Assessment in Learning

II with focus on

Donn Raymond L. Bermundo, MAIE

Subject Facilitator
 How to Use This Module

Welcome to Assessment in Learning 2 with Focus on Trainers Methodology!

This course covers the two important aspects of competency assessment:

developing authentic assessment tools and conducting an authentic assessment process.
The competency in developing authentic assessment tools details the requirements for
determining evidence requirements, selecting appropriate assessment methods,
preparing assessment tools, and validating assessment tools in accordance with the
relevant Assessment Guidelines, the competency in conducting assessment includes the
requirements for organizing assessment activities, preparing the candidate, gathering
and evaluating evidence, making assessment decision, recording and providing feedback
on assessment outcome.
This module, contains training materials and activities related to identifying
learner’s requirements, preparing session plan, preparing basic instructional materials
and organizing learning and teaching activities for you to complete.
In this module, you are required to go through a series of learning activities in
order to complete each learning outcome. In each learning outcome are Information
Sheets, Self-Checks, Task Sheets and Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your subject
facilitator.
Remember to:
• Read information sheets and complete the self-checks. Suggested references are
included to supplement the materials provided in this module.
• Perform the Task Sheets and Job Sheets until you are confident that your outputs
conform to the Performance Criteria Checklist that follows the sheets.
• Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation
and recording in the Accomplishment Chart. Include in the portfolio your
answers in the self-checks. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart.
INTRODUCTION:
This module covers the knowledge, skills and attitudes in conducting assessment.
It details the requirements for organizing assessment activities, preparing the candidate,
gathering and evaluating evidence, recording assessment outcomes and providing
feedback.

LEARNING OUTCOMES
Upon completion of this module, you must be able to;
• Organize assessment activities
• Prepare the candidate
• Gather evidence
• Make the assessment decision
• Record assessment results
• Provide feedback to candidates

ASSESSMENT CRITERIA:
1. Assessment activities in the workplace, training center or
assessment center are identified and organized in accordance with the relevant
Evidence Guide
2. Resources required for assessment, as specified in the Evidence Guide and the
assessment tools, are obtained, checked and arranged within a safe and
accessible assessment environment.
3. Cost of assessment and assessment process are checked to ensure compliance
with organizational policy and procedures.
4. Appropriate personnel are informed of the assessment activity in line with
organizational policy
5. The context and purpose of assessment are explained to candidates in line with
the requirements of the relevant Assessment Guidelines.
6. Legal and ethical responsibilities associated with the assessment are explained
to the candidates in line with the relevant Assessment Guidelines.
7. The competency standards to be assessed and the evidence to be collected are
clearly explained to the candidate as contained in the assessment guidelines.
8. Evidence is gathered using assessment methods specified in the relevant
Evidence guide
9. Evidence is gathered and documented in accordance with the assessment
procedures specified in the relevant Assessment
Guidelines.
10. Reasonable adjustments are incorporated in the evidence gathering
procedures, where appropriate in line with the procedures detailed in the
Assessment Guidelines.
11. Evidence is gathered and documented using the relevant assessment tools
12. The evidence is evaluated in terms of the rules of evidence
13. The evidence is evaluated according to the dimensions of competency
14. The assessment decision is made based on evaluation of the evidence and the
requirement of relevant unit(s) of competency.
15. Assessment results are recorded accurately in accordance with approved
record keeping guidelines of the organization
16. Records of the assessment procedure, evidence collected and confidentiality of
assessment outcomes in maintained according to the approved policy
guidelines of the organization
17. Issuing of certificates is organized in line with approved policy guidelines of
the organization
18. Clear and constructive feedback on the assessment decision is given to the
candidate in line with the relevant Assessment Guidelines.
19. Ways of overcoming any gaps in competency are explored with the candidate.
20. The candidate is advised of available reassessment in line with organizational
policy and procedures
21. Any assessment decision disputed by the candidate is recorded and reported
promptly to appropriate personnel in line with organizational policy and
procedures.
 Summary of Learning Outcome

Learning Outcome No.1 Organize Assessment Activities

ASSESSMENT CRITERIA:
1. Assessment activities in the workplace, training center are identified and
organized in accordance with the relevant Evidence Guide.
2. Resources required for assessment, as specified in the Evidence Guide and
assessment tools, are obtained, checked and arrange within a safe and
accessible assessment environment.
3. Cost of assessment and assessment process are checked to ensure compliance
with organizational policy and procedures.
4. Appropriate personnel are informed of the assessment activity in line with
organizational policy.

CONTENTS:
• Factors to be considered in organizing assessment activity.
• Purpose of assessment, orientation, documentation and
appointment.
• Proponent of the assessment activity.
• Assessors responsibility and assessor's guide.
• Assessment center's responsibility.
• Assessment resources and assessment packages/instruments.
• Relevant workplace, community and school training center and
equipment.
• Standard Operating Procedures from community,
enterprise / industry.
CONDITIONS: The trainee must be provided with the following:
• PTQCS policies and guidelines in the conduct of assessment.
• Assessment orientation guide.
• Assessment documents, evidence plan/guides.
• Assessment instruments.
• Assessors guides
• List of accredited assessment center and assessor.
ASSESSMENT METHOD
• Written examination
• Oral interview
• Demonstration
LEARNING EXPERIENCES
Learning Outcome 1 Organize assessment activity

Learning Activities Special Instructions

Read Information Sheet No. 1.1-1.

Factors to be Considered in
Organizing Assessment Activity
Answer Self-Check 1.1-1
Read Information Sheet No. 1.1-2;
Purpose of Assessment, Orientation,
Documentation and Appointment

Answer Self-Check 1.1-2

Read Information Sheet No. 1.1-3:
Assessors Responsibility and
Answer Self-Check 1.1-3

Read Information Sheet No. 1.1-4:

Assessment Centers Responsibility
Answer Self-Check 1.1-4

Read Information Sheet No. 1.1-5:

Assessment Resources and Assessment
Packages/Instruments
Submit your answers in the self-checks to
Answer Self-Check 1.1-5
your instructor for checking.
 Information Sheet 1.1-1
Factors to be Considered in Organizing Assessment Activity

Learning Objective:

After reading this information sheet, you must be able to identify factors to be
considered in organizing assessment activity.

Assessment- It is the process of collecting evidence and making judgments on

whether competency has been achieved.
The three (3) messages that emerge from this definition of assessment are that:
• Assessment involves the collection of evidence
• Assessments involves the making of professional judgments
• Assessment is the benchmarks for the competency standard Planning an
assessment activity is a complex exercise. As illustrated
in the diagram below, there is a wide range of factors that needs to be considered.

Assessment Competency
Guidelines Standard

Equipment Dimension of
and Tools Competency

Evidence PLAN AN
and ASSESSMENT
Evidence
ACTIVITY Workplace
Gathering
Tools Policies and
Procedures
Availability
of
Availability Assessment
of Candidate Center

Factors to be considered in planning assessment activity

Competency Standard
A document of nationally agreed industry statement which describes the
workplace outcomes that industry recognizes as appropriate for competent
performance. It defines the minimum required stock of knowledge, skills and attitude a
person must possess to earn a particular qualification. It provides the benchmarks for
national evaluation.
Specifically, the Evidence Guide of the unit of competency that defines or identifies
the evidences required to determine the competence of the individual. It provides
information on critical aspect of the competency, underpinning knowledge,
underpinning skills, resource implications, assessment method and context of
assessment.
If you are planning to become an assessor you must have a good knowledge of the
competency standard of your qualification for you to gather quality evidences as listed in
the assessment package.
Assessment Guidelines
The information/instructions given to the candidate and/or the assessor
regarding conditions under which the assessment should be conducted and recorded.
The assessor must follow the relevant Assessment Guidelines in order to ensure
that:
• assessment processes are fair to all candidates
• assessment processes are implemented in a consistent manner
• assessment processes produce high quality and consistent outcomes.
Dimension of competency
Dimensions of competency must be taken into account when an assessor is
gathering evidence of a candidate's competency for a unit, and assessment should be
designed to address these accordingly.
Competency involves successful work performance. As such it is usually seen to
comprise four dimensions, namely: task skills, task management skills, contingency
management skills and job role environment skills.
• task skills – this involves undertaking a specific workplace task[s].
Example: Data are entered into the computer using appropriate
application in accordance with company procedure.
• task management skills – this involves managing a number of different
tasks to complete a whole work activity.
 Example: Following presentation feedback on product design is obtained
from the appropriate personnel. Any modifications are identified and
incorporated into the final design.
• contingency management skills – this involves responding to problems and
irregularities when undertaking a work activity. This may involve dealing
with:
✓ breakdowns
✓ changes in routine
✓ unexpected or a typical results or outcomes
✓ difficult or dissatisfied clients
Example: Notification of shift availability, or non-attendance for shift, is
given without undue delay and according to store policies and procedures.

• job/role environment skills – this involves dealing with the responsibilities

and expectations of the work environment when undertaking a work
activity. This may involve:
✓ working with others
✓ interacting with clients and suppliers
✓ complying with standards operating procedures
✓ observing enterprise policy and procedures.
Example: Reports is prepared/completed according to company requirements.

Workplace policies and procedures

Workplace policies often reinforce and clarify standard operating procedure in a
workplace. Assessment should include activities that are very common in the workplace,
such as safety practices, filling up of pertinent forms and reports, etc.
Evidence gathering tools
The evidence gathering tools are the specific questions or activities developed
from the selected assessment method(s) to be used for the assessment.
Assessment centers
This is where the actual assessment should take place; it must have a safe working
condition, equipped with the resources needed to conduct assessment.
Critical information on the resources needed to conduct an assessment activity is
located in the Resource Implications section of the Evidence Guide of the relevant unit of
competency. This section provides details on the resources needed for the assessment
activity.
It is the assessor's responsibility to ensure that the resources required for
assessment are assembled and tested prior the assessment to be conducted. It is also the
assessor’s responsibility to ensure that a safe assessment environment is provided to the
candidate. This includes ensuring that:
• Relevant personal protective equipment is available
• Tools and equipment are in good working condition
• The assessment site complies with relevant occupational and safety
requirements.
If these conditions are not met, the assessment should not be conducted.
If candidates are expected to bring materials or equipment to the assessment they
must be notified beforehand.
Assessment candidate
An individual seeking recognition of his/her competencies to acquire a
certification.
 Self-Check 1.1-1
Direction: Match the Column A with Column B. Write the letter of your choice on the
space provided. Please use capital letter only.

Column A Column B

1. This refers to the standard A. Assessment Guidelines

procedures observed in
workplace.

2. It covers all the re levant B. Assessment centers

evidences for a unit of
competency that should be
observed and gathered during
the assessment.

3. Refers to information given to C. Dimensions of Competency

the candidate and to the
assessor on the required
conditions during the conduct
of assessment.

4. It provides the required skills. D. Evidence Gathering Tools

knowledge and attitude in
assessing candidate's
competency.

5. These are the selected E. Unit of competency

activities and questions
used in gathering
evidences.

F. Workplace policies and

procedure
 Information Sheet 1.1-2
Purpose of Assessment, Orientation, Documentation and Appointment

Learning Objective:

After reading this information you must be able to:

1. explain the purpose of assessment.

2. explain the purpose of assessment orientation
3. explain the purpose of documentation
4. explain the purpose of appointment

The purpose of the assessment must be clear to both the assessor and the
candidate. Properly determine if the assessment is for certification, licensing, OH&S or
skills audit.

Assessment maybe carried out for a number of purposes such as:

Qualification
One purpose of the assessment is to officially identify a person’s level of
qualification. The qualifications correspond to a specific level in the Philippine TVET
Qualifications Framework (PTQF). An individual can be assessed against competency
standards, to identify if they meet all the requirements and thus be issued with a
formal qualification. The PTQF uses National Certificate for a qualification.
Recruitment
Assessment maybe carried out in order to recruit a person for a particular job
or job position. The criteria for the position are generally stated as selection criteria
and form the basis of the interview.
Education or training needs
Assessment can be a tool to identify training needs of employees.
This can be a tool to design relevant training programs.
Employee classification
Industry may use competency standards for employees to move from one level
to another. Subsequent to assessment against the relevant competency standard it
can be determined whether individuals have the required competency for a
corresponding level of performance.
 Assurance of progress
Assessment can provide feedback to trainees over a period of learning.
Assessment result can be used to modify the way in which a training program is
delivered to best suit the needs of trainees.
Recognition of Prior Learning
An important aspect of competency-based training is the recognition of prior
learning. People may already possess various competencies gained through formal or
informal learning and experience. These competencies can be recognized through
assessment.

Purpose of Assessment Orientation

The purpose of the assessment orientation is to check candidate’s readiness for
assessment.
The assessment orientation usually being done at Assessment
Centers. The candidates must be equipped with the following information on;
1. Qualification for assessment
2. Assessment and certification arrangements
Purpose of Assessment Documentation
The assessment documentation provides the following;
1. Candidate’s personal information, work experience,
education/training, and qualification
2. candidates result of the assessment
3. information on number of candidates assessed and certified on a certain
qualification; and
4. review of assessment process.

Purpose of Assessment Appointment

The assessment appointment ensures that there will be an assessor on the

scheduled date of assessment and to inform candidate on the schedule of assessment.
 Self-Check 1.1-2
Direction: Read the following statements carefully. Write True if the statement is correct
and False if the statement regarding purpose of assessment is incorrect. Write your
answer on the space provided.

