ASSESSMENT

IN
COMPETENCY – BASED EDUCATION
 ASSESSMENT
IN
COMPETENCY – BASED EDUCATION

Prepared for the OAS Hemispheric Project on

School Management and Educational Certification for Training
and Accreditation of Labour and Key Competencies in Secondary Education

NCTVET, Jamaica
November , 2006

2
 CONTENT

Page
Introduction 4
I. Assessment in Competency-Based Education 5
II. Modular Assessment 11
III. Authentic VS. Traditional Assessment 19
IV. Methods of Assessment Used by NCTVET in
Competence-Based Education 22
V. Quality Assurance and Record-Keeping 39
VI. The Process Used by NCTVET for Modular Assessment and
Certification 44

Appendices 48

3
INTRODUCTION

This document has been specifically developed for teachers, instructors,

facilitators and individuals directly associated with preparing learners and students for
assessment using the competency-based approach to education and training in schools.
It will assist in providing general information regarding assessment and certification for
Level 1qualificaions.

Administrators, teachers and Internal Verifiers with responsibility for assessment

and quality assurance should be familiar with all aspects of the assessment process. It
is hoped that facilitators will encourage students to make their learning experiences as
meaningful as and successful by taking full responsibility for their own progress and
achievements. To achieve this, learners/students should be participative in both the
training and assessment process.

4
 ASSESSMENT IN COMPETENCY BASED EDUCATION

Introduction

Most people involved in the training and educational process are interested in knowing
how effective the training has been, whether or not learning has taken place, how the
courses can be improved, or how well the trainees are progressing. Assessing the
students can generate information which will suggest what should be changed, what is
working and therefore should be continued, what needs a little fine-tuning, and what an
individual has learned.

Modular assessment strategies are usually adopted wherever individualized,

competency-based training and education is implemented. This next section will discuss
the elements of a competency-based education programme and assessment as it
pertains to modules – those self-contained areas of competencies put together for the
individual to achieve the minimum skill levels necessary for performing the job.

5
 I. COMPETENCY-BASED EDUCATION

It is important that teachers involved in the instructional delivery of the programme fully
understand and are aware of the requirements of competency-Based Education (CBE).
This section provides an overview to CBE and should be read by all teachers and
assessors involved in the implementation of the programme in secondary schools.

Through the establishment of industry lead groups, the National Training Agencies guide
the development of the occupational standards and curriculum materials which are
presented either in a modular format or in units. Both formats facilitate the competency-
based training and assessment in the TVET system as the approaches seeks to
systematically identify and develop essential skills, knowledge and attitudes for the job.

Competency-Based Education (CBE) is built on the philosophy that “almost all learners
can learn equally well if they receive the kind of instructors the need”. To make this
philosophy work CBE requires significant changes in the development and the
administration of the modularized/unit-based programmes. Although technical
vocational education has always been concerned with the practical demonstration of the
skill, CBE places a new and systematic emphasis on this principle. In this approach, the
systematic development and delivery of the training is guided by five essential elements:

(i) The tasks to be taught are identified by the experts in the occupation.

(ii) The programme allows each learner to have the opportunity to develop
and tube evaluated on the competencies achieved.

(iii) Assessment of competency is not only based on knowledge and attitude

but primarily on the actual demonstration of the competency

(iv) Occupational standards or unit competency standards should be used as

the basis for assessing achievement and students/trainees should be
aware of them.

(v) Students progress through the programme by demonstrating the

attainment of specified competencies.

6
CBE also dictates a change in the role of the teacher which changes from the
conventional information-giver to that of a resource person. Hence, the
students/trainees will have more responsibility for their own learning and progress. This
kind of student/trainee involvement is critical to CBE. Therefore, at the start of the
training programme students/trainees should be made aware of the key elements of
CBE that is :

• how the programme operates

• the role of the teacher/instructor
• the responsibility of the trainee/student
• the occupational standards to be attained
• how and when competencies will be assessed

CHARACTERISTICS OF THE CBE PROGRAMME

(i) A variety of teaching methods and aids are used

(ii) Adequate materials, space and equipment are available.
(iii) An environment that simulates the work place and work experience
opportunities are available to students/trainees.

(iv) Students/trainees are informed about criteria and attitude important to the
occupation.

(v) Each student’s/trainee’s programme should be individualized and self-

paced.

(vi) Learning activity is repeated/reinforced until competence is achieved.

(vii) Programme completion is based on satisfactory achievement of all
specified competencies.

(viii) Individual student/trainee records are maintained and should reflect

student/trainee progress.

(ix) Continuous and detailed feedback is given to students/trainees on their

progress.

(x) Students’/trainees’ rating should reflect the level of competency achieved.

7
Other Elements of a Competency-based Education Programme

The following are other important elements of a competency-based programme:

1. Instruction is based on clearly stated learning objectives that are observable

and measurable, as well as communicated in writing to students before
instruction begins. Objectives should be based on valid duty/task lists according
to national standards.

2. Instruction is aligned with the stated learning objectives.

3. There is a trainee/student evaluation system that is criterion-referenced and

aligned to learning objectives and the curriculum.

4. There is an observable management system of cognitive skill practice that

provides for, promotes, and documents mastery and competency learning. The
practice system should provide for individual differences in learning style.

5. There is an observable management system of psychomotor skill practice

that provides for, promotes and documents mastery learning. The practice
system should provide for individual differences in learning style.

6. Skill mastery records are maintained for each learner, and learners have
access to and make use of these records to monitor their skill acquisition.

B. Purposes of Assessment

Assessment serves several purposes. It gives Information about the knowledge skills
and attitude students have acquired. Assessment helps to determine the level of
competence the students have acquired, and whether they can apply that knowledge,
and it can help in providing high-quality instruction for the students enrolled in your
training programme. You and other people can put this information to several important
uses.

8
C. Definitions and Terminologies
Terms used in the testing process are usually misunderstood or used inaccurately.
Terms used in measurement suc h as evaluation, assessment, and achievement and
testing are specific processes , often used in the same breath, or used interchangeably,

but although closely related, they do not mean the same thing.

Assessment
As far as possible, the term “assessment” should be reserved for application to people.
It covers activities included in grading, be it formal or non-formal, examining, certifying
and so on. Student achievement on a particular course may be assessed. A trainer, an
instructor, or a student’s competence may be assessed; an applicants attitude for a
particular job may also be assessed. Assessment is therefore the gathering of
information or evidence about an individual’s ability to perform to clearly stated
standards.

Evaluation
Evaluation refers to the interpretation of the data to determine how well the student has
grown towards the goals and instructional objectives - how well he or she has
performed. Analysis of data collected from various instruments can be used to
determine the level of competency of the student in a skill area. When decisions are
made based on the interpretation of the data that is collected, that is the point at which
as evaluation has taken place.

Interpretation of data obtained can be norm-referenced, or criterion-referenced.

Evaluation of itself therefore seems more applicable to such entities such as
programmes, curricula and other organizational or institutional variables. Its use implies
a general weighing of the evaluate or worth of something, and it usually involves making
a comparison with other programmes, curricula and organizational schemes.

