Conduct Competency Based Assessment LEARNER GUIDE

Transcription

1 TR-TEV-303C-1 Conduct Competency Based Assessment ADVANCED CERTIFICATE IN RETAIL SUPERVISION Competency Unit Elective Conduct Competency Based Assessment LEARNER GUIDE Module No: TR-TEV-303C-1 Competency Category: Training Evaluation Competency Level: Advanced Certificate Delivery Hours: 24 hours Version: 1.0 Effective Date: 2013 Adrian Chow All rights reserved Page 1

2 Competency Unit: Conduct Competency Based Assessment TR-TEV-303C-1 This unit will equip participants with the competencies required in conducting a competency based assessment. The competency elements covered in this competency unit are: CE1: CE2: CE3: Prepare for Conduct of Assessment Prepare Candidate for Assessment Carry Out Conduct of Assessment Introduction: Conduct Competency Based Assessment Competency is the Knowledge, Skills or Attributes (KSA) that are required to perform the activities of a given role or fulfil a particular job function effectively The concept of competency focuses on what is expected of an employee in the workplace rather than on the learning process. Competency based assessment is a structured process for gathering evidence about an individual performance with respect to a set of competency standards. It is a confirmation that an individual can perform to the standards expected in the workplace, as expressed in the competency standards. Competency based assessment have 3 characteristics: Criterion Referenced: Candidates are assessed against industry standards or benchmarks Evidence Based: The evidence may be demonstrated or produced by the candidate for gathering by the assessor Participatory: Candidates are involved in the assessment process The 5 dimensions of competency are: 1. Task Skills the requirement to perform individual tasks 2. Task Management Skills the requirement to manage a number of different tasks within the job 3. Contingency Management Skills the requirement to respond to problems, breakdowns and changes in routine 2013 Adrian Chow All rights reserved Page 2

3 4. Job and Role Environment Skills the requirement to deal with the responsibilities and expectations of the workplace, including working with others 5. Transfer Skills the requirement to transfer the skills and knowledge to new situations 5 Dimensions of Competency for driving a car Dimensions of Competency Tasks / Functions Task Driving a Car Task Management Skills Contingency Management Skills Management of brake, clutch, accelerator, checking of odometer, side mirrors Pedestrian running onto path, flat tyre Job and Role Environment Skills Reading of road signs, traffic signals Transfer Skills Paved road, cross country conditions Type of Assessment Competency based assessment is the process of collecting evidence and making judgments on whether or not competency has been achieved. It s an outcome based assessment on whether a person has reached the appropriate level of competency i.e. has achieved the competency standard. The various type of Assessment includes: Formative Assessment This term is used for assessment which assists and supports learning by providing feedback about learner s performance and provides opportunities for the learner to put the feedback into action over a period of time. Summative Assessment The purpose of this type of assessment is to determine whether you have reached 2013 Adrian Chow All rights reserved Page 3

4 competency, or achieved learning outcomes, for the purpose of recognition, classification or certification usually following the end of a training programme. Diagnostic Diagnostic Assessment can be used to help determine education and training needs. Assessment takes place prior to the start of formal teaching for determining learning gaps and strategies for bridging these gaps. Diagnostic assessment is commonly used in relation to literacy and numeracy eg. WPLN (Workplace Literacy and Numeracy). Skills Recognition Assessment can be used to recognize competency gained through experience (Recognition of Prior Learning (RPL)), life experience, or informal or related training, so the candidate may gain entry or credits in recognized courses, or for classification within industry/enterprise. Principles of Assessment The below listed principles of assessment must be addressed in the development of assessment tools, conduct of assessment, and in the design, establishment and management of the assessment process. Validity A valid assessment assesses what it claims to assess; evidence collected is relevant to the activity and demonstrates that the performance criteria have been met. Reliability Reliability refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliable assessment shows consistent results even when assessment is conducted by different assessors, at different time or contexts to the same candidate. Flexibility Flexibility in assessment allows for assessment either on or off the job and at mutually convenient times and situations: Flexibility applies to the process not the standard 2013 Adrian Chow All rights reserved Page 4

5 Fairness Assessment is fair if it is equitable to all groups, does not disadvantage candidates and take into account the characteristics of the person being assessed Components of a Competency Standard Competency Standards define the competencies required for effective performance in the workplace. They are expressed in outcome terms and have a standard format and are developed by industry for industry and endorsed through WDA. Components of a competency standard (for Retail Industry) include: Competency Category Store Operations Support Services Merchandising and Marketing Sales and Customer Service Competency Unit is a group of tasks, which make up the function of a job the broad description of the competence, e.g Perform Point of Sale Operations Competency Elements The tasks performed in a function Performance Criteria What people do in completing a task properly Underpinning Knowledge The knowledge that the learner need to know and understand as it influences how the task is performed Range and Contexts The specific factors within the enterprise or workplace, which affect people s ability to perform the tasks 2013 Adrian Chow All rights reserved Page 5

6 Evidence Sources The evidence sources assist with the assessment of the unit by describing the context for the assessment, the critical aspects of the unit and the evidence required to establish competency Assessment Methods Explains how the candidate will be assessed. Assessment of candidate may occur in a number of different methods: Methods of Assessment This table shows you some of the advantages and disadvantages of different methods of assessment and some of the practical things you need to remember when choosing a certain method. Method Type of evidence Advantages Disadvantages Practical considerations Multiple Choice Underpinning knowledge, understanding of principles Consistency and reliability Assesses ability to recognize and eliminate rather than understanding, difficult to use for problem solving and higher order thinking. Difficult to write, although once prepared, cheap and efficient to use; can be used for large groups. Short answer/ essays and reports Understanding and application of knowledge Tests more complex skills, higher order thinking and problem solving May assess language/literacy skills as well as knowledge, difficult to reliably assess Can assess groups, time consuming to process Oral questioning/ descriptive - inquisitive dialogue Underpinning knowledge, interpersonal skills, and thinking processes Flexible, allows for immediate feedback, enhances access and equity, can be integrated with performance Difficult to standardize, need to plan expected responses which can be verified as recorded evidence Can be used with observations to simulate realistic workplace dialogue 2013 Adrian Chow All rights reserved Page 6

7 Performance/ product Task skills, productivity, quality of product Direct assessment, can be done on-job or under simulated environment Can be expensive, does not test underpinning knowledge Needs well constructed guide, possible logistical difficulties Portfolios/ samples of work Prior learning, task skills Cost effective, can provide evidence gathered over a period of time Authenticity and currency, may assess organizational or presentation skills Candidate may need advice and support to collect sufficient evidence of different types Projects/ assignments problem solving Workplace competence Directly relevant to enterprise needs, integrated assessment Authenticity, may assess other skills Time consuming to plan and assess, resources need to be available Self/collaborative assessment Prior learning, learning gaps Encourages self-direction of learners, helps 'critical reflection' Learners may need practice Helpful for selfevaluation of learner to determine readiness for formal assessment 2013 Adrian Chow All rights reserved Page 7

8 LA1: You may used the WSQ Assessment Plan that has been formulated by you under ACTA TR-TEV-302C-1, Develop A Competency Based Assessment or Utilise your organisation modules under WSQ Competency Standard (CS) or CS handed out by the Trainer Based on the CS: Identify the various components of the CS Identify one CE & corresponding PC(s) that you will used for LGA 1, 2, 3 and FA Identify the appropriate data that will you include in development of Evidence gathering plan, Assessment method(s), Assessment Record, 2013 Adrian Chow All rights reserved Page 8