1. Assessment will determine the qualification level of an individual.

2. The result of the assessment can be used to modify the way training
program is delivered to best suit the needs of the trainees.
3. Competency based education focus only on the learningacquired during
the duration of the training.
4. Industry requirement for a particular job should be disregard in the
assessment.
5. Training needs of an employee can also be determined during
assessment.
 Information Sheet 1.1-3
Assessors Responsibility and Assessors Guide

Learning Objective:

After reading this information sheet, you must be able to;

1. identify the assessor’s responsibility in the assessment activity.
2. explain assessors guide

Assessors Responsibility
Plan an assessment activity,
• ensure the candidate is ready for assessment
• prepare the assessment tools or materials
• ratify assessment procedures with appropriate personnel in the
industry/workplace or training organization
• the time and place for agreed with the candidate and any other relevant
parties
• determine the needs of the candidate and any reasonable or allowable
adjustments that has to be made during assessment
• all appropriate personnel are advised of the assessment.

Assessors Guide
The assessors guide is a part of the assessment package that provides general
instructions on the conduct of assessment for a specific qualification.
National assessment and certification arrangement
This part of the Assessors Guide explains how the candidate can be certified on
a qualification, the prerequisite for a qualification and who are qualified to undertake
the assessment
Evidence plan
Evidence plan gives information of the qualification, unit of competency, the
list of required evidences and in what ways or assessment method the evidences will
be collected.
Specific Instructions for the Assessor
This informs the assessor on the qualification title, unit if competency, time
allotment, condition and feedback.
Suggested Questions and Answers for Demonstration with Oral Questioning
This enumerates the question to be asked after the performance of candidates’
demonstration of the required task and its corresponding answers.
List of Facilities, Tools, Supplies and Materials
Specifically identifies the quantity and description of the required facilities,
tools, equipment and supplies to be used in the assessment.
 Self-Check 1.1-3
Direction: Read the following statement carefully. Write True if the
statement regarding assessors’ responsibility and guide is correct and False if the
statement is incorrect.
1. The procedures used during the assessment must be ratifiedby the
appropriate personnel in the industry/workplace.
2. Before the assessment, candidates must ensure the readiness of the
assessor.
3. Assessors Guide provides information on the relevant evidence
gathering methods that will be used in gathering evidences.
4. Other gathering methods that will be used in evaluating less critical
areas are presented in an assessment guide.
5. The needs and any reasonable or allowable adjustments must be identified
before the start of the assessment.

Information Sheet No. 1.1-4 Assessment Centers Responsibility

Learning Objective

After reading this information sheet, you must be able to explain the assessment
centers responsibility in the assessment activities.
Accredited Competency Assessment C e n t e r (ACAC) is an
establishment officially authorized by TESDA to manage the assessment of candidates for
national certification.

Assessment Center Responsibility

The Accredited Competency Assessment Center under close supervision by TESDA shall
facilitate assessment, pay the services of accredited competency assessors and submit
required reports to TESDA PO/DO and RO.
CAC Provides Information on Assessment to Candidate

CAC Staff/Processing Officer

• Provides information on Qualifications for assessment
• Provides information on assessment and certification
arrangements
• Administers the self -assessment guide for qualification applied for to the
applicant-candidate
CAC Provides Checklist of Requirements to Applicants

AC Processing Officer
• Provides applicant-candidate the following:
✓ Application form
✓ Checklist of Requirements relevant to the Qualification applied for
CAC Processing Officer Checks Completeness ofDocuments AC

Processing Officer

• Checks the following:

✓ Self-Assessment Guide
✓ Application Form properly and completely filled-out
✓ Pictures; 3 pcs., colored, passport size, (3.5cm x 4.5cm with head
size ranging from 27 mm to 31 mm; white background, with collar;
and with name printed at the back:)
CAC Collects Assessment Fee CAC

Processing Officer

• Requests applicant to pay the assessment fee after receiving the complete
documents
• Ensures that assessment fee is paid only to the authorized person in the
Assessment Center and checks Official Receipt issued to applicant.
• Detaches Admission Slip from the Form and returns it to the applicant
• Informs candidate of any preparation to be undertaken e.g., PPE, etc.
ACAC Assigns Competency Assessor ACAC
Processing Officer
• Prepares Attendance Sheet of candidate-applicants per batch according to
Qualification
• Submits schedule to CAC Manager and requests for
Competency Assessor
ACAC Manager
• Assigns Competency Assessors on rotation basis Note: Each competency
assessor shall assess a maximum of 10 candidates per assessment
schedule
• Confirms competency assessor'sacceptance
• Informs TESDA PO/DO of the number of candidates scheduled for
assessment two days before the date of assessment
Competency Assessor Conducts Assessment CAC
Submits Reports to PO
• Reviews the Competency Assessment Results Summary
• Application form with two pictures.
✓ Electronic copy and three (3) hardcopies of the Registry of
✓ Workers Assessed and Certif ied(RWAC)
✓ CARS
✓ Rating Sheets
• Post assessment results of candidates found competent
• Pays honoraria of competency assessor
 Self-check 1.1-4

Direction: Given the assessment centers responsibilities, identify the person responsible
on the given tasks. Match the Column A with Column B. Write the letter of your choice
on the space provided. Please use capital letter only.

Column A Column B

Responsibilities ACAC Personnel

1. Provides applicant the ACAC Manager
application forms and
requirements checklist. ACAC Processing Officer
2. Ensure the availability of the
self-assessment guide,
application form and other
relevant requirements of the
candidates.
3. Confirms Competency
assessor's acceptance.
4. Ensures that assessment fee
is paid only to the authorized
person in the Assessment
center and checks official
receipt issued to applicants
5. Responsible in the
rotation of the assigned
competency assessors.
 Information Sheet 1.1-5
Assessment Resources and Assessment Packages/ Instruments

Learning Objective:

After reading this information sheet you must be able to:

1. identify assessment resources
2. identify the assessment packages
Assessment Resources

Assessment resources are the tools, equipment and supplies that the candidate
will use in the assessment process for a specific qualification.

Assessors must ensure that;

• all the tools are in working condition.
• all the equipment is in working condition and has provision for safety.
• all supplies are available
Candidate must be informed beforehand of the tools and supplies that they will
bring during the assessment process, like PPE and hand tools.

Assessment Package
Assessment Package - assessment materials that are used in the assessment
process. It consists of the following;
• Assessor's Guide - a set of documents which contains
information that will assist the assessor in the evidence
gathering process.
• Competency Assessor's Script - outlines the series of steps that competency
assessor and candidate move through while
undertaking the assessment.
• Candidate's Guide - contains the Self-Assessment Guide,
Competency Assessment Agreement and Specific Instructions for the
Candidate.
• Rating Sheet - contains specific questions or activity(ies)
developed from the selected assessment methods and the conditions
under which the assessment should be conducted and recorded.
 The assessment packages are being kept at the TESDA Provincial Office for
safekeeping. These are only issued to accredited assessmentcenter during the scheduled
assessment.

Self-check 1.1-5

Direction: Given the assessment centers responsibilities, identify the person responsible
on the given tasks. Match the Column A with Column B. Write the letter of your choice
on the space provided. Please use capital letter only.

Column A Column B
A. Assessment Resources
1. A set of documents which
contains information that B. Assessors Guide
will assist the assessor in the C. Assessment Package
evidence gathering process
D. Competency Assessors
2. The tools, equipment and Script
supplies that the candidate
will use in the assessment E. Candidates Guide
process for a specific F. Rating Sheet
qualification.
3. It contains specific
questions or activity(ies)
developed from the selected
assessment methods and the
conditions under which the
assessment should be
conducted and recorded
4. It outlines the series of
steps that competency
assessor and candidate
move through while
undertaking the
assessment.
5. It contains the Self
Assessment Guide,
Competency Assessment
Agreement and Specific
Instructions for the
Candidate.
 Learning Outcome Summary
Learning Outcome 2 Prepare the Candidate

Contents:

• Context of Assessment.
• Competency standards and Assessment Guidelines
• Assessment forms

Assessment Criteria:
1. The context and purpose of assessment are explained to candidates in line
with the requirements of the relevant Assessment Guidelines.
2. The needs of the candidates are determined to establish any allowable
adjustments in the assessment procedures.
3. Information is conveyed using verbal and non-verbal language which
promote a supportive assessment environment.
4. Legal and ethical responsibilities associated with the assessment are
explained to the candidates in line with the relevant Assessment
Guidelines.
5. The competency standards to be assessed and the evidence to be collected
are clearly explained to the candidate as contained in the assessment
guidelines.
Conditions

The student/trainee must be provided with the following:

• Assessment forms and application forms
• Evidence Gathering Tools
• Copy of Candidate's guide, Self -Assessment Guide
• Copy of Assessment tools/packages
• Tools, equipment, supplies and materials for the conduct of assessment

Methodology
• Lecture
• Video presentation
• Group discussion

Assessment Method
• Written Test
• Oral Interview and questioning
• Demonstration
 LEARNING EXPERIENCES
Learning Outcome 2 Prepare Candidate
Learning Activities Special Instructions

Read Information Sheet No. 1.2-1.

Context of Assessment
Answer Self-Check 1.2-1

Read Information Sheet No. 1.2-2;

Competency Standard and Assessment
Guidelines
Answer Self-Check 1.2-2

Read Information Sheet No. 1.2-3:

Assessment Forms

Answer Self-Check 1.2-3 Submit your answers in the self-checks

to your instructor for checking.
Perform Task Sheet No. 1.2-1: Prepare the
Candidate

Check your Performance using the Let your instructor observe how
Performance Checklist you prepare candidate before
conducting assessment through a
pre-recorded video of your
performance.
 Information Sheet No. 1.2-1
Context of Assessment

Learning Objective:
After reading this information sheet you should be able to explain the context of
assessment:
When preparing a candidate for assessment it should result to 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

Preparing a candidate for assessment is an orientation activity that will inform

the candidate of the following:
• context and purpose of the assessment and the assessment process
• competency standards to be assessed and the evidence to be collected
• assessment procedure, the preparation which the candidate should
undertake and answer any questions
• needs and any allowable adjustments in the assessment
procedure
• understanding of the competency standards, evidence
requirements and assessment process
• readiness for assessment and decide on the time and place of the
assessment
Context of Assessment
The context of assessment is the environment or setting in which the assessment
activity takes place. A combination of circumstance may be prepared and established
prior to the assessment as this will ensure that the assessment process will take place as
expected.

The context of assessment includes the following:

1. Physical setting- this maybe the workplace, an assessment center, community
project or online set-up. A venue for assessment should be made accessible to the
candidates for their convenience. The assessor should also ensure that the
assessment site is conducive for assessment.
2. Tools, equipment and facilities- The assessor should introduce to the candidate
the different tools, equipment and facilities that will be used in the assessment
process.
3. Materials - The assessor should also introduce to the candidate the perishable and
consumables materials required during the assessment. The assessor must also
ensure that all documents pertinent to the assessment are ready and available
prior to assessment.
4. Purpose of assessment-The assessor should have an understanding of the
purpose of assessment such as certification, licensing, OH&S, skills audit.
5. Employment status of candidate - the assessor can ask questions to the
candidate to know if the assessment is directly related to the candidate's work?
6. Access to support personnel -one of the things that the assessors should do in
preparing the candidate is to introduce the support staff that will be a part of the
assessment process. It can be a tool keeperor the one who will issue to you the
needed supplies or materials.
 Self-Check No. 1.2-1
Direction: Identify the context of assessment. Match the Column A with Column B. Write
the letter of your choice on the space provided. Please use capital letter only.

Column A Column B
Description Context of Assessment

1. It refers to the different A. Access to support personnel

equipment and tools use B. Employment status of
during the assessment. candidate
2. It pertains to the relevance of C. Materials
the assessment to the
candidate's work. D. Purpose of assessment
3. Refers to the venue wherein the E. Physical setting
assessment takes F. Tools, Equipment and
place. facilities
4. These are the perishable and
consumable material
required during the
assessment.
5. It includes certification,
licensing. OH&S, skills audit.
 Information Sheet No. 1.2-2 Competency Standard and Assessment Guidelines

Learning Objectives:

After reading this information sheet you must be able to:

1. Explain to the candidate the competency standard to be assessed.

2. Explain the assessment guidelines.
3. Explain reasonable adjustment

The Competency Standard

The competency standard is a document that defines the competencies required
for effective performance in the workplace. It is a written specification of the knowledge,
skills and attitude required for a performance of job or occupation and the corresponding
standard required for these in a workplace.
Another aspect of preparing the candidate is the introduction of the
competency/ies to be assessed. The assessor must explicitly explain the following;
• The relevant unit of competency/ies covered in the assessment. The
assessor must explain the different elements covered for each
competency.
• The evidence requirements as stipulated in the evidence guide for each
unit of competency.

Assessment Guidelines and the Assessment Process

Assessment Guidelines are being developed to support each set of competency

standards developed by TESDA. The Guidelines:
• confirm that the benchmarks for assessment are the
competency standards.
• set out the rules on how evidence will be gathered
• describe the process for designing evidence gathering tools
• describe the assessment process
• set out the assessor requirements.
 The assessor must follow the relevant Assessment Guidelines in order to ensure
that:
• assessment processes are fair to all candidates
• assessment processes are implemented in a consistent manner
• assessment processes produce high quality and consistent outcomes.