Measurement refers to the collection of data by subjective and objective means as we

do when we assess our students using various methods. It involves the assigning of a
score or mark or number or percentage to the student’s performance. It gives a
numeric value to the student’s performance data. Measurement is rarely carried out for

9
its own sake. It may be included in an assessment or evaluation procedure, but it is
more to be regarded as a basic research procedure.

Tests
Individual performance can be measured by using different instruments often referred
to as tests. A test is a set of items designed to measure the performance of a student or
trainee. The three (3) areas of student performance most often tested are those relating
to:
(a) Achievement - The extent of the learner’s knowledge in the
skill area

(b) Aptitude - The ability of the learner to perform tasks in

the skill area

(c) Attitude - The approach of the learner to his/her work/

tasks

D. Assessment Concepts

The concepts of assessment have undergone changes, particularly with regard to

competency-based education. The following table shows the differences between the
old and the new concepts of assessment.

OLD CONCEPTS OF ASSESSSMENT MODERN CONCEPTS OF

ASSESSMENT
Summative assessment in a formal setting Formative and informal assessment
used as the main (sometimes only) form of
assessment
Examination at end of the term or end of Continuous assessment is an
the year integral part of the teaching/learning
process
Norm-referencing, comparing a student’s Criterion-referenced, comparing
performance with other students as an student’s performance against pre-
indicator of final ranking and for determined criteria /standards to
placement/selection provide feedback and improve
performance
Knowledge and recall of content is heavily Stress is placed on the learning
stressed. process.

10
II. MODULAR ASSESSMENT
What is Modular Assessment?
Modular assessment strategies are usually adopted wherever individualized
competency-based education and training is implemented. Typically, modular
assessment is integrated into the instructional package to ensure that mastery of the
outcomes is based on the demonstration of the competencies defined rather than “test
taking skills”.

A. Principles of Assessment

1. Validity
An assessment is valid in so far as it actually assesses what it sets out to
measure.

2. Reliability
The assessment produces the same results on different occasions and with
different assessors.

3. Authenticity
Assessment can be shown to relate to the student’s own individual work.

4. Accessibility
An assessment is accessible in so far as it is available as frequently done,
covering a wide range of tasks as far as conditions allow.

5. Efficiency
The assessment methods used avoid unnecessary length and duplication.

6. Adequacy of Feedback
The results are recorded and are available to the users speedily and in sufficient
detail to be of positive use.

11
7. Cost-Effectiveness
In meeting al the requirements above, and as far as possible, the assessment
procedures adopted should be cost-effective.

B. Points to consider in Modular Assessment

1. Assessment measures are validly related to competency- statements and

discriminate on the basis of pre-established standards of competencies.

2. The learner assumes greater responsibility for attaining specified competencies.

3. Assessment is timed according to the pace of learning.

4. The learner is assessed immediately on completion of each module.

5. Recognition is given on the completion of each module.

6. Assessment is based primarily on the practical demonstration of competence;

knowledge and attitude are also assessed.

7. Continuous feedback is given to learner on assessment results, that is, the

learner must be aware of competencies achieved/not achieved.

8. Assessment records are organized to reflect the learner’s progress, i.e.

competencies achieved as well as those not achieved.

9. Performance criteria are clear to both instructor and learner; there is no

confusion as to what is required to achieve competence.

12
C. Key Differences between Competency-based Assessment and
Traditional Modes of Assessment

Modularisation is guided by many of the principles of competency-based systems.

Although not all modules are competency-based, those that focus on the development of
job-related competencies are best developed along those lines.

Competency-based Traditional Assessment

Assessment Systems Systems

CONCEPT Assessment of actual Assessment is based on

performance in a work role. learning ability to
Competency statements achievement. Assessment
describe outcomes is confined theoretically
expected from performance stated outcomes.
of professionally –related
functions and the
knowledge and attitudes
related to those functions

FOUNDATION Explicit standards of Curricular outcomes are

required performance are defined by teaching
defined by industry or by staff/school board or
research. government

ASSESSMENT Assessment is independent Assessment is an integral

REQUIREMENTS of the learning programme. part of the learning
Prior learning is recognized. programme.

EVIDENCE Assessment evidence is Assessment of norm-

criterion-referenced, referenced and pre-
individualized and determined by course
determined by syllabus.
demonstration.

13
Modes of Assessment

The mode of assessment use is strictly determined by the questions:

- How do we assess?
- What do we assess?
- What do we do with the assessment?

The choice of mode used will be determined by the purpose of assessment. The
purpose may in turn be determined by the nature of the subject/course/skill being
asses sed, the aims and objectives of the curriculum/course the indented use of the
assessment information (placement, selection) and differences in teaching style.

14
 MODES EXAMPLES/JUSTIFICATION
Formal Public examinations CEE, CXC,
GCE, NCTVET, School exams.
Contrived situations to provide a
final judgement at one sitting.
or
Recorded observations, two
Informal way interaction between
teacher and pupil, provide
feedback.
Final/Summative At the end of the course
concerned with final summing
up of student’s performance.
Often used as means of ranking
or and for selection purposes.

Continuous/Formative Concurrent with course content,

regular. Usually informal,
supports learning, provides
positive feedback through
constructive criticism.
Process Assesses technique – the steps
involved in the process.
or

Product Product assessment reflects

only a small part of the process.
Convergent One correct response required.
No opportunity given for
creative expression. Tendency
or to reject diversion from
accepted behaviour.

Divergent Gives the opportunity to explore

new and relevant information
and provide alternative
answers. Problem-solving,
creativity and problem
formation.

Examples of Modes of Assessment

15
D. Integrated Assessment
Modular assessment is integrated in the module format. Assessment should be
an on-going (continuous process) which provides the opportunity for more than
one attempt (if necessary) at successful completion of the module. The following
compares modular instruction with modular assessment.

Modular Instruction Modular Assessment

1. A module is self-contained. All Assessment teaching

materials needed for instruction and techniques/strategies are clearly
for step-by-step learning is contained outlined to ensure that outcomes of the
with specific guidelines on how to modules (or tasks within the modules)
proceed and what resources and are satisfactorily achieved.
materials are needed.

2. Modules may be individualized to The learner’s progress is dependent on

facilitate self-pacing, feedback, and satisfactory demonstration of stated
mastery of competence. competencies. Progress throughout the
module can be paced by individual
performance.

3. A module is a complete package Assessment strategies are integrated

with all the requirements for into the module and are independent of
completion included. the entire course. This makes testing
easier (more manageable) for the
learner. Testing is more specific, and
satisfactory performance is more
achievable.

4. Modules include objectives and Assessment specifies performance in a

learning experiences to be performed range of conditions. Assessment
in a range of conditions. strategies make provision for a wide
variety of techniques to collect evidence
of competence.

16
E. Criterion-referenced Tests

Competency-based assessment is criterion-referenced in nature. The following explains

the differences between norm-referencing and criterion-referencing.

