustration below.

Problem: Users of the assessment plan may get confused as to what is the correct assessment method/s and whether the assessment plan is of the correct version. This may reduce the confidence of the user of the assessment tools and create a sense of doubt in the assessment plan being used.

General Advice: Ensure that all sections in the assessment plan are consistent and do not conflict with each other. Always do a check on whether there is any information that may confuse the user.

EVIDENCE GATHERING PLAN

ASSESSMENT CHECKLIST

Performance Criteria and

Assessment Criteria

Please Tick

Remarks Performance Criteria Evidence Gathering Plan Method

Assessment Tools Ass e s s m e n t c h e c k li s t In s tr u c ti o n s t o Can d id a te s In s tr u c ti o n s t o Ass e s s o rs L e a rn in g j o u rn a l Ro le P la y s c rip ts

1.2 Communicate the performance management system to employees and their roles and responsibilities in performance management.

Assessment Criteria: Ability to communicate the importance of performance management and the roles and responsibilities to stakeholders

Work Activity:

Able to verbally communicate and adapt communication methods of the roles and responsibilities of performance management to line managers and employees

Role Play

AA1     

The assessment method chosen here is role play

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Common Shortcomings in Assessment Plan Design Example 5: Difficulty in Gathering Evidence

Description: Assessment specifications require the assessor to observe more than two concurrent practical performances for assessment.

Problem: In order for the assessor to observe any forms of practical

performance reliably, the assessor needs to be very clear of the context and the required role of the candidate. Having to observe more than two different practical performances is even more challenging, more so for an assessor that is not very familiar with the process.

General Advice: Unless there are strict criteria for assessors, and specific consequential actions (i.e. achievement of specific outcome from only one specific process) being observed, it is advisable for assessment of practical performance to be conducted on a one-to-one basis.

6 Assessment Set-up Requirements

A fully set-up restaurant. This includes providing all the relevant items found in a typical restaurant.

7 Conducting the Role Play

1. The assessment is to be conducted at the restaurant (actual workplace)

2. Three candidates will take on the role of waiter and serve customers according to the organisational policies and procedures.

3. Three other people will take on the role of an angry customer, an overly excited guest and an indecisive guest. 4. The role play begins with a guest entering and randomly

selecting a waiter to serve him / her.

5. It will end when all the guests have paid the bill and left the restaurant

6. In the event that competency is not being able to be observed during the role play, the assessor could use oral questioning to ascertain the competency.

7. The candidate is required to complete the entire role play even if the assessor had rated the candidate as ‘Not Yet Competent’. The result of the assessment should only be made known to the candidate at the end of the assessment.

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Common Shortcomings in Assessment Plan Design Example 6: MCQ Questions with “Give-away” Answers

Description: Although the multiple-choice question may have addressed the UK / PC, it has been set such that the answer is very obvious. (See below for example)

Problem: If the correct answer is too obvious, it may result in an unreliable result as it is unclear if the learner can actually answer the question or if the other choices (i.e. distracters) were plausible.

General Advice: Ensure that the developer of the assessment plan is clear and

well-qualified in developing a reliable MCQ Questionnaire. This will help ensure that the assessment is in line with the rules of evidence. Some general tips for designing MCQs include:

 Measure important outcomes only

 Write a clear question

 Ensure that the grammar of the term matches that of the options

 Avoid giving verbal clues in the question

 Provide plausible distracters

 Avoid ‘all of the above’ and ‘none of the above’

 Vary the length of the correct answer

 Vary the position of the correct answer

 Avoid making the correct answer less definite

Example:

1. What is an attribute of a manager? (choose the one correct answer) a. Able to communicate ideas to supervisors for implementation

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Common Shortcomings in Assessment Plan Design Other Shortcomings in Assessment Plans

 Assessment criteria are not specific (e.g. copied directly from Performance Criteria / Performance Statements without elaboration)

 Did no address all the Performance Criteria / Performance Statements or Underpinning Knowledge

 Did not indicate the assessment coverage in assessment plan

 Inclusion of other instructions that do not relate to the assessment (e.g. payment policy, refund policy, etc)