Reasonable Adjustment
Reasonable adjustment, sometimes called reasonable accommodation or
allowable adjustment, is designed to ensure that all people are treated equally in the
assessment process.
This means that, wherever possible, 'reasonable' adjustments are made to the
assessment process to meet the individual needs of candidates.
For example, this may involve translating written instructions into local dialect for
candidates from non-English speaking backgrounds or providing instructions orally
rather than in writing for candidates with limited language skills.
Adjustments are considered 'reasonable' if they do not impose an unjustifiable
hardship upon the assessment center. In determining whether an adjustment would
impose unjustifiable hardship, the following factors should be taken into account:
• the nature of the benefit or disadvantage likely to be
experienced by the candidate
• the effect of the disadvantage on the person concern ed
• the cost of making the adjustment.
Forms of reasonable adjustment

• Translate English into local dialects

• Use oral in place of written instructions

Legal and ethical responsibilities

• Occupational Health & Safety - it is important to inform the candidate the
nature of work and the potential hazard it may cause to
him. Candidate should be reminded of the
precautionary measures; like not be allowing them to undergo
assessment if they are not wearing appropriate personal
protective equipment, or they are exhibiting unsafe actions.
• Confidentiality of the assessment process means that all
information about the assessment should be kept confidential. The
assessor must ensure that the following must be kept secured;
 ✓ Assessment Package must keep in secured place, the assessor
should ensure that all the copies of the
assessment package are retrieved after the assessment activity.
This will guarantee the integrity of the
assessment package.
✓ Candidate’s assessment result must also be kept
confidential to ensure candidates personal integrity. The
assessment result can only be made available to
authorized personnel, like to his supervisor or human resource
personnel where he works and to the institution where he is
actually having his training.
✓ Assessment procedure or process must also be kept confidential.
The assessor must inform the candidate to refrain from giving any
form of information that took place during the assessment process.
• Free consent of candidates - Assessor must ensure that the candidate was
not pressured in any way to be assessed.
• Adheres to quality system, policies and procedures of the workplace.
• Integrity of the assessor - assessor must not in any way make assessment
decision in favor of somebody request, be it the candidate, a close
acquaintance/friend, or even powerful people. The decision must
be solely based on the result of the
assessment.
• Appeal Process - appeal for reassessment to gain an
independent second opinion will apply in cases where a
candidate is judged as "Not yet competent" and believes they have been
incorrectly assessed. The underlying principles of an appeal process
include:
✓ a natural justice for a candidate, to avoid unfair treatment or an
assessors' error of judgment;
✓ an incentive to quality and consistent performance bv assessors;
✓ assurance to employers and candidates of the objectivity of the
assessment system.
 Self-Check 1.2-2
True or False

Direction: Read the following statement carefully. Write True if the statement regarding
assessor’s responsibility and guide is correct and False if the statement is incorrect.
1. The evidence gathering process is identified in the assessment
guidelines.
2. The competency/ies to be assessed will be disclosed to the
candidates after the assessment process.
3. Assessment Guidelines must be followed by the assessor to ensure
inconsistency in the process of assessment.
4. Established assessment processes must be fair to all candidates.
5. Adjustment are considered reasonable if they do not impose an
unjustifiable hardship upon the assessment center.
6. The result of the assessment will be made available for public
information.
7. In making decisions, assessor must consider the familybackground and the
capability of the candidate to provide extra fee for his/her service.
8. Reasonable accommodation is designed to ensure that all people are
treated equally in the assessment process.
9. Those who failed in the assessment may appeal for reassessment.
10. Assessor may translate English into the local dialect of the candidate
if necessary.
 Information Sheet No. 1.2-3 The
Assessment Forms

Learning Objective

After reading this information sheet, you must be able to identify the different
assessment forms.

Assessment Forms
Assessors must be aware of the different assessment forms being used in the
assessment process. The following are the forms used in the assessment process;
• Candidates Application Form
The candidates Application Form is filled up by the candidate upon
undergoing orientation at the assessment center, pertinent data will be
given by the candidate, such as his/her personal profile, education, work
experience. This form also includes the admission slip that the candidate
will have to bring during the scheduled assessment.
• Attendance Sheet is one of the required forms that the assessor should
have to bring during the actual assessment. The
candidate should fill up this attendance sheet to confirm that he is present
during the assessment.
• Competency Assessment Agreement refers to the document which is
concurred by the candidate and the assessor regarding the requirements
of assessment.
• Registry of Workers Assessed and Certified refers to a record that contains
the documentation of the results of assessment and as a basis for national
certification.
• Competency Assessment Results Summary refers tothe
consolidated assessment decisions made by the competency assessor
which indicates the overall performance of the
candidate during the assessment process.
• Assessment Package - assessment materials that are used in the
assessment process. It consists of the following; 1)
Assessor's Guide; 2) Competency Assessor's Script; 3)
Candidate's Guide; and 4) Rating sheet.
 Technical Education and Skills Development Authority
Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan

A PPLI C A TI ON F OR M

Picture,
colored
Passport size
White
background

Applicant’s Signature Date

Name of School/Training Center/Company:

Address
Title of Assessment applied for:
Full Qualification COC
1. Client Type
TVET graduate Industry worker SCEP
2. Profile

2.1. Name:
Last First Middle

2.2. Mailing Address:

Number, Street Barangay District

City Province Region Zip Code

2.3. Mother’s Name 2.4. Father’s Name
2.8. Highest
2.5. Sex 2.6. Civil Status 2.7. Contact Number(s) 2.9. Employment Status
Educational
Male Single Tel: Casual Probationary
Attainment
Female Married Cellular: Contractual Regular
Elementary graduate
Window/er e-mail : Job Order Permanent
HS graduate
Separated Fax:: If Student Self-employed
TVET graduate
Others: Trainee/OJT
College level
Others pls specify
College graduate
Post graduate
Others:
2.10. Birth date: 2.11. Birth place: 2.12. Age:

5. Licensure Examination(s) Passed

 5.1. 5.2. 5.3. 5.4. 5.5. 5.6.
Title Year Taken Examination Venue Rating Remarks Expiry Date

(For more information, please use separate sheet)

6. Competency Assessment(s) Passed

6.1. 6.2. 6.3 6.4. 6.5. 6.6.

Qualification
Title Level Industry Sector Certificate Number Date of Issuance Expiration Date

(For more information please use separate sheet)

ADMISSION SLIP

Name of Applicant: Tel. Number: PICTURE

(Passport
size)
Assessment Applied for: OR Number & Date:

To be accomplished by the Processing Officer

Name of Assessment Center:

Check submitted requirements: Remarks:

Accomplished Self-Assessment Guide Bring own PPE

Three (3) pieces colored passport size pictures Others. Pls. specify

Assessment Date: Assessment Time:

Printed Name & Signature of Processing Officer Printed Name & Signature of Applicant

Date: Date:

Note: Please bring this Admission Slip on your assessment date.

Sample Attendance Sheet

Technical Education and Skills Development Authority National

TVET Trainers Academy

Name of Assessment Center

Date

Name Signature

Assessor ACAC Manager

Sample COMPETENCY ASSESSMENT AGREEMENT

Candidate’s Name:

Assessor’s Name:

Qualification: RAC SERVICING CU/CRE) NC II

(PA
BASIC UNITS

Units of Competency to be
Assessed: Participate in Workplace Communication
Work in Team Environment
Practice Career Professionalism
Practice Occupational Health and Safety
Procedures
COMMON UNITS
Perform mensuration and calculation
Prepare materials and tools
Observes procedures, specifications and
manual of instruction
Perform basic benchwork
Perform basic electrical works
Maintain tools and equipment
Perform housekeeping and safety practices
Document work accomplished
CORE UNITS

Survey site for installation

Install PACU/CRE
Install PACU/CRE piping systems
Install PACU/CRE electrical systems
Service and maintain PACU/CRE units
Troubleshoot PACU/CRE systems
Recover and recycle refrigerant in PACU/CRE
systems
Repair and retrofit PACU/CRE systems
and its accessories
Perform start-up and commissioning for
PACU/CRE systems
YES NO

• Have the context and purpose of assessment been

explained?
 • Have the qualification and units of competency been
explained

• Do you understand the assessment procedure and

evidence to be collected?
• Have your rights and appeal system been explained?
• Have you discussed any special needs to be
considered during assessment?
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.
Candidate’s Signature: Date:

Assessor’s Signature: Date:

 Competency Assessment Result Summary

Candidate’s Name:

Assessor’s Name:

Title of Qualification / Cluster of

Units of Competency

Assessment Center: Date:

The performance of the candidate in the following unit(s) of competency and corresponding
Satisfactory Not Satisfactory
methods

Units of Competency

1.

2.

3.

Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the competencies identified in the above-
named Qualification/Cluster of Units of Competency

Recommendation: For issuance of NC/COC For submission of For re-assessment (pls. specify)
(Indicate title of COC, if full additional documents
Qualification is not met) Specify:

Did the candidate overall performance meet the required evidences/standards? YES NO

OVERALL EVALUATION Competent Not Yet Competent

General Comments [Strengths/Improvements needed]

Candidate’s signature: Date:

Assessor’s signature: Date:

Assessment Center Manager

Date:
Signature:
 Self-Check 1.2.-2

Direction; Identify the forms being used in the assessment. Match the Column A with
Column B . Write the letter of your choice on the space provided. Please use capital letter
only.

Column A Column B
Definition Assessment Forms

1. It is the consolidated A. Attendance Sheet

assessment decisions on B. Assessment Package
the overall performance of
the candidate. C. Candidate Application Form
2. It is composed of the D. Competency Assessment
Assessor's Guide, Agreement Form
Competency Assessor's E. Competency Assessment
Script, Candidate's Guide and Results Summary
Rating Sheet-
F. Registry of Workers
3. Document that must Assessed and Certified
be completed by the
candidate upon
undergoing orientation.
4. This form will serve as an
evidence that the candidate i
s present during the
actual conduct of
the assessment.
5. It is the basis for the
national certification. It
contains the
documentation of the
results of assessment.
 Task Sheet 1.2-1
Preparing Candidates

Performance Objective

Given a candidate, competency assessment agreement, pencil and ball pen you are
to role play on preparing candidate for assessment following the procedure listed below.

One of the most important phases of conducting assessment is to prepare the

candidate for assessment before the assessor starts to gather evidences. Remember, as a
competency assessor, you must provide a supportive environment before starting with
the assessment activity. You must ensure that the environment is suitable for the
assessment and the candidates are relaxed and not apprehensive.
Prepare candidate for assessment following the steps listed below
1. Explain the context and purpose of assessment to candidates in line with the
requirements of the relevant Assessment Guidelines.
2. Determine the needs of the candidates to establish any allowable adjustments in
the assessment procedures.
3. Convey information using verbal and non-verbal language to promote a
supportive assessment environment.
4. Explain the legal and ethical responsibilities associated with the assessment to
the candidates in line with the relevant Assessment Guidelines.
5. Explain the competency standards to be assessed and the evidence to be collected
to the candidate as contained in the assessment guidelines.
 Below is a part of the assessor’s script that can guide you in preparing the
candidate.

Materials/References

Good morning everybody!

My name is (state your name). I am an accredited

competency assessor for
. ( the assessor must wear his/her ID
card as a proof of his/her accreditation)

I would like to acknowledge the presence of Mr./Ms.

, one of the members of our

and Mr./Ms. , our

representative from TESDA Provincial Office.

You do not have to worry about their presence. They are

here to oversee the conduct of competency assessment
and to check if the conduct is in accordance with the
prescribed competency assessment methodology and
procedures. They will not assess you.

Before I start, let me first check the attendance.

Please present to me your admission slip once your name
is called. ( let the candidates sign on the attendance sheet,
compare signature of candidates on admission slip against
the signature on the attendance sheet)

I have here with me your accomplished self- assessment

guide. This is an indication that you know and can
perform all the units of competency enumerated in this
qualification. ( self-assessment guide was given to the
candidate by the processing officer of the assessment Attendance Sheet
center)

The competency assessor gives the overview of the

Qualification to be assessed:

Today, I am going to administer competency assessment

for (state the Qualification). It is the Qualification level
with (Enumerate the Core Units of Competencies . Core
Competencies
namely:
1.
2.
3.
Relevant Qualification / units of
competency
OR
Relevant National
Assessment and
These core units are clustered to form one Certification Arrangements
(1) assessment package for full Qualification /
--------------------------------------------------------------clustered
units of Competency which is --------------------------------
--------. It covers the following: Relevant copy of National
Assessment Package for Full
Qualification

Clustered Units of Competency

( Certificate of
Competency)

The competency assessor orients/briefs the

candidates. Explains the following:
Relevant Copy of
• context and purpose of assessment CS/Qualification
• qualification/units of competency to be
assessed Copy of National
• tasks to be performed and the evidence to be Assessment package for full
collected Qualification
• assessment procedures to be undertaken ( National Certificate)

• needs of the candidates to be considered

during assessment Clustered Units of Competency
• allowable/reasonable adjustments in the ( Certificate of
assessment procedure Competency)
(the competency assessor can conduct
orientation to at least ten (10) candidates)
Do you have any questions or clarifications?