Norm-referencing vs. Criterion-referencing

The difference between norm-referencing and criterion-referencing is based on the
method of interpretation of test scores.

Norm referenced interpretation matches the individual score against the scores of the
group or other individuals.

1. How does it compare with the average score of some group of people?

- Is it above or below the group’s average?

- Is it slightly above or way above the group average?

2. How does the individual rank or stand in the class?

- Is the score in the top 10 best performers?

- Is the score in the top 80th percentile?

Criterion-referencing interprets the score against a set of pre-stated or pre-

determined standards or objectives.
Student performance is assessed on the basis of a comparison with the pre-determined
or negotiated standard. It assesses the learners level of competence in a particular
concept/skill/area of knowledge.

- Is the learner competent?

- Has his/her performance met all the required standards/criteria?
- Has he/she mastered the concept/skill?
- What level of proficiency has he/she attained?

17
0 50 100% 0 50
100%

Typical distribution of marks in a Distribution of marks

norm-referenced test criterion-referenced
test where teaching/
learning has fulfilled
objectives

Illustration showing distribution of marks:

norm-referenced vs.criterion-referenced test results

18
 III. AUTHENTIC VS TRADITIONAL ASSESSMENT

In competency-based education, assessment is also authentic.

What is authentic assessment?

Assessment is authentic when we directly examine student performance on worthy

intellectual tasks. Traditional assessment, by contract, relies on indirect items’ that are
efficient, substitutes from which we think valid inferences can be made about the
student’s performance.

Authentic vs. Traditional Assessment

AUTHENTIC ASSESSMENT TRADITIONAL ASSESSMENT

Authentic assessments require students to Traditional tests tend to reveal only
be effective performers with acquired whether the student can recognize, recall
knowledge or “plug in” what was learned out of
context.

Authentic assessments present the student Conventional tests are usually limited to
with the full array of tasks that mirror the paper-and-pencil, one-answer questions.
priorities and challenges found in the best
instructional activities

Authentic assessments attend to whether Conventional tests typically only ask the
the student can craft polished, thorough student to select or write correct
and justifiable answers, performances or responses--irrespective of reasons
products.

Authentic assessment achieves validity Traditional testing standardizes objective

and reliability by emphasizing and “items” and, hence, the (one) right answer
standardizing the appropriate criteria for for each.
scoring such (varied) products

Authentic tasks involve “ill-structured” Traditional tests are more like drills,
challenges and roles that help students assessing static and too-often arbitrarily
rehearse for the complex ambiguities of discrete or simplistic elements of those
the “game” of adult and professional life. activities.

19
Authentic assessments are enabling and forward-looking, not just reflective of prior
teaching. In many training and teaching settings the essential challenges are known in
advance.

Traditional tests, by requiring complete secrecy for their validity, make it difficult for
instructors and learners to rehearse and gain the confidence that comes from knowing
their performance obligations.

Authentic assessment has the advantage of providing everyone, students, learners

instructors and the public with directly observable products and understandable
evidence concerning the learners’ performance. It clarifies to the layperson the quality of
the learners’ work and is more discernible than explanations about norming.

Authentic assessment complements Traditional Assessment.

Traditional Assessment vs. Authentic Assessment

Gather indirect evidence Gather direct evidence

Select a response Perform a task

Contrive a situation Respond to Real Life

Recall or recognize information Construct or apply

information

Teacher centered Learner centered

20
 AUTHENTIC ASSESSMENT

Authentic Authentic Types of Environment Kinds of

Assessment? Content? Authentic necessary for feedback used
Assessment? Authentic for Authentic
Assessment? Assessment?
Put in a real life Based on Personal Collaboration: Student
context important contact Students help reflection on
concepts (observations, each other; own work
interviews) they are not
judged against
one another
A learning Consistent with Performances Access: Peer review;
experience in curriculum Students have peer reflection
itself guidelines access to
needed tools
and resources
Ongoing Based on real Exhibitions Responsibility: Ongoing
throughout the life experience Students conversation
process of develop between
learning responsibility teacher and
for their own student about
learning student
progress
Based on Built on prior Portfolios Flexibility: Time Teacher
authentic knowledge; is flexible assessment of
content appropriate for enough that product based
developmental students have on high real-
level time to world standards
complete the
project
Involves Requires high Authentic tests Real World: Evaluation
reflection by level of thinking Students rubric
student and from students understand completed by
teacher connection external panel
between what
they are
learning and
the real world

21
IV. METHODS OF ASSESSMENT USED BY ASSESSORS IN CBE

There are many methods of gathering evidence that can be used to enable an assessor
to make a judgement about the learner’s competence. The methods chosen should be
the most direct and relevant to the competencies or learning outcomes being assessed.
(Over-reliance on one particular method should be avoided). Work place tasks may be
simulated. The assessor makes a judgement as to which combination of methods
provides simplicity and flexibility and is best suited to the competency that is being
asses sed. The assessment methods may include:

Questioning Methods: oral, written questioning including project/assignments;

Problems; case studies; written tests
Type: Interview, group assessments, supply short answer, guided
response, extended essay, multiple choice; alternate answers
(see section on Questioning)

Simulations Methods: simulation; observation of product and/or processes

Type: case studies; simulated clients; simulated workplaces;
simulated exercises

Skills
Demonstration Methods: work sample; skill sample; practical project; structured
problems and tasks
Type: checklists; rating scales; research task; assignments

Direct
Observation: Methods: product and/or processes on the job
Type: checklists; rating scales; research tasks; log books; skills
books; work experience; interaction analysis, peer assessments;
group assessment

Indirect
Observation: Methods: product and/or processes on the job
Type: evidence from supervisors, colleagues and clients,
portfolios

Evidence of
Prior Learning Methods: Examination of evidence
Type: Portfolios; logbooks; qualifications; referees; supervisor
reports

It is important to ensure that the assessment instruments collect evidence that is

representative, authentic, and sufficient to allow competence to be inferred.

22
 Assembling Performance –Based Tests

The assessment of candidates’ competency usually demands the application of

knowledge, attitudes, and motor abilities (skills) in combinations that result on the
desired performance of the task.

The psychomotor domain involves skill-centered activities which include the

handling/manipulation of tools, materials and equipment.

Examples of such skill-centered activities will resemble the following:

~ Locating a faulty component

~ Attaching a plug to cable
~ Grilling steak to medium rare
~ Cleaning and lubricating pliers
~ Turning metal on lathe

Process and Product Assessment

However popular or admirable the written test, it is still inappropriate for

measuring behaviour for some objectives and areas of learning. For instance,
one cannot determine how well a candidate can take shorthand with a multiple
choice test. Performance-based tests may be designed to measure process,
product, or both.

Process Vs Product

Process Measures consists of the evaluation of steps the learner goes through in
order to perform the task.

23
Characteristics
There are two key areas of interest in process measurement
1. The quality of the performance
2. The efficiency, in terms of rate, speed, and approach

Note: Process measurement is fairly subjective

Observation and expert judgement are required

Product Measurement consists of the evaluation of the final outcome (or product)
of performing the task.