 Lack of assessment tools (e.g. oral questions and suggested answers, etc)  Lack of instructions to assessors on

o conduct of assessments

o usage of assessment tools

 Lack of instructions to learners

 ______________________________________________________________

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Selection of Assessment Methods

General Good Practices in Assessment Plan Development

 Maintaining an assessment tools bank (i.e. different assessment methods selected systematically to ensure reliability of assessments conducted)  Conducting regular validation sessions to ensure currency of assessment

plans

 Collecting feedback from various parties (e.g. assessors, trainers,

developers, participants, observers, etc) on the usefulness of the assessment

 Conducting pilot tests for assessment plans before making adjustments

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Assessment Plan Validation

 Purpose of validation

o To determine if assessment plan meets the Principles of Assessment and

Rules of Evidence, learners’ profile, and contextualisation (organisation, industry and legal) and learners’ requirements

 Who are the stakeholders

o Line managers/supervisors, training managers, subject matter experts (SME), trainers, assessors

 What to focus for validation

o Assessment criteria and evidence requirements

o Assessment environment

o Assessment methods and tools

o Principles of Assessment and Rules of Evidence o Practicality

o Clarity of instructions o Cost effectiveness

o Contextualisation (e.g. organisation, industry and legal) and learner requirements

 When should validation take place

o Before assessment

o During assessment

o After assessment

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Assessment Plan Validation Checklist

Purpose of Validation:

Stakeholders involved:

Areas of Focus:

 Assessment criteria and evidence requirements

 Assessment environment

 Assessment methods and tools

 Principles of Assessment / Rules of Evidence*

 Practicality

 Clarity of instructions

 Cost effectiveness

 Contextualisation (organisation, industry and legal) and learners’ requirements

 ______________________________________________________

Assessment Venue:

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POA / ROE Validation Checklist

Underlying Principle Suggested areas to look into (not limited to)

Compliance Mitigating Factor (if non-compliant) Yes No

Principle of Assessment - Validity

Assessment activities are based on actual workplace practices and contexts

 Assessment criteria

 Assessment specifications

 Other assessment tools (where applicable): case study

scenarios, role play scripts, scenarios, assessment checklists, observation checklists, etc

Assessment activities relates directly address the PS / PERFORMANCE CRITERIA and UKs

 Assessment tools: case study scenarios, role play scripts, scenarios, assessment checklists, observation checklists, etc

Assessment tools address the candidate’s ability to meet the level of performance required by the Competency Standard

Assessment activities planned are holistic and integrated

 Assessment methods

The assessment method and tools developed are appropriate for the assessment system specified by industry (where relevant)

All information in the assessment Plan has been validated by an appropriate person (e.g. master trainer, subject matter expert, etc) with expertise in the competency/is being assessed

 Developer / co-developer

 Validation panel

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Principle of Assessment - Reliability

Critical elements have been identified and sampling used to ensure that the most important aspects are assessed.

Clear assessment criteria have been provided for the assessor in the assessment / observation checklists (e.g. clear guide to assess and individual as ‘C’ or ‘NYC’)

 Assessment / Observation Checklist/s

Clear instructions have been provided to ensure that assessors conduct the assessment activity consistently and make consistent decisions over time and with different candidates

 Instructions to assessors

Where multiple assessors are involved in conducting parallel assessment events, assessment strategies and approaches are consistent

Consistent instructions are provided to learner/s and procedures for undertaking the assessment

 Instructions to candidates

Where work samples are used, learners are provided with clear

guidelines on

requirements relating to authenticity and currency

 Instructions to assessors / candidates

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Principle of Assessment - Flexibility

The assessment approach can be adapted to meet the needs of all candidates, workplaces and/or stakeholders.

Wherever practical and appropriate, assessment can be negotiated and agreed between the assessor and the candidate

The assessment strategy adequately covers both on and off the job components of the training

Policies, procedures, guidelines and standards are put in place to support assessors in the consistent application of reasonable adjustment/s where required

Principle of Assessment - Fairness

Candidates are given clear and timely

information on

assessment and what is required.