If none, I will now distribute the Competency Assessment Competency Assessment

Agreement sheets. Please read the instructions carefully Agreement Sheet
and answer all the questions outlined in the document.

If you need assistance, I will be more than willing to assist

you.

(The competency assessor explains and guides the

candidates in accomplishing the Competency Assessment
Agreement sheet)

After the candidate is through with accomplishing the Accomplished Competency

Competency Assessment Agreement sheet, you will review Assessment Agreement sheet
the answers and will give feedback to the candidates.
You now assign a number to the candidates (candidate #1,
candidate # 2, candidate #3) . . . . .
and give instruction that candidate #1 will be the first to
enter the assessment room. The other candidates will have
to wait at the waiting area.
 Performance Checklist for Preparing Candidate for Assessment
Trainee's Name Date
During the performance of the task did you consider the following criteria?

Criteria YES No

Did the assessor….

• Check the attendance of candidate?

• Collect admission slip?

• Instruct the candidates to sign the attendance sheet?

• Provide overview of the Qualification to be assessed (national
Assessment and Certification Arrangements)?
• Instruct the candidates to accomplish the competency
assessment agreement
• Orients the candidate on the following:
oExplain the context, purpose and the assessment process?

oExplain the Qualification or units of competency to be

assessed and the evidence to be collected?
oOutline the assessment procedures to be undertaken?

o Assessed the needs of the candidates and determine any

allowable adjustments in the assessment procedure?

o Seek feedback regarding the candidates understanding of the

Qualification/unit of competency to be assessed, evidence
requirements, and assessment process?

oMake the necessary announcements just before the start

of the assessment?
oSpecify the do’s and don’ts inside the assessment center?

Comments:
Signature over printed name of trainer
 Learning Outcome Summary

Learning Outcome 3 Gather evidence

Contents:
• Different forms of evidence
• Methods of Gathering Evidence
• Rules of evidence and dimensions of competency
• Evidence gathering process, methods and Tools
• Skills in gathering evidence
• Application of various assessment method
• Assessment packages/tools and Assessment Guidelines
• Assessment Rating Sheets

Assessment Criteria:
1. Evidence is gathered using assessment methods specified in the relevant
Evidence guide
2. Evidence is gathered and documented in accordance with the assessment
procedures specified in the relevant Assessment Guidelines.
3. Reasonable adjustments are incorporated in the evidence gathering procedures,
where appropriate in line with the procedures detailed in the Assessment
Guidelines.
4. Evidence is gathered and documented using the relevant assessment tools

Conditions:
The student/trainee must be provided with the following:
✓ Copy of Evidence Gathering Tools
✓ Supplies and Material
✓ Workplace, tools and equipment
✓ Pencil, Ballpen, Bond Paper
✓ Rating Sheet
Methodology:
✓ Lecture
✓ Video presentation
✓ Group discussion

Assessment Method:
Written test
Oral Interview
Direct observation
Demonstration
LEARNING EXPERIENCES
Learning Outcome 3 Gather evidence

Learning Activities Special Instructions

Read Information Sheet No. 1.3-1

Different Forms of Evidence

Check your answer using the

Answer Key No. 1-3-1

Read Information Sheet No. 1.3-2: Ways

of Gathering Evidence

Answer Self-Check 1.3-2

Read Information Sheet No. 1.3-3:

Dimensions of Competency

Answer Self-Check 1.3-3

Read Information Sheet No. 1.3-4: Rules

of Evidence

Answer Self-Check 1.3-4

Read Information Sheet No. 1.3-5:

Evidence Gathering Tools
Submit your answers in the self-checks to
Answer Self-Check 1.3-5
your instructor for checking.
Your instructor will check your
Perform Task Sheet No. 1.3-1
performance using the performance

Gather Evidence Checklist.

If your performance meets the
criteria set for this activity, you can move
to the next learning outcome
 Information Sheet No. 1.3-1
Forms of Evidences

Learning Objectives:
After reading this information sheet you must be able to explain the different
forms of evidences.

Evidence is information gathered which, when matched against the performance

criteria, provides proof of competency. Evidence can take many forms and be gathered
from a number of sources.
As noted above, assessment involves collecting evidence. This evidence may be
direct evidence (such as observation of workplace performance), indirect evidence (such
as formal testing) or supplementary' evidence (such as references from employers). This
evidence is used by an assessor to make a judgement about whether the candidate is
competent. It is the responsibility of the assessor to determine what and how much
evidence is required to make the assessment judgement. Training Regulations provide
guidance on the types of evidence required, and further advice may be gained through
moderation and industry consultation.

Forms of Evidence:
1. Direct Evidenceis evidence that can be observed and witnessed by the
assessor. This may include:
• Observation of the assessors of the candidate carrying out work activities.
• Oral questioning of the candidate.
• Demonstration of specific skills needed to complete the task.
2. Indirect evidence is evidence of the candidates’ work that can be reviewed
or examined by the assessor. This may include:
• Assessment of finished product
• Written test of underpinning knowledge
• Review of previous work performed
• Testimonials or report from employers, colleagues, clients or supervisors
• Evidence of training
Method of Gathering Evidence
There are various ways of gathering evidence. Among these are:
• Multiple observations by the assessors of the candidate carrying out the
work activities
• Demonstration of specific skills needed to complete the task
• Assessment of technical qualities or finished product
• Written test of underpinning knowledge
• Oral questioning of candidates
• Reference from previous employer
 Self-Check 1.3-1
Direction: Grouped the given scenario below, identify what forms of evidences are being
describe. Write the number of corresponds the statement. Write your answers on the
space provided.
1. Assessed/evaluate the finished product
2. Training Certificates & certificate of employment
3. Ask the candidates several questions after a demonstration
4. Feedback from employers, colleagues, clients, etc.
5. Observing the candidate while doing the required tasks.

Direct Evidence Indirect Evidence

 Information Sheet No. 1.3.2
Ways of Gathering Evidence

Learning Objectives:
After reading this information you must be able to explain the different ways of
gathering evidence.

After knowing the forms of evidences, you will be introduced to the different ways
of gathering evidences. This lesson will equip you with the different ways of gathering
evidences and will give the tips on how to use these evidences.

Ways of Gathering Evidence

Observation
Observation is a key form of evidence gathering in the actual workplace. When
the picture of competence is developed within a workplace context it is easy to find
opportunities for observing work performance. However, there are situations in
which it might not be possible or it may be inappropriate to use observation. For
example:
• work activities that occur irregularly, take place over an
extended period of time or are difficult to observe (this may include work
activities such as dealing with an emergency situation, planning a process
or managing a team task)
• work activities that involve issues of privacy and confidentiality, such as
counselling, providing feedback to team members on work performance
or dealing with confidential or private client information
• situations where it may be culturally inappropriate to observe the activity
In these situations, alternative forms of evidence will be required, such as
structured activities, third party feedback.
Observation should aim to collect evidence of all components of competency,
including key competencies, dimensions of competency, safety and quality.
When conducting an observation, the assessor should:
• use observation as an opportunity to observe practical skills as well as
attitudes, underpinning knowledge, key competencies and dimensions of
competency
• include a range of work activities
 • supplement observation with questioning or an interview, to draw out the
way in which underpinning knowledge, key competencies and the
dimensions of competency are being applied in practice
• consider other forms of supporting evidence which show how the
candidate has prepared or planned for the task
• remember that the candidate might feel nervous while being observed
• use a checklist to record that the candidate has performed all required
tasks.
Demonstration
For logistical reasons such as safety, expense or time, it is not always possible
for assessors to observe a process during real work time. Therefore, it may be
necessary for the candidate to demonstrate the process at another time or location.
For example, it may not be possible for the candidate to demonstrate machine
shutdown procedures during normal work hours. So, the assessor may ask the
candidate to demonstrate this skill out of working hours or at another site, such as an
Accredited Competency Assessment Center (ACAC), using similar machinery.
Demonstrations can be used in a wide range of situations, such as:
• showing how to use specific functions of a computer package
• showing safe lifting procedures for different types of loads
• showing how to use an equipment in a range of situations
• giving a verbal presentation to a group.
In implementing a demonstration, the assessor should:
• check that the demonstration complies with the information in the
Training Regulation,
• including the elements and performance criteria, range
statement and evidence guide
• equipment used 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 (Accredited Competency Assessment Center)
• set realistic expectations, for example, time limits and quality
specifications
• use materials and applications that are relevant to the
workplace and the unit of competency
 Third party reporting
There are some situations in which workplace evidence is required but it is not
possible for the assessor to directly observe the candidate at work. For example, the
work activities may be at a remote location, involve issues of privacy or
confidentiality, only occur rarely or may be conducted at a location where safety is
compromised if another person is present.
Situations in which an assessor may not be able to observe the candidate
include:
• while it may be possible to see a security guard carry out the mechanical
operations required to use a gun, it is unlikely that the assessor will be
able to observe the officer using the weapon appropriately in real life
situations
• in some situations, assessments have to be carried out in distance mode
because it is not possible for the assessor to visit the workplace to
observe the candidate.
In each of these situations, the evidence will need to be collected by an
observer or a third party, who may be the security officer or the work supervisor.
The assessor should select the best person to observe the candidate and
prepare materials which help the observer to provide relevant feedback on the
candidate’s performance that is directly related to the relevant unit(s) of competency.
It is important to remember that the assessment decision is made by the
assessor, not the third-party observer.
Questioning
• Questioning is an evidence gathering technique that is widely used in
competency-based assessment. Questions may be asked orally or in a
written format. Answers to questions
• provide evidence of underpinning knowledge, application of skills and the
capacity of the candidate to transfer knowledge and skill to different
contexts.
Questioning may be used to determine:
• why the candidate does particular activities or tasks at work
• the candidate’s responsibilities at work
• the candidate’s understanding of legislative and safety
requirements that impact on activities or tasks at work
• the candidate’s understanding of workplace procedures
• whether the candidate is able to transfer skills to other contexts and
situations
 • what the candidate would do if something different or unusual happened
or if something went wrong.
Oral questioning
• Oral questioning involves the assessor asking the candidate a number of
questions about real, simulated or hypothetical situations. The questions
may be preset. Alternatively,assessors may develop their own set of
questions to suit the context of the assessment and the requirements of
the competency standard.
• Oral questioning complements real time/real work observations and
structured activities as it provides a means of probing the candidates
understanding of the work. Oral questioning: is 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 (in particular, to confirm the candidate’s
understanding of the question and to probe for further information if the
candidate’s response is not sufficient)
• can be standardized to enhance validity and reliability
• provides immediate information about the candidate’s
knowledge and understanding to assist in determining what other
evidence may need to be collected.
Although questioning is a valuable tool for collecting evidence, assessors need
to be aware that the correct questioning techniques need to be used to avoid asking
leading questions, mistakenly answering questions or giving clues to the required
responses. Assessors also need to be aware that some candidates may not be able to
visualize or conceptualize hypothetical situations and that questioning may favor
those with good communication skills. To ensure that oral questioning is effective, the
questions need to be well planned and structured. The following tips will provide
assessors with guidelines for structuring and asking questions.
Hints for effective questioning
The assessor should:
• keep questions short and focused on one key concept
• ensure that questions are formal and structured
• test the questions to check that they are not ambiguous
• use open-ended questions such as ‘what if…?’ and ‘why…?’, rather than
closed questions
• keep questions clear and straightforward and ask one at a time
• link the questions to work experience
 • use words that the candidate will understand
• look at the candidate when asking questions
• ensure that the candidate understands the questions
• ask the candidate to clarify an answer if the assessor does not understand
the response
• confirm the response by saying the answer back in the
candidate’s own words
• document responses on a checklist or recording sheet
• time questions so that the candidate is not interrupted while carrying out
a task that requires full concentration
• encourage a conversational approach when appropriate, to put the
candidate at ease and also to make the questioning flow with the task
• use questions or statements as prompts for keeping focused on the purpose
of the questions and the kind of evidence being collected
• keep questions flexible and adjust language to a suitable level
• listen carefully to the answers for opportunities to find
unexpected evidence
• follow up responses with further questions, if useful, to draw out more
evidence or to make links between knowledge areas
• make up a list of acceptable responses to ensure reliability of assessments
Recording responses
It is important for the assessor to have a record of the questions asked and an
indication of the suitability of the responses given by the candidate. If the candidate’s
response is insufficient the assessor should record why on the recording sheet or
checklist. This provides information that can be used later, if necessary, to explain to
the candidate where skills and/or underpinning knowledge need to be developed to
achieve the required competence.
Written test
Written test can be useful for assessing underpinning knowledge and for
supplementing evidence gathered through real time/real work and structured
activities.
Written test can be asked under test situations or as part of a structured
activity.
 Assessing written questions
An assessment guide, containing acceptable responses to questions, should be
developed for all written test given to the candidate, whether the questions are set
under test conditions or not. It is good practice to write the expected response(s) to a
question as the question is being written. Developing responses to questions helps to
ensure that the answers are assessed objectively and consistently, increasing the
reliability and validity of the assessment.
Portfolios
What is a portfolio?
A portfolio contains individual pieces of evidence demonstrating work outputs
that have been collected by the candidate. The items are usually produced over a
period of time and come from different sources. A well-constructed portfolio
incorporates a selection of evidence that is clearly benchmarked against the relevant
unit(s) of competency and indicates consistent performance of work activities in
accordance with workplace standards.
As indicated below, portfolios may be organised and presented in a variety of
forms:
Portfolio evidence
Portfolios can include a wide variety of evidence. In many cases evidence will
come from the candidate’s day to day work. However, the portfolio can also include
evidence from other work situations, previously certificated learning and other
activities such as recreational pursuits. This evidence may derive from either current
performance or past achievements.
The evidence presented in a portfolio must be valid. That is, it must relate to
the elements, performance criteria, range statement and evidence guide of the
relevant unit(s) of competency. It must be sufficient and current, demonstrating that
the candidate is competent across the full range of activities described in the relevant
unit(s).
Portfolio materials

Form of evidence Application

Transcripts of Provides evidence of prior education or training
records, certificates completed on or off-the-job.