Characteristics

1. Product measurement is more objective than process measurement

2. Products are measured against pre-determined standards
3. Appearance, functions, design and accuracy are of critical importance in
product asses sment.
4. Visual inspection is the primary mode of assessment

Process Measurement

This is the assessment of the steps the learner goes through in order to perform the
task. The facilitator/examiner/instructor observes each step to determine how the task is
performed. A prepared checklist is useful in maintaining objectivity.
Process measurement answers questions such as:

(a) Was the task done correctly?

(b) Were steps completed safely?
(c) Were steps performed in correct sequence?

24
Product Measurement

This is the assessment of the final outcome on completion of the task. It answers
questions such as:
(a) Does the finished product meet the design specifications?
(b) Is the finished product neat in appearance?
(c) Does the finished product meet safety standards?

When do we Measure Process or Product?

Process measurement is used when the steps to complete a task are critical. Safety is a
major concern and efficiency of the operation must be observed in order to determine
competency.

In some cases, the judgement of the final outcome is all that may be required to
determine competency. Visual inspection or testing of the product may be objectively
done and the competency determined without having seen the process.
For example, inspection of a weld, and submitting it to a stress test (product measure)
may be of greater value to measuring competency than watching the step taken in the
welding process (process measure).

Some tasks require both the process and product to be tested

In a situation where the student is setting up the oxygen and acetylene tanks for the first
time without assistance, the instructor may want to observe each step (process) in
addition to ensuring that the unit is welded properly when gases are turned on
(product).

25
Product Measurement Process Measurement

Easy to develop and administer this type of More time required to develop and
assessment administer this type of assessment

Does not detect errors in performance that Can pinpoint exactly where procedural
may have affected outcome (finished errors occurred
product)

Tends to be more reliable since Can determine more specifically areas of

standardized tests can be applied to competency
outcome

Considerations for the Design and Development of

Performance Assessment Items

• The task is essential to course objectives and success in the workplace

• The item deals with essential aspects of the content area and not with trivial

aspects

• The item directly measures the intended competency

• The process or product to be measured is described

• The task can be completed in a reasonable amount of time

• The length of the item is directly related to the level of abilities and skills being

assessed

• The item does not try to “trick” the candidate

• Safety precautions are considered
• Reading difficulty and vocabulary are suitable for the level being tested
• Common terminology is used and the alternative name for devices or material to
be used is also presented

26
Good performance tests can be prepared by following these steps:

Step 1. Define the performance

Operationalise the task, define the concept, determine the context of the
assessment – “simulated” or “naturally occurring”.
Determine the Performance Objectives
Describe exactly what you wish to test:
What skills do you expect the candidate to have and how do you expect
him/her to use/apply it in a given situation?
- What does the industry/certifying body expect of the
candidate?
- Do you wish to measure accuracy, speed, ability to plan, use
tools, - manipulate/handle materials?
- Will product or process or both be tested?

Step 2. Select the most appropriate assessment instrument Prepare the

test situation

- List the operations which are necessary to perform the work or

test to be tested
- List the items which must be considered in deciding whether the
work meets the standards expected
- Choose or devise a task for the student to complete which
involves all elements which the test is expected to measure
- List tools, material, equipment and drawings that are necessary to
perform the task
- Estimate the time of completion of test

Write instructions and establish performance levels

- Prepare written directions to be given to the candidate before the

task is attempted

27
 - Prepare scoring system which will be used to measure students
performance. A checklist reduces error.
- Establish the minimum acceptable level of performance for
mastery

Step 3 Create the assessment criteria and performance scale

Develop a framework for clear and reliable scoring
Determine the most appropriate feedback – Narrative, holistic, primary

Example

5. Demonstrates mastery, autonomy and responsibility in problem

situation

4. Demonstrates good working knowledge of the skill, initiative, and

adaptability to problem situation

3. Demonstrates sufficient knowledge of the skill, and an ability to

operate satisfactorily displaying some initiative and adaptability to
problem situations

2. Performs limited parts of the task but not to required standard

1. Insufficient evidence of knowledge, skill and attitude on which

judgment can be made

Try out and Review Test

Assemble the test and try it out to ensure that:
- time allotted is appropriate
- material, equipment and tools are adequate and available
- directions are clear
- safety precautions are in place

28
Step 4 Prepare for sampling and verification

Have colleagues read and perform test

Test the instrument on a sample target group under set conditions
Evaluate responses

Step 5 Address issues of reliability and correct for bias

Rewrite or eliminate items where necessary

Advantages and Disadvantages of Performance Tests

Advantages

1. Can be used to measure a variety of behaviours in job-related situations

2. Process assessment replicates procedures/steps in real world job-task situation
3. Product assessment focuses on final outcome (or product) the learner typically
would be expected to perform on the job

Disadvantages

1. Much time required to develop and administer

2. Costly equipment and supplies may be required
3. Large group testing is hardly feasible
4. Evaluator’s subjectively must be controlled (with training and objective test items)
5. Not every learning task in a learning sequence might require performance test
6. Controlled testing environment tend to penalize some learners

29
 ORAL QUESTIONING TECHNIQUES

Why is questioning important?

Questioning is a valuable part of the process of learning because it helps the learner and
facilitator establish the extent of what is known and to develop new ideas. Questions
can be used to help learners to reflect on their understanding of a topic and make
improvements in learning and thinking.

For assessment purposes oral questions require some amount of thought and planning
to elicit underpinning knowledge from the learner. Spontaneous questions that emerge
during a practical assessment are expected but in general, the questioning strategy and
techniques are planned.

The questioning process helps to:

• Clarify understanding
• Gain feedback on learning
• Create links between ideas
• Promote complex thinking skills

Type of Oral Questions

Questions may be classified according to the expected responses:

• Open ended Questions

• Closed Questions
• Reflection
• Probing Questions
• Hypothetical Questions

Planning the Question

In order to achieve the objective of eliciting evidence of understanding, oral questions

must be well crafted. Planning the questioning strategy:

• Prevents ambiguity

30
 • Avoids cluttering of ideas caused by multiple questions or unclear questions
• Allows for wider coverage of the area and prevent too great a focus on the
immediate circumstances of the assessment.
• Avoid phrasing questions that are closed
• Ask probing and evaluative questions that call for higher cognitive thinking such
as analysis, synthesis and evaluation
• Encourage the exploration of various possibilities
• Design questions to help students see things from a broader perspective

Communicating the Question

Present the question clearly to ensure that the learner hears it and understands what is
required of him/her.

Ask questions that are within the language and literacy range of the learner and the
requirements of the competence.

Wait Time

Wait-time has certain positive outcomes:

• The length and correctness of responses increase.

• The number of “I don’t know” and no answer responses decreases.
• The number of volunteered, appropriate answers by larger numbers of students
greatly increases.
• The scores of students on academic achievement tests tend to increase.

