ASSESSING COMPETENCE KNOWLEDGE

QUESTIONS
 1. How can you ensure the authenticity of your learners work?

By producing and also using an observation checklist, the learner’s work can be checked by
internal and external verifier if there are any queries about the candidate’s work.

2. What documentation would you refer to, to identify the competence based outcomes you will
be assessing?

The qualification/syllabus handbook would be used that can be provided by the relevant
institution, whether the body be a local or international body.

3. Describe six (6) different methods of assessment and state how and why they could be used?

Assessment may the take the form of either formative or summative. The formative type of
assessment may take the form of questioning, observation and group discussions. Summative
assessment may take the form of final exams, portfolios and projects.

i. Observation: this plays a role in assessments that have a practical aspect where
the candidate/learner has to exhibit what they have been taught. This is the part
where the assessment takes place while the activity is being done. Observation is
usually preferred but has to follow a set of conditions that include:
a. The observation has to be valid
b. Authentic
c. Reliable
d. Current

ii. Questioning: questions can be used to confirm evidence of knowledge and also
enable the assessor to determine if the learner has the basic underpinning aspects
of what was taught.
iii. Group discussions: this can be used where groups of students discuss activities
that are related to the taught material. Roles can be divided amongst the students
which can be used as an assessment method.
iv. Final Exams: these can take the form of written exams and may also include a
practical aspect. These are usually done at the end of the course and determine if
the learner has successfully completed the program.
 v. Portfolios: can be used to assess the learner over a period of time since the
candidate can use the portfolio to build their work. This can reflect the
progression of work over time.
vi. Projects: can also be used and also may take a period of time to complete. The task
can be given and time allowed gathering resources and completing the project.

4. When and where would you use supplementary questions?

Supplementary questions are used to cover any aspect of the course content that was not clearly
demonstrated in the observation part of the assessment. It can be used to cover areas that
cannot be incorporated into the observation aspect. This ensures that there are no gaps.

5. How do you provide access to assessment for learners with individual needs and special
assessment requirements? How can you ensure the health and safety of all those involved in
the assessment process?

There are several factors that may affect learners, such as first language difference, physical
disabilities and literacy problems to name a few. As such an appropriate assessment method
needs to be done for the specific candidate to ensure fairness to the learner.

Also in terms of the health and safety of the candidates, any health issues would have been
revealed in the initial assessment of the candidate and as such any special needs have to be
addressed. Also the learner would be advised of such plans.

6. Why would you agree an assessment plan with your learner?

The briefing, agreement and planning of the assessment plan should include the candidates
name, date of assessment, method of assessment and method of assessment to name a few.
There needs to be agreement with the candidate and the assessor/tutor so as to ensure that the
candidate is aware of what the assessment process going to be and also to raise any questions
the candidate may have. The learner signs the agreement as well as the assessor so as to serve as
a form of evidence in cases of appeals.

7. How do you conduct the assessment process with your learner and any others who might be
involved?
The assessment plan that was prepared and carrying out the assessment using the various
assessment methods that was outlined. Also, special assessment requirements should be taken
into consideration, from that of the institution or from a special needs learner. After the
assessment plan is prepared, the assessment is carried out and the necessary evidence collected.
After a decision has been made feedback is relayed to the learner and recorded.

8. How could you minimize distractions and interruptions during the assessment process?

There may be internal and external factors that may distract a candidate. A learner may be
resistant to assessment, have confidence issues and in order to lower the chances of distractions
like this, the candidate have to be briefed thoroughly about the assessment (time, date, method,
etc) and given the opportunity to have any queries addressed.

External factors such as environmental disruptions such as noise and lighting have to be
addressed by the assessor during the preparation of the assessment plan and all taken into
consideration.

9. How do you reach an assessment decision? What if your learner appealed against your
decision?

A decision is made using all the evidence that was collected during the assessment process and
competence that was demonstrated and also done with accordance to the
standards/requirements set.

If there is the case of where a learner appeals the decision that was made, evidence should be
referred to. These would be the assessment briefs, diagnostic profiles, initial assessments and
observation sheets that were all signed by the candidate. By the candidate reviewing and
signing those documents indicates that the learner agreed before, during and after the
assessment.

10. Why is it important to give constructive feedback? How would you develop an action plan
with your learner if they did not achieve the required outcomes?

An essential part of any assessment is to give feedback to the candidate and to record it. A
constructive approach to feedback is encouraged. Feedback is in the form of the result which is
accompanied by some explanation on how the decision was made. A positive approach is
maintained and usually it starts with the candidate being told about the task they executed well.
A checklist may be used to ensure that all the competencies are discussed.

By maintaining a positive approach throughout, a good relationship can be set with the assessor
and the learner and also would instill the candidate to improve (the purpose of the feedback).

If the desired outcomes were not achieved, it is necessary that there be plans for a review and a
re-assessment within a time scale. This allows the learner the opportunity to re-take the
assessment and as such not feel like they failed.

11. How would you store assessment records at your organization and why?

The records may have to be stored according to any applicable legal requirements and also
according to the evidence and assessment methods- summative, formative, direct or indirect
evidence. This would allow easy access to internal and external verifiers which may need the
information for appeals or reviews. The records can be stored both in an electronic medium as
well as in file format (hardcopy).

12. Why do you carry out reviews of progress with your learners?

Results from previous assessment are collected and the learner is allowed the opportunity to
discuss their progress and their achievement. This opens communication for both parties and
allows the learner to see their progress and their results in a manner in which can help with
their further development.

13. What are the internal quality assurance arrangements in your organization?

Quality assurance is done usually by introducing a third party who allows for standardizing of
practices and assessment decisions.