Assessment feedback Provides evidence of on-the-job performance, observers’

or comments and future action as a result of assessment.
completed
checklists
Written Provides evidence of the candidate’s job
Statements or performance, responsibilities, achievements and
references 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, for Provides evidence of the candidate’s ability to do part or
example whole of work tasks or processes
reports, letters,
designs
Finished products, Provides evidence of candidate’s ability to produce a
for example product
tools completed or service.

Product descriptions Provides evidence that the candidate is aware of the

or specifications inputs,
outputs or standards required to produce a product or
provide
a service.
Statutory Provides evidence that work samples are the candidate’s
declarations own work.

Portfolios may contain both direct and indirect evidence. A portfolio may
include work samples produced by the candidate, performance evidence such as
photographs and video tapes and reports describing what the candidate has been
observed doing in the past. It may also contain written evidence describing what the
candidate would do in response to emergencies, breakdowns or other contingencies
(supplied by the candidate).
There are no set rules about the proportion of direct evidence to indirect
evidence in a portfolio. The importance attached to any given item of evidence varies
according to its context, age and whether or not it is supported by other evidence.
Evaluating a portfolio
The provision of workplace documents, work samples and other records in a
portfolio does not mean that the candidate is competent. This is the responsibility of
the assessor. In evaluating a portfolio, the assessor should:
• seek verification of the role of the candidate from others who have
witnessed the events documented
• interpret the currency of the material and the way that the candidate
applies the skills in the present context
• obtain explanations of the material from the candidate to clarify the context
and relevance to the unit(s) of competency involved (this may be
achieved by interviewing the candidate)
• evaluate the contents of the portfolio using a holistic approach (rather than
taking an atomistic approach by checking each item in the portfolio
against the unit requirements, assessors should consider evidence as a
whole or in large integrated pieces. The benefits of this approach are that
it is less time- consuming and allows assessors to concentrate on those
areas where there are perceived gaps in the evidence).
 Self-Check 1.3-2
Multiple Choice

Direction: Read the following statement carefully. Choose the best answer from the given
options. Write the letter of your choice on the space provided. Please use capital letter
only.

1. A way of gathering evidences which is useful for assessing underpinning

knowledge and for supplementing evidence gathered through real time/real
work and structured activities.
A. Demonstration
B. Portfolio
C. Questioning
D. Written test

2. An evidence that may include work samples produced by the candidate,

performance evidence such as photographs and video tapes and reports.
A. Demonstration
B. Observation
C. Portfolio
D. Written test

3. This evidence gathering technique provide evidence of underpinning knowledge,

application of skills and the capacity of the candidate to transfer knowledge and
skill to different contexts.
A. Demonstration
B. Portfolio
C. Questioning
D. Written test
4. A key form of gathering evidence that can be use as an opportunity to observe
practical skills as well as attitudes, underpinning knowledge, key
competencies and dimensions of competency.
A. Demonstration
B. Observation
C. Third party report
D. Written test
5. A way of gathering evidences wherein the assessor should select the best
person to observe the candidate and prepare materials which help the
observer to provide relevant feedback on the candidate’s performance that is
directly related to the relevant unit(s) of competency.
A. Demonstration
B. Observation
C. Third party report
D. Written test
 Information Sheet No. 1.3-3
Dimensions of Competency

Learning Objectives:
After reading this information sheet, you must be able to explain the dimensions of
competency.

Dimensions of competency must be taken into account when an assessor is

gathering evidence of a candidate's competency for a unit, and assessment should be
designed to address these accordingly.
Case studies, questions, simulated work events, and "what if scenarios are
useful strategies for assessors to use to assist candidates to acquire and demonstrate
these capabilities.
Working with the dimensions of competency highlights some critical points
for assessors:
• It's important to know what's inside a unit of competency -more than just
the performance criteria.
• Having a good understanding of what the work involves also helps an
assessor interpret the unit of competency.
• Watching a person use their skills is not enough. It's critical for assessors
to ask questions that explore the candidate's
knowledge of the job and their ability to solve problems.

Incorporate and assess dimensions of competency

Effective workplace performance requires not only isolated technical skills,
but the knowledge and attitudes lo apply those skills in routine and non-routine
situations. People are considered to be competent when they are able to apply their
knowledge and skills to successfully complete work activities in a range of situations
and environments.
The four dimensions of competency are:
• task skills – this involves undertaking a specific workplace task[s].
Assessor needs to collect evidence that the candidate can do the individual
actions as well as the whole task.
Example: Data are entered into the computer using appropriate application
in accordance with company procedure.
• task management skills – this involves managing a number of different
tasks to complete a whole work activity.
Assessor gather evidence that the candidates can provide evidence that
they can work efficiently to meet deadlines, handle a sequence of
interrelated tasks and progress smoothly between tasks.
Example: Following presentation feedback on product design is obtained
from the appropriate personnel. Any modifications are identified and
incorporated into the final design.
• contingency management skills – this involves responding to problems and
irregularities when undertaking a work activity. This may involve dealing
with:
✓ breakdowns
✓ changes in routine
✓ unexpected or a typical results or outcomes
✓ difficult or dissatisfied clients
Assessor needs to collect evidences that the candidates can respond to
problems and irregularities while performing a work activity.
Example: Notification of shift availability, or non-attendance for shift, is
given without undue delay and according to store policies and procedures.
• job/role environment skills – this involves dealing with the responsibilities
and expectations of the work environment when undertaking a work
activity.
Assessor must collect evidences that the candidate can;
✓ work with others
✓ interact with clients and suppliers
✓ comply with standards operating procedures
✓ observe enterprise policy and procedures.
Example: Reports are prepared/ completed according to
company requirements.
 Self-Check 1.3-3
Direction: With the given criteria below, identify what type of Dimension of Competency is
measured. Match the Column A with Column B. Write the letter of your choice on the space
provided. Please use capital letter only.

Column A Column B
Criteria Dimension of Competency

1. Faulty wine is replaced with new A. Contingency Management

one should the guest Skills
disapproved its taste. B. Critical Skills
2. Report on testing procedure, C. Job/Role Environment
including faults and repair is Skills
completed in line with SOPs.
D. Task Skills
3. Fruits are picked using
picking poles. E. Task Management Skills
4. Tools with wear and
corrosions are segregated
and treated according to
maintenance plan and
procedures.
5. Boars are trained to mount
sows/dummy
 Information Sheet No. 1.3-4
Rules of Evidence

Learning Objectives:
After reading this information sheet, you must be able to explain the rules of
evidence.

After you gather evidences, there is a need to make an assessment decision and
one of the things you have to consider in making your decision is the rules of evidence.
When evaluating evidence in order to make a decision of competence, the assessor
must ensure that the evidence provided satisfies the Rules of Evidence.
They are the rules by which an assessor justifies his/her assessment decision.
Each piece of evidence must be valid, authentic and current to be considered acceptable
evidence. There must also be sufficient evidence overall, to allow an assessor to make a
judgement of competence. (Linked to the sufficiency rule is a requirement, that the
assessor must be confident that the candidate can perform the competency
consistently.
Valid
To ensure evidence is valid, you as the assessor must be confident that each
piece of evidence collected:
• demonstrates relevant outcomes and performance requirements of the
Unit of Competency
• covers the relevant breadth and depth of the Unit of
Competency (including knowledge and skills, dimensions of competency,
evidence guide etc)
• reflects current industry- standards
Authentic
Authenticity relates to ensuring that each piece of evidence is from the
candidate and not another person - that the assessor is confident that it is the
candidates own work.
Where a judgement relies on indirect or supplementary forms of evidence or
the direct evidence is not directly observable, other complementary evidence may be
needed to support authenticity-

Procedures can be established to support the authenticity of evidence which

include'.
• observation of work in progress
 • submission of training records
• third party verification
Current
Currency relates to the age of the evidence presented by a candidate to
demonstrate that they are still competent. Competency requires each piece of
evidence provided must:
• reflect the candidate’s current knowledge and/or skills in the relevant
aspect of work
• establish that the candidate can meet the requirements of the current
version of the relevant Unit/s of Competency and industry standards
Sufficient
Sufficiency relates to the quality and quantity of evidence assessed. It requires
collection of enough appropriate evidence to ensure that all aspects of competency
have been satisfied.
Applying the sufficiency rule to evidence means that the combination of all
evidence provided must;
• demonstrate the outcomes and performance requirements of the Unit of
Competency
• cover the breadth and depth of the Unit of Competency
(including knowledge and skills, dimensions of competency, range of
variables, evidence guide etc)
• allow the assessor to be confident that the candidate can perform the
competency consistently
Consistent
Does the evidence:
• show that the candidate consistently meets the standards under workplace
conditions rather than showing a one - off
demonstration of the standards?
• Incorporate multiple items of evidence?
Recent
Recency relates to the age of evidence in relationship to current version of
the relevant unit of competency.
 Self-Check 1.3-4
Direction; Read the following questions carefully. Identify the rules uf evidence being
observed. Choose the best answer from the given options. Write the letter of your choice
on the space provided. Please use capital letter only.
1. Is the evidence related to the current version of the standards?
A. Authentic
B. Current
C. Sufficient
D. Valid

2. Is the evidence less than five years old?

A. Consistent
B. Current
C. Recent
D. Sufficient

3. Does the evidence cover the full range of the elements and
performance criteria?
A. Authentic
B. Current
C. Sufficient
D. Valid

4. Does the evidence incorporate multiple items of evidence?

A. Consistent
B. Recent
C. Sufficient
D. Valid
5. Is the evidence of the candidate's own work or contribution?
A. Authentic
B. Consistent
C. Recent
D. Sufficient
 Information Sheet No. 1.3-5
Evidence Gathering Tools

Learning Objectives

After reading this information sheet you must be able to identify the different
evidence gathering tools.

Evidence Gathering Tools

Observation checklist
An observation checklist is useful when observing performance in both real-
work situations or in simulated environments where candidates are able to
demonstrate skills, application of workplace procedures, including OHS.
An observation checklist enables the assessor to observe in a focused way, to
take structured notes that can be referred to when making the assessment decision,
to provide informed feedback to candidates, and to enhance the objectivity of the
assessment decision.
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 with questioning
DEMONSTRATION

Candidate name:
Assessor name:
Project-Based Assessment:
Qualification:
Date of assessment:
Time of assessment:
Instructions for demonstration

Given the necessary materials, tools and equipment, the candidate must be able
in
hours.

Materials and equipment

(Please refer to the CS)

OBSERVATION  to show if evidence is

demonstrated
During the demonstration of skills, did the
Yes No N/A
candidate:

The candidate’s demonstration was:

Satisfactory Not Satisfactory

 QUESTIONS

Satisfactory
Questions to probe the candidate’s underpinning knowledge response

Extension/Reflection Questions Yes No

1.
2.
3.
4.

Safety Questions
5.
6.
7.
8.

Contingency Questions
9.
10.
11.
12.
Infrequent Events
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
The candidate’s underpinning Satisfactory Not
knowledge was: Satisfactory
Feedback to candidate
General comments [Strengths / Improvements needed]

Candidate signature: Date:

Assessor signature: Date:

Questioning
Asking questions is a widely used teaching, learning and assessment
technique. Tools that you might develop to support this methodology include:
• oral questioning
• written questions
• interviews
• questionnaires
Oral questioning is a common assessment technique, which is used in a
number of situations. It does not involve a large investment of time, and responses lo
oral questions provide useful evidence of:
• a candidate's technical knowledge
• their understanding of workplace procedures, legislation and safety
requirements.
Questioning allows you to probe to obtain clarification,
confirmation or supplementation when needed. For example, responses to "what
would you do if..." questions are effective ways of determining whether a candidate
is able lo deal effectively with contingencies (an important dimension of
competency) and to anticipate and pre-empt problems that may arise out of the
work process.
Oral questioning may also be a reasonable way to accommodate a candidate's
need for consideration of their language and literacy skill levels. Remember that the
assessment should not demand higher literacy, language or communication skills
than those required for the job itself.
Questioning is appropriate for.,.
• Times when observation cannot be used
 • Verifying observations
• Underpinning knowledge
• Dimensions of competency

Third party Report

Third party evidence is evidence gathered from workplace supervisors, peers
and others to support an assessment decision. An assessor cannot always observe a
candidate over a period of time and some competencies are difficult to assess by
observation alone. Therefore gathering third party evidence can be an essential part
of the assessment process.