The Oral Testing Environment

Due to the nature of this kind of test, the problem of extraneous variables presents itself.
The anxiety level of candidates will possibly be higher than in a written test. Outside
interference, such as noise, can pose a distraction to candidates. The examiner’s non-
verbal cues also impact on candidates’ performance, whether in a negative or positive
way.

31
The oral testing environment must reflect the following:

• The examination room must be free from outside interference.

• Only one candidate at a time must be in the examination room.
• Each candidate must be seated directly in front of the examiner(s).
• All candidates must be given approximately equal time.
• The examiner(s) must present a friendly and encouraging countenance to the
candidates.
• Non-verbal cues in response to the answers must not be given. Therefore
expressions of approval or disapproval at statements made by the candidates
are not to be done.
• The examining questions must not be leading, that is, questions that tell the
candidates how to answer.

32
 PROJECTS

What is a Project?

A project is any exercise or investigation in which the time constraints have been
relaxed. Candidates are actively involved in making item to be showcased or presented
as evidence of competence.

Projects:

§ are practical
§ are more comprehensive than other assignments
§ may be tackled by an individual or a group
§ usually involve a significant part of the work being carried out without
close supervision, although the assessor may provide guidance and
support

§ useful in bringing together a wide range of skills and knowledge to be

assessed.

Projects may involve the following:

• Build a model
• Collect, analyse and evaluate data
• Organise ideas, create visuals and make an integrated oral presentation

Guidelines for writing Projects

1. Select a task that requires the use of complex, cognitive skills and important
learning outcomes

2. Specify the range of content and resources that student can use at performing a
task

3. Eliminate irrelevant data from the assessment

4. Ensure that students have prior knowledge essential for the task and are familiar
with the materials they need to use

5. Task direction should be clear and free from ambiguities

33
6. Clearly communicate performance expectations in terms of the criteria by which
the performance can be judged

7. Write and evaluate the performance criteria

34
 CHECKLISTS AND RATING SCALES

What are Checklists and Rating Scales

Rating scales and checklists are flexible tools that may serve a variety of assessment
purposes which include:
rating familiarity or competence for a skill
rating small group observable actions
evaluating learning.

In addition, observational rating scales or checklists are used to document a variety of

observable actions. These can be direct ratings of observable actions (or performances)
or indicators of underlying thought processes. The technical skills required to construct
rating scales and checklists is similar, regardless of the purpose to be served by them.

Checklists and rating scales are completed by the observer while (or after) observing the
learner.

Rating Scales

Rating scales provide lists of specific observable actions or skills and then provide a
space to give a rating for the observable action or skill. These scales may be used to
rate such things as the learner’ ability to use equipment. It can also be used to
document observations of actions from which you make inferences about the learner’s
written work. Rating scales allow for recording the qualities or frequencies of the action
that is observed.

Observational Checklists

Checklists provide the observer with a list of observable actions or skills that can be
marked as present or absent (yes or no; observed or not observed). Observational
checklists can be used for the same assessment purposes as rating scales except that
the observable action or skill should be absolute. Either the observable
action/characteristic is there or it is not there. (For example: a trainee does or does not
prepare a material and tool listing before beginning work).

35
Checklists used over a period of time can be combined into frequency ratings. For
example, you might use checklists periodically to document the observable actions
characteristic of desirable workplace traits such as punctuality, cooperation, safety,
correct use of lab/workshop equipment. (For example: a trainee does or does not wear
protective gear when operating machinery).

Rules for Creating Checklists and Rating Scales

Before developing a checklist or rating scale, you must decide what it is you want to
focus on:- skill in completing a process, attitudes or dispositions.

Skills:
List of observable actions that show a skill you are teaching or a skill that is a
prerequisite to what you are planning to teach (e.g. measuring an angle, applying
fertilizer, following directions, sharpening a cutting tool).

Thinking:
Observable actions that show understanding of how to use the thinking or reasoning
strategies characteristics of the discipline (e.g. drawing conclusions, generating
hypotheses, making predictions, supporting claims with evidence, asking open-ended
questions).

Conceptual:
Observable actions (or comments) that show understanding of the major concepts of the
discipline (e.g. character development, plot, theme, setting in literature; ratio, proportion,
percent, fractions in mathematics; using vocabulary in oral communication)

Criteria for Checklists and Rating Scales

? The type of evaluation (observable action, skill, process, or thinking skill) is

clearly identified at the top of the checklist or rating scale.

? The directions at the top of the checklist or rating scale tell how to complete it.

? A space is given for recording student name

? The items are stated in terms of clearly observable actions

? The observable actions given are suited to the stated purpose

36
? Specific observable actions are given from which inferences can be made (e.g.
offers ideas, listens to others’ ideas) rather than the inferences (e.g. “cooperates”
or “participates”) themselves

? The number of observable actions listed is comprehensive enough to cover a

breadth of relevant observable actions

? The indicators to be used for recording student observable actions are

appropriate for the types of observable actions (frequency, intensity,
presence/absence)

? A column of words or initials for the indicators is provided

? A Key is given to indicate which items relate to which essential academic

learning requirements/components

37
 ATTITUDINAL SCALES

What is an Attitudinal Scale?

In assessing competency, knowledge, skill and attitude are measured. In measuring

attitude an attitudinal scale may be used.

An additional scale attempts to determine what an individual believes, perceives, or

feels. Attitude toward self, colleagues, supervisors, work, a variety of other activities,
institutions, and situations can be measured. There are various types of scales. The
five-point scale is most commonly used. On this five-point scale a rating of 5 reflects the
most favourable attitude where a rating of 1 reflects the least.

Rating Scale

NARRATIVE SCORE (%) RATING

Can perform the task demonstrating mastery, autonomy,
responsibility and control in a wide range of working 80 - 100 5.
conditions
Can perform the task in a wide range of working conditions,
demonstrating good working knowledge of the skill, initiative,
and adaptability to problem situations 65 - 79 4.

Can perform the task demonstrating sufficient knowledge of

the skill, and an ability to operate satisfactorily displaying
some initiative and adaptability to problem situations 50 - 64 3.

Can perform the task/limited parts of the task satisfactorily

but not to the required standard 35 – 49 2

Has demonstrated insufficient knowledge, skill and attitude

on which judgment can be made Below 35 1

38
 V. QUALITY ASSURANCE AND RECORD –KEEPING

In preparing for modularization, using the competency-based approach to

training it becomes necessary to spend some time to focus on maintaining quality
in the system through credible assessment procedures and proper record-
keeping. In preparation, it is imperative that Skill mastery records are maintained
for each learner, and that learners have access to and make use
of these records to monitor their skill acquisition.

Proper record-keeping practices for administrative and assessment purposes

ensures a sound recording and reporting mechanism upon which the
assessment of modular training and assessment are built. Maintaining an
accurate and reliable record system provides credibility, transparency and instils
confidence in both the learner and in the overall programme.

Verification of results adds another dimension to assessment data. Verification

of assessment procedures by “external experts” will ensure that quality of output
is consistent and in keeping with the established criteria for competence.