Information provided to candidate/s covers:

 the assessment method/s

 assessment process

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 the criteria against which they are being assessed

 when and how they will receive feedback

 appeal process Assessment strategy caters for and supports the language, literacy and numeracy needs of all candidates in accordance with the assumed skills and knowledge provided in the CTAG (where provided)

Special needs (e.g.; geographical, financial, social) of the candidate/s have been considered in the development and conduct of the assessment strategy.

Reasonable adjustment can be made to the assessment strategy to ensure equity for the candidate/s, while maintaining the integrity of the outcomes.

Opportunities for feedback and review of all aspects will be provided to candidates.

Rule of Evidence – Validity

Assessment strategy and tools accurately address all PS / PERFORMANCE CRITERIA and UK to prove competence of the

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PERFORMANCE CRITERIA and UK

* As a general guide, there should be multiple sources of evidence (e.g. at least two methods per assessment plan)

scenarios, assessment checklists, observation checklists, etc

Rule of Evidence – Currency

Evidence collected is based on current situation and is not outdated.

Evidence collected is not gathered across a period that is too long (e.g. six months)

Rule of Evidence – Authenticity

Evidence of competence provided by learners are produced by the learner himself / herself alone

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WSQ Curriculum Development and Pre-Accreditation Checklist

This Checklist serves as a self-assessment tool for the ATO to ascertain if their proposed course is likely to meet WSQ course accreditation (CA) requirements.

It is based on existing CA audit criteria of ‘Course Design and Development’, ‘Assessment Design’, ‘Adult Educator Requirements’, and ‘Facilities and Equipment’.

Detailed descriptions of the criteria are provided to enable Curriculum Developers and ATOs to determine if their proposed course meets the expectations of a WSQ course and if not, to do the necessary revisions and enhancements before submitting the course to WDA for accreditation.

After a course is submitted for accreditation, the ATO will be given up to 10 working days to do any necessary revisions and enhancements. Thereafter, the application may be audited based on the latest set of documents available to WDA.

It is therefore important that the ATO conducts a self-check before submitting the course for accreditation.

The Checklist is a reference guide and added resource for Curriculum Developers and ATOs. The Checklist does not need to be submitted with the CA application.

WSQ CA requirements ATO’s self-check

1.1 Course Design and Development

1.1.1 Meet CEs, PCs/PSs and UK Yes No

 Do the learning outcomes and coverage of content meet all Competency Elements, Performance Criteria / Performance Statements and Underpinning Knowledge?

 Are the Range and Context / Range of Application requirements complied with (as specified in the CS and CTAG)?

1.1.2 Mandatory learning strategies and requirements (if specified in CTAG) Yes No

 Are mandatory learning strategies and requirements, including duration, complied with (if any is specified in the CTAG)?

1.1.3 Courseware is pedagogically sound Yes No

 Learners Guide and/or supplementary materials for learners are available and sufficient

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o Are activities planned to have variety to sustain the learner’s interest, engage and motivate them?

o Are activities planned to incorporate checkpoints for summary, recap of learning etc to maximise learning retention?

 Tailored to needs of targeted adult learners:

o Does the course incorporate ‘bite-size learning’?

o Does the course address needs of learners e.g. cultural background, language proficiency?

o Does the course cater to various learning styles of learners?

 Is the course contextualised to organisation / industrial / legal requirements?

 Is appropriate media e.g. social media, audio/video used to deliver the training?

 Is the time allocated for learning and activities appropriate and sufficient?

1.1.4 Proposed Trainer-Learner ratio Yes No

 Does the proposed Trainer-Learner ratio meet ratio specified / recommended in CTAG?

 In the absence of a specified / recommended ratio, is the proposed ratio appropriate?

Note:

If the proposed ratio exceeds or do not meet specified recommendations, ATO may be asked to provide justification

1.1.5 Trainer Materials are complete, meet needs of trainer and comprise

these documents : Yes No

 Lesson Plan (with clear indication of topic, duration and equipment)

 Clear instructions for preparations required, timing to pace lessons, conduct of learning activities

 Key presentation points to guide facilitator

 Resources / References (library, web)

 Intellectual Property rights observed e.g. acknowledge sources of information

 Glossary provided

 Version control

1.2 Assessment Design

1.2.1 Principles of assessment are observed Yes No

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o assesses what it claims to assess through collection of evidence that is relevant to the activity and demonstrates that the PC/PS/UK have been met