Portfolio
A portfolio is a collection of materials prepared by a candidate to demonstrate
their knowledge, skills and understanding. It has often been used as a tool for
candidates seeking RPL. New streamlined approaches to RPL encourage assessment
methods that reduce the previous reliance on paper-based evidence and provide
opportunity for candidates to gather evidence of their competency in a range of ways
that better match the requirements of the unit/units.
Increasingly, methods that are being used to gather evidence for RPL mirror
assessment methods that are used in a training program. These include self-
assessment, interview processes and/or direct observation either on the job in the
workplace, or in a simulated environment.
If you elect to use portfolios, as part of the evidence on which you base your
assessment judgement, your guidelines for candidates need to leave no doubt as to
the intended purpose and expected composition of the portfolio." Portfolios can be
time-consuming to compile and to assess, so if you elect to use this methodology, you
need to exercise care in developing precise guidelines.
 Sample Portfolio Record Sheet

PORTFOLIO RECORD SHEET

Candidate name:
Assessor name:
Competency Standards:
Unit of Competency:
Item number

Type of evidence
[insert information in the column]
The evidence shows that I ……

I declare that all evidence presented is my own work and accurately represents my
abilities.
Candidate signature: Date:
PORTFOLIO EVALUATION FORM

Candidate name:
Assessor name:

Competency Standards:
Unit of Competency:
The evidence provided by the candidate is:
Valid authentic sufficient current
The contents of the portfolio provided satisfactory evidence that the Ite
candidate [tick the box]: m
no[s
]
 For each of the evidence gathering methods there is a
corresponding evidence gathering tools such as:

Evidence Gathering Methods Evidence Gathering Tools

Written test Multiple Choice, Matching type,

True or False

Oral Questioning Checklist

Observation Observation checklist

Demonstration Demonstration Checklist

Portfolio Portfolio assessment checklist

 Self-Check 1.3-5

Direction: Complete the table, identify the evidence gathering method and tools
applicable in the given scenarios.

Scenario Evidence Evidence

Gathering Gathering
Method Tools

1. The candidate is inside the room

sitting in the chair, holding his pen
and after a few seconds write down
his answer in the provided answer
sheet.

2. The candidate is beside a desktop, he

is showing the different parts of a
desktop. He is using some hand and
body gestures to show how to use
the equipment.

3. The assessor is checking the training

certificate,
employment certificate that the
candidate has submitted. The
assessor ensure that the
documents were obtained
within 5 years.

4. After the simulation, the assessor asks

the candidate some
questions for
clarification.

5. The trainee was sent to an

institution for training, and for the
trainee to experience the real
situation in a workplace
 Task Sheet 1.3-1
Gathering Evidences

Performance Objective
Given a candidate, a copy of the evidence gathering tools, rating sheet and a
wiring tools, you are to role play how to gather evidence following the listed steps.

Gather evidences following the steps listed below

• Gather evidences in compatibility to the elements, performance criteria,
range of variables and evidence guide in the relevant units of competency.
• Gather evidences in terms of validity, consistency, currency, recency,
authenticity and sufficiency
• Gather evidences in terms of the four dimensions of competency.
• Gather other evidences to support other evidences
 Performance Checklist for Gathering Assessment Evidence

Trainee's Name Date

During the gathering of assessment evidences did the you consider the listed criteria

Criteria YES NO

Evidences are gathered in terms of validity,

consistency, currency, recency, authenticity and
sufficiency

Evidences are gathered in terms of the four dimensions of

competency.

Evidences are gathered in compatibility to the elements,

performance criteria, range of variables and evidence guide in
the relevant units of competency.

Evidences are gathered to support other evidences

Provide the candidates with complete materials, tools and equipment

required to complete the task?

Administer the assessment in accordance with competency- based

assessment methodology?

Give specific instructions to the candidate clearly and slowly?

Observe carefully the specified time limits provided in the assessment

package

Translate written and verbal instructions from English into local

dialects as needed?

Allow the candidate to raise questions before the start of the

assessment?
Stay at the assessment area during the entire duration of the
assessment activity?

Stop the candidate accident is imminent?

Record details of evidence collected and make judgement about the

candidate’s competence based on collected evidence?

Comments:

Signature over printed name of trainer

 Learning Outcome Summary

Learning Outcome 4 Make the assessment decision

Contents:
• Rules of Evidence
• Dimensions of competency and Assessment Guidelines
• Evaluation ofEvidence
• Rating Sheets
• Skills in making assessment decision

Assessment Criteria:
1. The evidence is evaluated in terms of the rules of evidence
2. The evidence is evaluated according to the dimensions of
competency
3. The assessment decision is made based on evaluation of the evidence and
the requirement of relevant unit(s) of competency.

Conditions:
Trainees must be provided with following:
• Copy of Evidence Gathering Tools
• Rating Sheet
• Supplies and Materia l
• Pencil, Ballpen, Bond Paper

Assessment Method:
• Written test
• Interview
• Direct observation
 Learning Experiences
Learning Outcome 4 Make the Assessment Decision

Learning Activities Special Instructions

Read Information Sheet No. 1.4-1.
Evaluation of Evidence

Answer Self-Check 1.4-1

Read Information Sheet No. 1.4-2. Skills

in Making Assessment Decision

Answer Self-Check 1.4-2 Submit your answers in the self-checks to

your instructor for checking.
Perform Task Sheet 1.4-1: Making
Assessment Decision

Check your performance using the Let your instructor observe your
Performance Checklist performance. If you satisfactory meet the
criteria for this activity, you can move to the
next learning outcome.
 Information Sheet No. 1.4-1
Evaluation of Evidences

Learning Objective
After reading this information sheet, you must be able to explain the evaluation of
evidence based on the dimensions of competency, rules of evidence and the requirements
of the competency/ies in making assessment decision.

Once the evidence has been collected, it should be compared with the relevant
unit(s) of competency to make the assessment decision. If the assessment process has
been valid, reliable, fair, and flexible and the evidence meets the rules of evidence, then
the decision making should be straightforward.
It will finally come down to the assessor’s honest appraisal of the evidence.
Sometimes the candidate has provided all the evidence required and it matches the
requirements for competency but the assessor still feels unsure. Alternatively, the
candidate may seem competent, but has not met all the requirements for competence
specified in the evidence gathering tools. In this case it may be a case of reviewing the
process.
In making assessment decisions, the assessor must consider the following:
Dimensions of competency
In evaluating the evidence, the assessor should examine each of the
dimensions of competency to ensure all aspects are demonstrated within the
evidence. This involves asking four key questions.
1. Did the candidate demonstrate the appropriate task skills?
• Check the evidence to ensure that the candidate carried out the work tasks
according to workplace procedures.
2. Did the candidate demonstrate the appropriate task management skills?
• Check the evidence to ensure the candidate has appropriate skills in
selecting equipment, planning, coordinating, organizing and prioritizing.
3. Did the candidate demonstrate the appropriate contingency
management skills?
• Check the evidence to ensure that the candidate knows how to deal with
unplanned events, emergencies and breakdowns.
4. Did the candidate demonstrate the appropriate job/role environment skills?
 • Check the evidence to ensure that the candidate is aware of enterprise
policies and procedures, functions effectively in the workplace and
contributes to the organization’s quality system.
Rules of evidence
The final check is that the evidence meets the rules of evidence.
Assessors need to ensure that the evidence:
1. reflects the skills and knowledge described in the relevant unit(s) of
competency
2. shows application of the skills in the context described in the range statement
3. indicates that skills and knowledge are applied in real workplace situations
4. demonstrates competence over a period of time
5. demonstrates repeatable competency
6. is corroborated
7. is the work of the candidate
8. is able to be verified
9. demonstrates the current skills and knowledge of the candidate.
Requirements of the unit of competency
Does the evidence match the requirements of the elements and performance
criteria? Does the evidence address the critical aspects of competence and the
underpinning knowledge and skill requirements of the units of competence? This
involves answering the following questions:
1. Does the candidate show the relevant level of knowledge and skills?
2. Can the candidate apply the appropriate level of problem solving and
information processing skills?
3. Is the candidate able to demonstrate the appropriate level of responsibility for
the candidate’s own work and that of others?
Corroboration of evidence
Does one piece of evidence support other pieces of evidence and help to build
a 'picture' of competent performance. For example, is the assessor's observation of
the candidate supported by a supervisor's reference, an example of a work product or
the candidate's response to oral questions.
 CORROBORATION OF EVIDENCE

OBSERVATION OF
WORK PERFORMANCE

INTERVIEW WITH SKILL TEST TO

EMPLOYER TO CHECK GATHER EVIDENCE ON
CONSISTENT SPECIFIC SKILLS OR
PERFORMANCE APPLICATION

WORK TRAINING CLIENT

SAMPLE RECORD REFERENCE

The above illustration shows the interrelationship of the evidences that can be gathered
from the assessment activity
 SELF CHECK 1.4-1

Enumeration; Give the following factors that an assessor is considering in making a

decision.

1. What are the factors considered in making assessment decision?

2. What are the rules of use in evaluating evidences?
3. Enumerate the dimensions of competency.
 Information Sheet No. 1.4-2
Skills in Making Assessment Decision

Learning Objectives

After reading this information sheet, you must be ableto identify the
assessor’s skills in making assessment decision.

When making your judgment about competency, be clear about the reasons for
reaching your decision. These reasons will form the basis of your feedback to the candidate.
If you have difficulty making your decision based on evidence that the candidate
has provided, this may be due to the type of evidence you decided on. If you cannot make
a decision about competency you should ask the candidate to submit further evidence. If
after submission you can now make decision, do so, but recommend for the revision of
the assessment activities.

Skills in Making Assessment Decision

After gathering the evidence, the assessor needs to make a judgment of
competence. The assessor must have a good knowledge of observing the candidate and
keep notes of unusual conditions or situation during the entire conduct of assessment.
1. The assessor must have a good knowledge of how to collect appropriate evidence
and match compatibility to the elements, performance criteria, range of
variables and evidence guide in the relevant units of competency.
2. The assessor must have a good knowledge of judging the evidence in terms of the
four dimensions of competency - task skills, task management skills,
contingency management skills and job/ role environment skills.
3. The assessor must have a good knowledge of judging the evidence in terms of the
rules of evidence - task skills, task management skills, contingency management
skills and job/ role • environment skills.
4. The assessor must have a good knowledge in analyzing a piece of evidence to
support other pieces of evidence and help to build a candidate’s "picture" of
competent performance.
 Task Sheet 4.1-1
Making Assessment Decision

Performance Objective
Given a candidate, copy of evidence gathering tools, rating sheet, pencil, bond
paper you must make an assessment decision following the listed criteria below.

After gathering evidences, make assessment decision following the criteria listed
below
1. Analyze evidences in compatibility to the elements, performance criteria, range
of variables and evidence guide in the relevant units of competency.
2. Judge evidences in terms of validity, consistency, currency, recency, authenticity
and sufficiency
3. Judge evidences in terms of the four dimensions of competency.
4. Analyze other evidences to support other evidences
 Performance Checklist for Making Assessment Decision

Trainee's Name Date

Criteria YES NO

Evidences are judged in terms of validity, consistency,

currency, recency, authenticity and sufficiency

Evidences are judged in terms of the four dimensions of

competency

Evidences are analyzed in compatibility to the elements.

performance criteria, range of variables and evidence guide in the
relevant units of competency.

Evidences are analyzed to support other evidences

Comments:

Signature over printed name of trainer

 Learning Outcome Summary
Learning Outcome 5 Record Assessment Results

Contents:
1. Forms designed for assessment result
2. Skills in recording assessment results
3. Competency assessment result summary (CARS)
4. Registry of workers assessed (RWAC)

Assessment Criteria:
1. Assessment results are recorded accurately in accordance with approved
record keeping guidelines of the organization
2. Records of the assessment procedure, evidence collected and confidentiality of
assessment outcomes in maintained according to the approved policy
guidelines of the organization
3. Issuing of certificates is organized in line with approved policy guidelines of the
organization

Conditions:
Trainees must be provided with following;
1. Copy of Assessment Tools/Rating Sheet
2. Competency Assessment Result Summary (CARS)
3. Supplies and Material
4. Pencil, Ballpen, Bond Paper
Assessment Method:
1. Written test
2. Interview
3. Direct observation
4. Demonstration
 LEARNING EXPERIENCES
Learning Outcome 5 Record assessment result
Learning Activities Special Instructions
Read Information Sheet No. 1.5-1. Forms
Designed for Assessment
Result

Answer Self-Check 1.5-1 Submit your answers in the self-checks to

your instructor for checking.
Read Information Sheet No. 6.4-2:
Skills in Recording Assessment
Results

Perform Task Sheet No 1.5-1: Filling-up

Competency Assessments Summary
Results

Check your performance using the Let your trainer check your
performance checklist performance using the performance
criteria.
Perform Task Sheet No 1.5-2: Recording
and Reporting Assessment Results

Check your performance using the Let your instructor check your
performance checklist performance using the performance
criteria.
 Information Sheet No. 1.5-1
Forms Designed for Assessment Result

Learning Objectives
After reading this information sheet you must be able to identify the different
forms designed for assessment results.
This information sheet deals with the forms needed to record the assessment
results. After gathering and making assessment decision you are now to prepare the
records of the assessment results.

Why are records important?