Some points to bear in mind are:

Ñ Recording of data should be simple and efficient.

Ñ Records of assessment should specify what evidence is collected, when it
is collected and the method of assessment used.
Ñ Assessment records should reflect all areas of performance i.e.
knowledge, skills and attitude.
Ñ Records should specify clearly the competencies assessed and the
degree of competence achieved. This is critical in determining if
assessment for the module is complete.

Ñ Assessment records may be used:

o for certification
o to determine training needs
o for performance appraisals

39
 o for promotion
o to determine equivalencies

It is therefore essential that data is accurately recorded and verified.

Ñ Records are confidential and should be treated accordingly

40
INSTITUITING EMPLOYABILITY SKILLS

PURPOSE
One of the outcomes expected of CBE is the provision of world class workers who have
the competitive edge in terms or their knowledge, skills and positive attitudes in finding
their place in the job market for the utilization and provision of labour. Employers expect
the holders of vocational qualifications to exhibit attitudinal qualities that best fit into the
professional work environment. Above all, persons with the appropriate work attitudes
have been facilitated in the developmental process especially where there are limitations
in areas of skill and knowledge. A process must be defined whereby a student’s work
potential and characteristics/attitudes are rated, and such records are maintained as part
of the training records of the institution.

POLICY
Each trainee shall be informed that he or she will be monitored during training for
scholastic and positive attitudinal competencies. A system shall be in place whereby
trainees are monitored in a transparent, fair and systematic manner throughout their
period of training.

Positive attitudes shall be encouraged and promoted. Where negative attitudes are
detected, the trainee shall be the beneficiary of counselling and continuous feedback
with a view to producing a modified behaviour at the end of training. The evidence
should be easily retrievable and manageable such that it can be represented in a
summarized format on a record-keeping or data capturing form .

PROCEDURE
• The attitude monitoring form shall be discussed with all students both collectively
and individually. The attitudinal factors on the form shall be explained to each trainee
and allow for clarifications.

• Each teacher/senior teacher with responsibility for a class, shall assign a score on a
scale of 1 to 5 to each attitudinal factor for each student. The score shall be based

41
 on a fair assessment of what appears to be the consistent characteristics of the
student.

• Each teacher/coordinator is expected to complete the form at least once per quarter
and submit it to the counselling department. This should be discussed with the
student on an individual basis.

• This form should be completed one month before each training term is
completed.

• The total score should be inserted in the column provided and represents a fraction
of 50 points since there are ten (10) attitudinal factors.

• The average score arrived at from the three (3) term’s assessments should be used
as the final score.

• It is suggested that the details of the last attitudinal factors be represented on the
trainee’s file.

• It is expected that there will be sufficient feedback during the first six (6) months of
the trainee’s tenure. Hence during the last three (3) months of training, it is expected
that there be behavioural changes to sharpen the trainee job readiness skills.

• It may become necessary to represent the summarized score (1 – 5) with a key on

the reverse side of each certificate indicating the trainee attitudinal competence.

Special Note To The Instructional Staff

Ø Team teaching may be employed in order that job readiness infusion can be
planned for by both the skill and the support subjects instructors.

Ø A new dimension should be added to lesson planning process and should be a

team effort at the institution. ( i.e. all communication instructors; all calculations

42
 and computation instructors; instructors of same skill coming together to plan
lessons with an emphasis on job readiness objectives).

Ø Job readiness attitudinal factors should be represented on the lessons plans and
hence the realization of the job readiness objectives can inform the assessment
process with the attached form where each trainee is assigned a score, based on
the competencies displayed.

Ø It may be necessary for the Institution Management to focus on a particular job

readiness competency each week, so that the entire staff is aware of the
competency everyone should be focusing on: (e.g. February 2- 6, of any year,
everyone focuses on Language and communication at the work place. All
instructional staff are expected to exhibit and use Language and
communication for that week. The assembly sessions can be used to articulate
what is Language and communication and what is expected throughout the
week, everyone should be free to correct each other, this could be incorporated
in lesson planning, etc.

Ø Trainees should be given assignments on specific job readiness competencies,

as and when necessary, to support the infusion process and to improve the
consciousness on the part of the trainees.

Ø The completion of the trainee portfolio should be used by the institutions to

assist with the job readiness infusion process.

43
 VI. THE PROCESS USED BY NCTVET FOR MODULAR ASSESSMENT
AND CERTIFICATION

ASSESSMENT AND EVALUATION

Learners are assessed under three conditions:

(i) Internal or Institution-Based Assessment
(ii) Practical Assessment
(iii) External Written Assessment

Internal/Institution-Based Assessment
The Institutional-Based Assessment (IBA) is a very important part of the certification
programme. Facilitators are required to evaluate the knowledge, skills and attitude of
the learners during the training programme. Both theory and practical assessment of
performance must be administered for each candidate.

Using a variety of methods, each task listed in a module must be assessed by the
instructor on an on-going basis. An average of the learner’s rating at the end of each
module, should be recorded on the IBA Summary Sheet.

Accurate records must be kept by the facilitator/institution as these ratings will be used
as part of the certification and recorded on the Record of Achievement given to each
candidate.

The rating scale, with scores ranging from 1 to 5, where 5 is the highest and 1 is the
lowest, is used for both theory and practical assessment. All scores must be presented
as a rating when reporting to NCTVET’s Registrar. A learner’s performance, which is
calculated in a percentage, must be converted using the established rating scale.

44
 RATING CONVERSION SCALE – LEVEL 1

SCORE RATING

75 – 100 5

60 – 74 4

45-59 3

30 -44 2

BELOW 30 1

A learner must achieve a rating of at least 3 in theory and practical in each completed
module to be eligible for certification. Therefore, if a learner is not achieving an average
rating of 3, he or she should NOT be submitted for final external assessment in that
module, but should be given further instruction/training in order to acquire mastery of the
tasks in the module. Once mastery has been achieved the learners can be submitted for
final assessment in that module.

The Internal Verifier will be responsible for the monitoring of the internal assessment
process.

Each completed IBA summary sheet must bear the signature of the institution’s
Manager, the Internal Verifier and the External Verifier/Assessor. If these signatures are
missing, the scores will not be accepted by NCTVET.

All completed IBA summary sheets must be submitted to the Registrar’s Office no later
that four (4) working days after the administration of the examination. Institutions will be
sent a letter acknowledging receipt of the IBA summary sheets and should make contact
with the Registrar’s Office to ensure that these records have been received.

45
Practical Assessment
Each area of assessment (skill and support, theory and practical) will be monitored by
and External Verifier/Assessor. The External Verifier/Assessor will visit the institution to
examine the assessment procedures used for the administration of the practical and he
theory components and report of the validity and fairness of the internal assessment.
The External Verifier will also examine learner assessment records to ensure that they
are correctly produced and maintained.

The External Verifier will validate practical and theory tests used for internal assessment
to determine the competency and knowledge level of the learners. Feedback will be
given to the institution by the External Verifier/Assessor.