 Is the assessment Flexible?

o allows for either on or off-the-job, at mutually convenient times and situations, and appropriate to the range of contexts / application

 Is the assessment Fair?

o does not disadvantage candidates and takes into account the characteristics of the candidate being assessed? Equitable to all groups being assessed

 Is the assessment Reliable?

o consistency of interpretation of evidence and assessment outcomes

1.2.2 Rules of evidence are met Yes No

 Is Validity ensured?

o evidence meets the specified criteria of the competency standards

 Is Authenticity ensured?

o evidence produced is/can be/will be verified to be the candidate’s own work

 Is Sufficiency ensured?

o enough evidence is gathered to show competency against all specified criteria of the standard/s

 Is Currency ensured?

o Evidence to be gathered are current, relevant and applicable in today’s context

1.2.3 Mandatory assessment strategies and requirements (if specified in

CTAG) Yes No

 Are mandatory assessment strategies and requirements, including duration, complied with (if any is specified in the CTAG)?

1.2.4 All PCs/PSs and UK are assessed through : Yes No

 A range of assessment methods

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 In the absence of a specified / recommended ration, is the proposed ratio appropriate?

Note:

ATO may be asked to justify and provide explanations if the proposed ratio exceeds or do not meet specified / recommendations

1.2.6 Assessor Materials are complete, meets needs of assessor, and

comprises these documents : Yes No

 Clear instructions for preparations for assessment and documentation of assessment e.g. set up of equipment, conduct of specific methods, time for responses, appeal process, checklists

 Key assessment pointers to guide assessor

 Assessment tools are provided e.g. role play scripts, answers to written tests

 Assessment records with clear assessment criteria/grading indicated

 Resources / References (library, web)

 Glossary provided

 Version control

1.3 Adult Educator (AE) requirements

1.3.1 Proposed AEs meet the following requirements as specified /

recommended in the CTAG Yes No

 All proposed developers, trainers, assessors possess adequate:

o Domain industry experience

o Domain qualification

o AE qualifications

o AE experience

Note:

CVs of all AEs to be submitted for reference and verification. ATO may be further asked to provide copies of relevant certificates/scrolls/transcripts.

 If subject matter experts (SMEs) are used, the SME/s possess adequate:

o Domain industry experience

o Domain industry qualification

Note:

CVs of all SMEs to be submitted for reference and verification. ATO may be further asked to provide copies of relevant certificates/scrolls/transcripts.

ATO is to also note that submission of profiles for SMEs is not sufficient.

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1.4.1 Proposed facilities, equipment and other resources Yes No

 Are proposed facilities, equipment and other resources adequate to support the effective delivery of training and assessment in accordance to the requirements as specified in the CTAG?

1.4.2 Training and assessment site/s comply with all fire, health and safety

requirements Yes No

 Do training and assessment site/s, including its facilities and equipment contained within, comply with all legislations and regulations governing their use?

 Have all necessary and valid registrations, permits and licenses for the operation and use of the training and assessment site/s, facilities and equipment been obtained from the proper authorities?

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References

 Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Academic medicine, 82(5), 493-501.

 Singapore Workforce Development Agency (2007). WSQ Assessment

Design Guide. Assessment methods 13–22.

 Institute for Adult Learning (2011), DACE Develop Assessment Tools, Learner Guide from IAL

 Institute for Adult Learning (2008), CU5 Develop a Competency-Based

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Useful Websites

 CA self-assessment checklist -

http://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-

Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdf

 WSQ terms and conditions -

https://www.skillsconnect.gov.sg/web/guest/termsAndConditions#

 External Guide for Continuous Improvement Review -

http://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8 )4Nov11(A).pdf

 Guidelines for submitting results and printing SOAs -

http://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.zip

 Practical Guide on Managing For Training and Assessment Excellence -

http://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForu mheldon24May07.pdf

 Guide on updating WDA on changes in Course Information –

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile. pdf

 Guide on updating WDA on changes in Organisation Information -

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationP rofile.pdf

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Version Control Record

Version Effective Date Changes Author/s

1.0 27th August 2012 Initial version QAD

1.1 14th October 2012 Inclusion of additional notes for