The conduct of competency assessment need to keep records for a number of
reasons. These include:
1. requirements of Competency Assessment of TESDA Policy and Procedure
2. providing statistical information
3. providing copies of outcomes for candidates in case of lost
Competency Assessment Results Summary
4. providing data for review of competency assessment process

Forms for Assessment Results

1. Rating Sheets – refers to a document that contains specific questions or activity
(ies) developed from the selected assessment methods and the conditions
under which the assessment evidences are recorded.
2. Competency Assessment Results Summary - refers to the consolidated assessment
decisions made by the competency assessor which indicates the overall
performance of the candidate during the assessment process
3. Registry of Workers Assessed and Certified (RWAC) - refers to a record that
contains the documentation of the results of assessment and as a basis for
national certification.
4. Attendance Sheet - refers to a record that contains the list of candidates who are
present during the conduct of competency assessment.
 COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:

Assessor’s Name:

Title of Qualification / Cluster of

Units of Competency

Assessment Center: Date:

The performance of the candidate in the following unit(s) of competency and corresponding
Satisfactory Not Satisfactory
methods

Units of Competency

4.

5.

Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the competencies identified in the above-
named Qualification/Cluster of Units of Competency

Recommendation: For issuance of NC/COC For submission of For re-assessment (pls. specify)
(Indicate title of COC, if full additional documents
Qualification is not met) Specify:

Did the candidate overall performance meet the required evidences/standards? YES NO

OVERALL EVALUATION Competent Not Yet Competent

General Comments [Strengths/Improvements needed]

Candidate’s signature: Date:

Assessor’s signature: Date:

Assessment Center Manager

Date:
Signature:

CANDIDATE’S COPY (Please present this form when you claim your NC/COC)

COMPETENCY ASSESSMENT RESULTS SUMMARY

Name of Candidate: Date:

Name of Assessment Center: Date:

Assessment Results: Competent Not Yet Competent

Recommendation: For issuance of NC/COC For submission of For re-assessment (pls. specify)
(Indicate title of COC, if full additional documents
Qualification is not met) Specify:

Assessed by: Attested by:

Name and Signature Name and Signature
Date: Date:
Attendance Sheet
Technical Education and Skills Development Authority National
TVET Trainers Academy

Name of Assessment Center

Date

Name Signature

Assessor ACAC Manager

Registry of Workers Assessed
 Self-Check 1.5-1

Multiple Choice: Read each statement carefully, select the answer from the choices
listed to identify the forms required for recording. Write your answer on the space
provided before each number.

1. A form that contains the list of candidates who are present during the
conduct of competency assessment.
A. Attendance sheet
B. Competency Assessment Results Summary
C. Rating Sheet
D. Registry of Workers Assessed and Certified

2. A form that contains the consolidated assessment decisions made by the

competency assessor which indicates the overallperformance of the candidate
during the assessment process.
A. Attendance sheet
B. Competency Assessment Results Summary
C. Rating Sheet
D. Registry of Workers Assessed and Certified

3. A document that contains specific questions or activity(ies) developed

under which the assessment evidences are recorded.
A. Attendance sheet
B. Competency Assessment Results Summary
C. Rating Sheet
D. Registry of Workers Assessed and Certified
 Information Sheet No. 1.5-2
Skills in Recording Assessment Results
Learning Objective:
After reading this information sheet you must identify the assessor’s skills in
recording assessment results.

Assessors Skills in Recording Assessment Results

1. The assessor must have a good understanding of;
• the recording and reporting guidelines.
As an assessor you must be well knowledgeable of the recording guidelines
as prescribed by TESDA policy procedure on competency assessment.

• the other requirements of the assessment process (portfolio).

A portfolio requirement is a means of filling the assessment gaps. A good
knowledge of what other evidences to be reported is must to reinforce
other evidences.

• filling up the relevant, assessment forms (e.g. assessment checklist,

competency assessment results summary, etc.).
Assessors must be aware of how to fill up assessment forms to serve its
purpose, if not the assessment result might be jeopardized. If you are not
familiar with what to do ask the assistance of other assessor who are then
familiar with the assessment forms.

• the completeness of the assessment records for reporting.

Assessors should be aware of the completeness of its assessment
documents to avoid problems processing the candidate’s
certification.
 Task Sheet 1.5-1
Filling-up the Competency Assessment Results Summary (CARS)

Performance Objective:
Given Competency Assessment Results Summary and a writing tool, you must be
able to fill-up the forms correctly following the listed information or action required.

COMPETENCY ASSESSMENT RESULT SUMMARY

Procedure in filling-up the Competency Assessment Results
Summary (CARS)

It is the task of the competency assessor to ensure the correctness and

completeness of the Competency Assessment Results Summary (CARS). Simply follow
the listed steps below to fill up the CARS.

1. Write completely and legibly the candidate’s name.

2. Write legibly the assessor’s name.
3. Write legibly the title of the qualification that had been assessed, eg.; Electrical
Installation and Maintenance NC II
4. Write legibly the name of assessment center where the assessment took place.
5. Write the date of assessment.
6. List down the unit of competency/ies covered during the assessment.
7. Indicate on this column the candidate’s performance whether
satisfactory or not satisfactory.
8. Tick this check box if the recommendation is for issuance of National Certificate
(NC) or Certificate of Competency (COC)
9. Tick this check box if the candidate is recommended to submit additional
document and specify the title of the document.
10. Tick this check box if there is a need for the candidate for re- assessment
11. Tick the YES check box if the candidate performance meets the required
evidences/standard, if not tick the NO check box.
12. Tick the competent check box if the candidate’s overall evaluation is competent,
for not yet competent tick the not yet competent check box.
13. Write a general comment for the candidate.
14. Let the candidate affix his/her signature on this area.
15. Affix the assessors’ signature on this area.
16. Let the ACAC Manager affix his/her signature in this area
17. Write the corresponding date of the assessment.
 Procedural Checklist
Filling-up the Competency Assessment Results Summary

During the performance of the task, did you consider thefollowing criteria?

Criteria YES NO
1. Write completely and legibly the candidate’s name.
2. Write legibly the assessor’s name.
3. Write legibly the title of the qualification that had been
assessed, eg.; Electrical Installation and Maintenance
NC II
4. Write legibly the n a m e of assessment center
where the assessment took place.
5. Write the date of assessment.
6. List down the unit of competency/ies covered during the
assessment.
7. Indicate the candidates’ performance whether
satisfactory or not satisfactory.
8. Tick check box if the recommendation is for issuance of
National Certificate (NC) or Certificate of Competency
(COC)
9. Tick the check box if the candidate is
recommended to submit additional document and
specify the title of the document.
10. Tick the check box if there is a need for the candidate for
re-assessment.
11. Tick the YES check box if the candidate performance meets
the required evidences/standard, if not tick the NO check
box.
12. Tick the competent check box if the candidate’s overall
evaluation is competent, for not yet competent tick the not
yet competent check box.
13. Write a general comment for the candidate.
14. Let the candidate affix his/her signature.
15. Affix the assessors’ signature on this area
16. Let the ACAC Manager affix his/her signature.
17. Write the corresponding date of the assessment
Comments:

Signature over printed name of trainer

Task Sheet No 1.5-2

Recording and Reporting Assessment Results

Performance Objective:
Given a candidate, rating sheets and writing tools, you must record and report
assessment results in accordance to the prescribe TESDA Policy and Procedure on
Competency Assessment.

After learning all the required forms for recording and reporting competency
assessment results, you will be introduced on the step-by-step procedure in reporting
and recording assessment results.

Procedure in recording and reporting assessment results

Prepare the necessary assessment reports
1. Record the assessment outcome using the prescribed rating sheet
2. Ensure Rating Sheets are signed by the candidate after providing
feedback
3. Maintain records of the assessment procedures, evidence
collected and assessment outcome
4. Accomplish the Competency Assessment Results Summary
✓ Recommend issuance of national certificate/ certificate of
competency if candidate is found Competent
✓ Recommend re-assessment if candidate is found Not Yet
Competent
5. Submits to CAC Manager assessment reports and
documents including:
✓ Rating Sheets corresponding to the number of copies issued
✓ Accomplished Attendance Sheet
✓ CARS
 Performance Checklist 1.5-2 Recording and
Reporting Assessment Results

During the performance of the task, did you consider thefollowing criteria?

Criteria YES NO
1. Record the assessment outcome using the
prescribed rating sheet
2. Ensure Rating Sheets are signed by the candidate after
providing feedback
3. Maintain records of the assessment procedures, evidence
collected and assessment outcome
4. Accomplish the Competency Assessment Results Summary

5. Recommend issuance of national certificate/ certificate of

competency if candidate is found Competent

6. Recommend re-assessment if candidate is found Not

Yet Competent
7. Submits to CAC Manager assessment reports
and documents.

Comments:

Signature over printed name of trainer

 Learning Outcome Summary
Learning Outcome 6 Provide Feedback to Candidate
Contents:

• Constructive Feedback on assessment proceedings

• Skills in giving feedbacks

Assessment Criteria:

1. Clear and constructive feedback on the assessment decision is given to the

candidate in line with the relevant Assessment Guidelines.
2. Ways of overcoming any gaps in competency are explored with the candidate.
3. The candidate is advised of available reassessment in line with organizational
policy and procedures
4. Any assessment decision disputed by the candidate is recorded and reported
promptly to appropriate personnel in line with organizational policy and
procedures.

Conditions:
The student/trainee must be provided with the following:
1. Copy of assessment tools
2. Copy rating sheet
3. Competency assessment result summary (CARS)
4. Supplies and material
5. Pencil, ballpen, bond paper
Assessment Method:
1. Written test
2. Interview
3. Direct observation
4. Demonstration
 LEARNING EXPERIENCES
Learning Outcome 6 Provide Feedback to Candidate

Learning Activities Special Instructions

Read Information Sheet No. 1.6-1.
Constructive Feedback on
Assessment Proceedings

Answer Self-Check 1.6-1 Submit your answers in the self-checks to

your instructor for checking.
Read Information Sheet No. 1-6-2:
Skills in Giving Feedback

Perform Task Sheet No 1.5-2: Recording

and Reporting Assessment Results

Check your performance using the Let your instructor check your
performance checklist performance using the performance
criteria.
 Information Sheet No.1.6-1
Constructive Feedback on Assessment Proceedings

Learning Objectives:
After reading this information sheet you must be able to explain how to give
constructive feedback to the candidate.
Feedback is process of identifying assessment outcomes and
explaining them to the candidate. It includes describing:
1. Assessment process
2. Assessor’s techniques
3. Assessment decisions
4. Follow up actions
How to give constructive feedback on assessment proceedings;
1. Ask the candidate to judge how well he or she performed
2. Reinforce positive aspects of the assessment
3. Ask the candidate to suggest areas for improvement
4. Give feedback as soon as possible
Effective feedback should be given as soon as possible. The longer the delay
between the candidates assessment and feedback, the longer they will they will continue
to have some misconceptions. Also, delay reduce the relationship between candidates
performance and the feedback, and the candidate might not remember what they are
thinking during the evaluation
1. Discuss areas for improvement in detail
2. Discuss need for further evidence
3. Inform candidate of your proposal final decision
4. Work out ways in which the gaps from the assessment maybe filled
5. Remind the candidate of the next procedures. E.g. recording
information, signing the assessment forms
6. Ask the how you can improve assessment for other candidates in the future.
Tips for feedback on negative assessment
1. Be as positive without raising any false expectations.
2. Be as precise about the gaps in the candidate’s competence
3. Identify whether any part(s) of the assessment need be repeated and, if so,
which parts.
4. Emphasize and explain the results
5. Suggest further learning or practice to fix the gaps.
6. Arrange further opportunity for candidate to complete assessment requirements
Assessor must be careful in providing negative feedback on the performance of
the candidate, as much as he could, present negative feedback in creative way. Avoid the
use of words that will lower self-esteem and confidence of the candidate.
 Self-Check 1.6-1
True or False

Direction: Read each statement carefully. Write T if the statement is correct and F
if the statement is false. Write your answer on the space provided before each number.

1. When giving negative feedback you can use words that can lower self-
esteem of the candidate.
2. Feedback is process of identifying assessment outcomes.
3. Avoid emphasizing and explaining the results to the candidate when
feedbacking negative assessment.
4. When giving feedback the assessor must be as positive without raising
any false expectations.
5. In giving feedback the assessor may ask the candidate to judge how well he or
she performed.
 Information Sheet No.1.6-2
Skills in Giving Feedback

Learning Objective:
After reading this information sheet, you must be able to identify the assessor skills in
giving assessment feedback.

Skills in giving feedback

Assessors must be well versed in providing assessment feedback to candidate. In
order to do this, he must have the following skills in giving assessment feedback.
1. The assessor must be good in providing clear and constructive feedback on
assessment decision.
2. Assessor must have a good understanding of exploring any gaps in the
competency.
3. Assessor must be good in advising candidate reassessment
procedure in line with organizational policy and procedures.
4. Assessor must be good in recording and reporting assessment decision
disputed by the candidate.
5. The assessor must be knowledgeable on the procedure in claiming COC/NC at
TESDA PO/DO.
 Task Sheet No. 1.6-1
Providing Feedback to Candidate

Performance Objective:
Given a candidate provide feedback to the candidate based on the assessment
results you have prepared on the previous learning outcome.

Now that you have recorded the results of the assessment outcomes, you will now
give the feedback to your candidate. Here is the procedure of providing feedback.