The practical assessment will be administered internally under the guidance of the
Internal Verifier on a continuous basis. Standardised Practical Assessment test papers,
provided by NCTVET will be used by facilitators to assess candidates for the External
practical Assessment (EPA) scores.

External Practical Assessment (EPA) forms are provided for the recording and reporting
of practical ratings. EPA reporting forms must be completed by the facilitators and
submitted to the Registrar four (4) working days after the grades have been validated by
the External Verifier/Assessor.

External Written Assessment

Final written examinations will be conducted at the end of a set of modules as scheduled
by NCTVET. Test instruments developed by NCTVET will reflect a sampling of
objectives and standards across modules of the skill areas and the support subjects.

The examinations are divided into two sets of multiple choice papers:
Paper I
Paper 1 will test the major skill area and General Technical Studies. (10 -20
items per module)

46
Paper II
Paper II will test the support subjects.
Section A: Calculations and Computations (10 – 15 Multiple choice items)
Section B: Language and Communication (10- 20 multiple choice items)

CERTIFICATION

NVQ-J Certificate of Competence

On the successful completion of all components of the examination and the fulfilment of
the IBA and EPA requirements (i.e. achieving a rating of at least three (3) in all areas of
assessment), the NCTVET will award the National Vocational Qualification of Jamaica
(NVQ-J) Certificate of Competence.

Level One (1) certification implies that the holder of such certificate is:
Equipped with basic trade skills, knowledge and attitude
Expected to be given routine task assignments and be closely supervised

The Council reserves the right to withhold/cancel its certificate if it is proven at any time
that there was any irregularity during the administration of the examinations.

The Certificate shall bear the signatures of the Registrar and Chairman of the Council

47
APPENDICES

48
 Sample Objective Questions

1. A pull test will determine hair’s

A. elasticity
B. flexibility
C. length
D. absorbency

2. Which of the following tools would BEST measure the

bore of a cylinder?

A. Outside micrometer
B. Inside micrometer
C. Steel rule
D. Dial indicator

3. What reaction takes place when gas-cutting mild steel?

A. Carburisation
B. Oxidation
C. Combustion
D. Polarisation

4. The MAIN function of the radial arm saw is to

A. square stock
B. rip stock
C. cross-cut stock
D. joint stock

5. Which of the following size binding wires is MOST suitable for steelfixing job?

A. #12
B. #14
C. #16
D. #18

6. What is the purpose for a ‘hookend’ on a reinforcing bar?

A. To provide greater anchorage between the steel and concrete

B. To hold the end stirrup when tying beam cage
C. To hide excess length of the steel bar
D. For aiding the formwork in keeping the pressure of the wet concrete

49
Sample Practical Instrument

PRACTICAL ASSESSMENT FORM

METALWORK ENGINEERING

CANDIDATE’S NO.: ________________________________

TASK: To Produce a Grill Latch

Criteria 1 2 3 4 5

Module 6 – Perform Arc Welding Operations

1. Tools, equipment and appropriate protective clothing correctly
selected
2. Leads correctly attached
3. Correct voltage selected
4. Parts are “tack” weld then rechecked for alignment
5. Assembly done in correct sequence
6. Good beed profile produced
7. Safety features adhered to and work area cleaned up and tools
and
equipment replaced
8. Task completed within allotted time
TOTAL

Rating Scale

5. Can perform the task with initiative and adaptability to problem situations.
4. Can perform the task satisfactorily without assistance and/or supervision.
3. Can perform the task but requires periodic assistance and/or supervision.
2. Can perform limited parts of the tasks satisfactorily, requires considerable
assistance.
1. Has not demonstrated sufficient evidence on which judgment can be made.

50
 Practical Assessment

METALWORK ENGINEERING

Materials Listing

Tools, materials and equipment required per trainee

• 1 angle plate and steel rule

• 1 surface gauge
• 1 arc welding plant and accessories
• 1 torque wrench, gloves
• 1 protective shield
• 4 welding rod
• 1 welding jig
• 1 piece 6mm x 120 x 65 flat
• 1 piece Ø10 x 150 round
• 1 piece 3mm x 30 x 60 flat
• 2 pieces 15mm x 15mm square

51
Sample Rating Scale

Using the scale below rate the candidate’s performance by writing the number that
best describes the candidate’s competence in the space provided to the right of
each question.
Candidate displays extremely good ability to listen, interpret, evaluate,
5 and communicate ideas and knowledge as it relates to the topic/skill
area; sustains conversation very well.

Candidate displays good ability to listen, interpret, evaluate, and

4 communicate ideas and knowledge as it relates to the topic/skill area;
sustains conversation well.

Candidate displays fair ability to listen, interpret, evaluate, and

3 communicate ideas and knowledge as it relates to the topic/skill area;
can adequately sustain a conversation.

Candidate displays some ability to listen, interpret, evaluate, and

2 communicate ideas and knowledge as it relates to the topic/skill area;
demonstrates some ability to sustain a conversation.

Candidate displays little ability to listen, interpret, evaluate, and

1 communicate ideas and knowledge as it relates to the topic/skill area;
demonstrates little ability to sustain a conversation.

52
Sample Practical Instrument

PRACTICAL ASSESSMENT FORM

TASK:

Criteria 1 2 3 4 5
Module Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
TOTAL

Rating Scale
5. Can perform the task with initiative and adaptability to problem situations.
4. Can perform the task satisfactorily without assistance and/or supervision.
3. Can perform the task but requires periodic assistance and/or supervision.
2. Can perform limited parts of the tasks satisfactorily, requires considerable
assistance.
1. Has not demonstrated sufficient evidence on which judgment can be made.

53
Example of a Certification Plan from NCTVET Modular Examination

GARMENT CONSTRUCTION SKILL – LEVEL 1

TOTAL COURSE HOURS (SKILL) – 550
Module Code Module Description
M1 ORIENTATION TO THE OCCUPATION
M2 USE AND MAINTENANCE OF SEWING MACHINE AND
ACCESSORIES
M3 WORKING HAND STITCHES
M4 CONSTRUCTING SEAMS AND FINISHING EDGES
M5 MAKING OPENINGS AND ATTACHING FASTENERS
M6 CONTROLLING FULLNESS
M7 MAKING COLLARS AND POCKETS
M8 CONSTRUCTING SLEEVES
M9 TAKING MEASUREMENTS AND ASSEMBLING SKIRTS
(unit 1 only)
M10 ASSEMBLING BLOUSE, SHIRT AND DRESS
M11 TAKING MEASUREMENT FOR PANTS AND LABELLING
AND PACKAGING GARMENTS (module 9 unit 2 and
module 11)

Environmental Studies
Hours 20

General Knowledge
Hours 10

Science of Colour and Design

Hours 25

Fibres and Fabrics

Hours 25

Calculations and Computation I

Module 1 – Numbers and Arithmetic Operations
Module 2 – Calculations with Fractions and Decimals
Module 3 – Estimation and Measurement