Provide Feedback on the Assessment

1. Provide feedback on the outcomes of the Assessment process.
This includes providing the candidate with:
clear and constructive feedback on the assessment decision
information on ways of overcoming any identified gaps in competency
revealed by the assessment
the opportunity to discuss the assessment process and outcome
information on reassessment process, when required
procedure in claiming COC/NC at TESDA PO/DO.
 Performance Checklist for Giving Feedback

Trainee’s Name Date:

During the performance of the task, did you consider thefollowing criteria?

Criteria YES NO
1. clear and constructive feedback is given to the
candidate using appropriate language and
strategies
2. feedback includes guidance on overcoming gaps in
competency or further goals or training
opportunities if appropriate
3. the candidate is given information on reassessment
opportunities and the appeals process

4. record and report result’s of competency

assessment following the prescribe
organizational procedure
5. record and report assessment decision
disputed by the candidate.
6. explain the procedure in claiming NC/COC at
DO/PO
 Job Sheet No. 1.1-1
Conducting Competency Assessment

Performance Criteria:

Given a candidate, assessment venue, assessment package and writing tools you are to
conduct assessment of your qualification, following the procedure presented in this
module.

Procedure:

1. Prepare candidate
2. Gather evidence
3. Make assessment decision
4. Record assessment results
5. Provide feedback to candidates

Your instructor will evaluate your performance using the performance checklist.
 Performance Checklist Conducting
Competency Assessment

Trainees’ Name: Date

During the performance of the task, did you consider thefollowing criteria?

Criteria YES NO
• Check the attendance of candidate?
• Collect admission slip?
• Instruct the candidates to sign the attendance sheet?
• Check self-assessment guide?
• Provide overview of the Qualification to be assessed (national
Assessment and Certification Arrangements)?
• Orients the candidate on the following:
o Explain the context, purpose and the assessment
process?
o Explain the Qualification or units of competency to be
assessed and the evidence to be collected?
o Outline the assessment procedures to be
undertaken?
o Assessed the needs of the candidates and
determine any allowable adjustments in the
assessment procedure?
o Seek feedback regarding the candidates
understanding of the Qualification/unit of
competency to be assessed, evidence
requirements, and assessment process?
o Make the necessary announcements just before the
start of the assessment?
o Specify the do’s and don’ts inside the assessment center?
o Instruct the candidates to accomplish the
competency assessment agreement

During the assessment

• Provide the candidates with complete materials, tools and
equipment required to complete the task?
• Administer the assessment in accordance with
competency-based assessment methodology?
• Give specific instructions to the candidate clearly and slowly?
• Observe carefully the specified time limits provided in the
assessment package
• Translate written and verbal instructions from English into
local dialects as needed?
• Allow the candidate to raise questions before the start of the
assessment?
• Stay at the assessment area during the entire duration of the
assessment activity?
• Stop the candidate accident is imminent?
• Record details of evidence collected and make judgement about
the candidate’s competence based on collected evidence?

Post assessment
• Provide feedback on the outcome of the assessment process?
This includes providing the candidate with:
oClear and constructive feedback on the
assessment decision
oInformation on ways of overcoming any identified gaps in
competency revealed by assessment
oInformation on reassessment process if applicable

• Prepare the following assessment reports?

oRecord the assessment outcome using the
prescribed rating sheet
oMake sure the report or rating sheets are properly signed by
him and the candidate
oEndorse assessment result/outcomes to the
Assessment center manager
o Prepare recommendations for the issuance of National
Certificate/Certificate of Competency.
 Attachments

Attachment 1. Application Form

2. Attendance Sheet
3. Registry of Workers Assessed and Certified
4. Observation Checklist with Questioning
5. Assessors Script
 Attachment No. 1. Assessment Form

Technical Education and Skills Development Authority

Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan

A PPLI C A TI ON F OR M

Picture,
colored
Passport size
White
background
v
Applicant’s Signature Date

Name of School/Training Center/Company:

Address
Title of Assessment applied for:
Full Qualification COC
1. Client Type
TVET graduate Industry worker SCEP
2. Profile
2.1. Name:
Last First Middle
2.2. Mailing Address:
Number, Street Barangay District

City Province Region Zip Code

2.3. Mother’s Name 2.4. Father’s Name
2.8. Highest
2.5. Sex 2.6. Civil Status 2.7. Contact Number(s) 2.9. Employment Status
Educational
Male Single Tel: Attainment Casual Probationary
Female Married Cellular: Elementary graduate Contractual Regular
e-mail : HS graduate Job Order Permanent
Window/er
Separated Fax:: TVET graduate If Student Self-employed
Others: College level Trainee/OJT
College graduate Others, pls specify
Post graduate
Others:
2.10. Birth date: 2.11. Birth place: 2.12. Age:
5. Licensure Examination(s) Passed
5.1. 5.2. 5.3. 5.4. 5.5. 5.6.
Title Year Taken Examination Venue Rating Remarks Expiry Date

(For more information, please use separate sheet)

6. Competency Assessment(s) Passed

6.1. 6.2. 6.3 6.4. 6.5. 6.6.

Qualification
Title Level Industry Sector Certificate Number Date of Issuance Expiration Date

(For more information, , please use separate sheet)

ADMISSION SLIP

Name of Applicant: Tel. Number: PICTURE

(Passport
size)
Assessment Applied for: OR Number & Date:

To be accomplished by the Processing Officer

Name of Assessment Center:

Check submitted requirements: Remarks:

Accomplished Self-Assessment Guide Bring own PPE

Three (3) pieces colored passport size pictures Others. Pls. specify

Assessment Date: Assessment Time:

Printed Name & Signature of Processing Officer Printed Name & Signature of Applicant

Date: Date:

Note: Please bring this Admission Slip on your assessment date.

Attachment No. 2: Attendance Sheet

Technical Education and Skills Development Authority National

TVET Trainers Academy

Name of Assessment Center

Date

Name Signature

Assessor ACAC Manager

Attachment No.3: Registry of Workers Assessed and Certified (RWAC)
 Attachment No. 4. Competency Assessment Result (CARS)

Competency Assessment Result Summary

Candidate’s Name:

Assessor’s Name:

Title of Qualification / Cluster of

Units of Competency

Assessment Center: Date:

The performance of the candidate in the following unit(s) of competency and corresponding
Satisfactory Not Satisfactory
methods

Units of Competency

6.

7.

8.

Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the competencies identified in the above-
named Qualification/Cluster of Units of Competency

Recommendation: For issuance of NC/COC For submission of For re-assessment (pls. specify)
(Indicate title of COC, if full additional documents
Qualification is not met) Specify:

Did the candidate overall performance meet the required evidences/standards? YES NO

OVERALL EVALUATION Competent Not Yet Competent

General Comments [Strengths/Improvements needed]

Candidate’s signature: Date:

Assessor’s signature: Date:

Assessment Center Manager

Date:
Signature:
Attachment No. 4: Sample observation checklist with questioning
DEMONSTRATION

Candidate name:
Assessor name:
Project-Based Assessment:
Qualification:
Date of assessment:
Time of assessment:
Instructions for demonstration

Given the necessary materials, tools and equipment, the candidate must be able
in
hours.

Materials and equipment

(Please refer to the CS)

OBSERVATION  to show if evidence is

demonstrated
During the demonstration of skills, did the candidate:
Yes No N/A

The candidate’s demonstration was:

Satisfactory Not Satisfactory
 QUESTIONS

Satisfacto
Questions to probe the candidate’s underpinning knowledge ry
response

Extension/Reflection Questions Yes No

1.
2.
3.
4.

Safety Questions
5.
6.
7.
8.

Contingency Questions
9.
10.
11.
12.
Infrequent Events
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
The candidate’s underpinning Satisfactory Not
knowledge was: Satisfactory
Feedback to candidate
General comments [Strengths / Improvements needed]

Candidate signature: Date:

Assessor signature: Date:

Attachment No.5: Competency Assessor’s Script
Conduct of Competency Assessment

As a competency assessor, you must provide a supportive environment before starting with the
assessment activity. You must ensure that the environment is suitable for the assessment and the
candidates are relaxed and not apprehensive. As soon as you have admitted the candidates, say:

Materials/References

Good morning everybody!

My name is (state your name). I am an accredited

competency assessor for . ( the assessor
must wear his/her ID card as a proof of his/her
accreditation)

I would like to acknowledge the presence of Mr./Ms.

, one of the members of our

and Mr./Ms. , our representative

from TESDA Provincial Office.

You do not have to worry about their presence. They are

here to oversee the conduct of competency assessment
and to check if the conduct is in accordance with the
prescribed competency assessment methodology and
procedures. They will not assess you.

Before I start, let me first check the attendance.

Please present to me your admission slip once your name
is called. ( let the candidates sign on the attendance sheet,
compare signature of candidates on admission slip against
the signature on the attendance sheet)

I have here with me your accomplished self-assessment

guide. This is an indication that you know and can
perform all the units of competency enumerated in this
qualification. ( self-assessment guide was given to the
candidate by the processing officer of the assessment Attendance Sheet
center)

The competency assessor gives the overview of the

Qualification to be assessed:

Today, I am going to administer competency

assessment for (state the Qualification). It is the
Qualification level with (Enumerate the Core Units of
Competencies . Core Competencies namely:
6. Accomplished Self
Assessment Guide Sheet
2.
3.

OR

These core units are clustered to form

one (1) assessment package for full Qualification /
--------------------------------------------------- clustered units of
Competency which is -------------------------------------------- --.
It covers the following:
Relevant Qualification / units of
competency
Relevant National
Assessment and Certification
Arrangements

Relevant copy of National

Assessment Package for Full
Qualification

Clustered Units of
Competency
( Certificate of Competency)

The competency assessor orients/briefs the candidates.

Explains the following:
Relevant Copy of
• context and purpose of assessment CS/Qualification
• qualification/units of competency to be assessed
• tasks to be performed and the evidence to be Copy of National Assessment
collected package for full Qualification
• assessment procedures to be undertaken ( National Certificate)
• needs of the candidates to be considered during
assessment Clustered Units of
• allowable/reasonable adjustments in the Competency
assessment procedure ( Certificate of Competency)
(the competency assessor can conduct orientation to
at least ten (10) candidates)
Do you have any questions or clarifications?

If none, I will now distribute the Competency Assessment Competency Assessment

Agreement sheets. Please read the instructions carefully Agreement Sheet
and answer all the questions outlined in the document.

If you need assistance, I will be more than willing to assist

you.

(The competency assessor explains and guides the

candidates in accomplishing the Competency Assessment
Agreement sheet)

After the candidate is through with accomplishing the Accomplished Competency

Competency Assessment Agreement sheet, you will review Assessment Agreement sheet
the answers and will give feedback to the candidates.
You now assign a number to the candidates
(candidate #1, candidate # 2, candidate #3) ..................... and
give instruction that candidate #1 will be the first to enter
the assessment room. The other candidates will have to wait
at the waiting area.
Administer the Assessment Relevant Assessment
Package
• You now instruct candidate # 1 to enter the
assessment room.( to be followed by candidate # 2
, # 3 etc.)
• Provide the candidate with all materials, tools
and equipment required to complete the tasks.

• At this point, you give the Specific Instructions to

the candidate clearly and slowly.

Specific Instructions:

1. Using the materials, tools and equipment, you

are required to perform the tasks within
hours. I will be observing you Rating Sheets
while you are performing the tasks.

2. After your demonstration, I will ask you some

questions related to your demonstration.

3. You may call me when there is a need for me to

translate or explain items for clarification.

4. After the questioning portion, I will give you

feedback about your performance.

5. Any questions/clarifications? If there are no

more questions, you may start now.
(the assessor sets the stop watch)

Note:
• While the candidate performs the activity you must
- remind candidate to observe safety precautions
- stop candidate if accident is imminent
- keep notes of unusual conditions during the
assessment
Provide Feedback on the assessment
Mr./Ms./ Mrs. (state the name of the candidate), you were
( give the strong points of the candidate followed by the
weak points)
( If the candidate was found to be competent say):
You performed the tasks within the standard
 requirements of the Qualification.

Note: Present the rating sheets to the candidate to affix his

signature on the candidate’s signature portion. This is a
proof that he accepts your assessment decision.

You can get your National Certificate/Certificate of

Competency from the ( state the Provincial Office, the date
,and the focal person)

Note: Give a copy of the accomplished Competency Rating Sheets

Assessment Results Summary to the candidate (Make sure
that the document is signed by the candidate in the
appropriate space then affix your signature.)

If the candidate was found not competent say: Mr / Ms

/ Mrs.(state the name) I am sorry you were not able to perform
within the standard requirements of the Qualification. You
have to review/ practice the activities related to the
competency requirements of the Qualification further.

You come back after a month for reassessment or when you

feel confident enough that you have acquired the competence.
Don’t worry you will only be reassessed on the part of the
activity that you were found to be not yet competent.

Note: Give a copy of the accomplished Competency

Assessment Results Summary to the candidate (Make sure
that the document is signed by the candidate in the
appropriate space then affix your signature.)
Complete the rating sheets together with other
documents and submit these to the Manager of the
assessment center.
Bibliography

TESDA Policy Procedure: Competency Assessment and Certification, CACO, 2008.

Training Package Assessment Material Kit, Ratio Pty Ltd, DETYA- ANTA-VETASSESS,
2001.

Mendenilla, Marjorie G., etal., and TEVSAPHIL AM1 Learning Modules, TESDA NCR