Calculations and Computation II

Module 4 – Percentages (Some Applications)
Module 5 – Mathematical Statements and Formulae

Language and Communication I

Module 1 – Grammar and Usage
Module 2 – Mechanics, Vocabulary and Spelling
Module 3 – Developing Writing Skills

Language and Communication II

Module 4 – Communication Skills
Module 5 – Using Information Systems

54
SAMPLE PAGE FROM PERFORMANCE LOGBOOK

TEXTILES AND APPAREL Date Final Rating Remarks

GARMENT CONSTRUCTION Completed Attained (External
Verifier/Test
Administrator)

MODULE 1 ORIENTATION TO THE

OCCUPATION

Task 1A Demonstrate knowledge of the roles 1 2 3 4 5

and functions of the apparel industry
in Jamaica’s economy

Task 1B Identify types of careers in the apparel 1 2 3 4 5

Industry

Task 1H Demonstrate knowledge of trade and 1 2 3 4 5

Professional ethics

Task 1L Demonstrate knowledge of 1 2 3 4 5

techniques/strategies
for handling accidents

MODULE 3 WORKING HAND

STICHES

Task 3A Demonstrate knowledge of the 1 2 3 4 5

different types and categories
of stitches

Task 3C Demonstrate knowledge of

procedures for working different 1 2 3 4 5
stitches

MODULE 4 CONSTRUCTING SEAMS

AND
FINISHING EDGES

Task 4A Demonstrate knowledge of functions 1 2 3 4 5

types and choice of seams

55
 SAMPLE PRACTICAL TEST

Time Allocated: 3 Hours

Objective: Retrieving, Formatting and Editing Data/Text

Using the saved information on your diskettes from the previous class:

1. Demonstrate the procedures to:

a. Open an existing document from a diskette or hard drive

b. Display more than one document
c. Navigate between windows/documents
5 Marks

2. Edit text/data:

a. Select character, words, sentence

b. Use copy, cut and paste functions to move text, delete text
c. Copy and move text between files
d. Use search and replace commands
e. Use over type option
15 Marks

3. Format text/document

a. Change font size and type (manually and automatically

b. Use Italics, underline and bold
c. Align and justify text
d. Set margins and tabs
e. Apply character effects where appropriate (subheadings)
f. Change line spacing to 1.5
g. Add bullets to list
h. Change paper size and layout/orientation
i. Add border to title page
20 Marks

4. Insert and modify document using clip-art

10 Marks

5. Save document and log-off.

Total 50 Marks

56
SAMPLE RECORD KEEPING FORM

INTERNAL VERIFIER’S QUALITY ASSURANCE CHECKLIST

Candidate’s Name: Reg.#:
Institution: Skill Area:_______________________
Internal Verifier: Job Function:
Modular Assessment Method Administration Date Instructor Date Received
No. Observed Admin. From
Yes No Instructor
(Please tick)
M#……. Interview
Written Test
Oral Test
Project
Case Study
Attitudinal Scale
Portfolio

M#……. Interview
Written Test
Oral Test
Project
Case Study
Attitudinal Scale
Portfolio

M#……. Interview
Written Test
Oral Test
Project
Case Study
Attitudinal Scale
Portfolio

M#……. Interview
Written Test
Oral Test
Project
Case Study
Attitudinal Scale
Portfolio

Verifier’s Comment:

Recommendation:

Verifier’s Signature:

Date Submitted to NCTVET:

57
SAMPLE RECORD KEEPING FORM

PROGRESS FORM

Candidate’s Name: NCTVET ID #:

Institution: Skill Area:

Module Type of Measurement Score Date Achieved

No. and Description
M=………. Written Test
Oral Test/Interview
Case Study
Project
Attitudinal Scale
Average Score

M=……….. Written Test

Oral Test/Interview
Case Study
Project
Attitudinal Scale
Average Score

M=………….. Written Test

Oral Test/Interviews
Case Study
Project
Attitudinal Scale
Average Score

M# ………… Written Test

Oral Test/Interview
Case Study
Project
Attitudinal Scale
Average Score

Assessor’s Comments:

Assessor: Signature:

Date Submitted to the Internal Verifier:

Note: This form is to be submitted to the Internal Verifier no later than two (2) working days after all
instructions have been administered

58
 STUDENT EMPLOYABILITY SKILLS INVENTORY FORM

Not
EMPLOYABILITY Demon- Demon-
SKILLS COMPETENCIES strated strated

Work Ethic Works well without supervision

Exhibits reliability and dependability
Accepts responsibility
Works beyond normal hours when needed
Shows pride in work
Accepts responsibility for own behaviour
Shows initiative
Conducts self in a calm and controlled manner
Demonstrates maturity in thoughts, actions and deeds
Exhibits patience
Manages time efficiently and effectively
Displays appropriate assertiveness
Evaluates own work

Commitment Observes all organizational policies

Displays a desire to improve
Gives best effort consistently and strive to please
Shows concern for future career with the organization
Understands the world of work and basic economic concepts

Communication Questions appropriately

Notifies supervisors of absences and reasons for absences
Demonstrates clear effective written and oral communication skills
Demonstrates good listening and responding techniques
Develops telephone skills
Accepts authority and supervision; works effectively with supervisor

59
Interpersonal
Relationships
Accepts constructive constrictive criticism
Works as a team member
Displays a friendly and cooperative spirit
Accepts assignments pleasantly
Demonstrates tactfulness in difficult situations
Becomes aware of and accepting of cultural differences
Respects the rights and property of others
Displays leadership qualities
Identifies varying management styles
Understands self and accept value system of others

Responsibility Organizes work and manage time efficiently

Exhibits accuracy, precision, and neatness in work and work habits
Demonstrates ability to complete assignments in timely manner
Follows oral, visual, written and multi-step directions
Displays care for tools and materials
Strives to improve job performance
Seeks new assignments when time permits
Understands employer expectation

Reasoning and Displays flexibility

Problem-solving
Integrates creative and innovative ideas
Synthesizes and processes job components
Adapts to changing demands of the job
Organizes work and manages time efficiently
Reasons and makes objective judgments
Understands rules and procedures
Applies basic skills

60
Health and Safety Maintains a good work pace and production rate
Habits
Practises good personal hygiene
Dresses in a well-groomed, appropriate manner
Recognizes stress-related situations and deals with them effectively
Develops physical stamina and tolerance for the kind done
Maintains good personal health

Personal Attributes Develops a good self-esteem and positive self-image

Defines personal and professional goals
Demonstrates emotional stability
Exhibits positive attitudes
Demonstrates self-motivation and self-management
Develops an understanding of motivation for work
Exhibits self-confidence and self-awareness
Displays honesty in personal and work situations

Job-Seeking and Becomes aware of creative potential

Getting-Skills
Utilizes creative ability in on-the-job situations
Prepares job applications and resumes
Conducts career/job search
Develops job application letters
Demonstrates effective interviewing skills
Displays understanding of benefits and payroll procedures

61
62