LESSON 6

PREPARING THE ASSESSMENT TOOLS AND

CONDUCTING AN AUTHENTIC ASSESSMENT PROCESS
BASED ON TM1 AND TM 2

OVERVIEW

This lesson introduces the Competency-Based Assessment to jumpstart the

preparation of appropriate assessment tools. This lesson is also center to determining
evidence requirements and selecting appropriate assessment methods that are based on
Trainer’s Methodology 1 and 2 by the TESDA.

LEARNING OBJECTIVES

At the end of the lesson, you are expected to:

1. identify the evidence requirements in assessing a student performance in TLE
based on TM1 and TM 2;
2. prepare appropriate assessment tool/s; and
3. use assessment tool/s to assess an authentic output or performance task.

LEARNING CONTENT

1. Competency-Based Assessment

• Competency-based assessment is an approach to evaluating an individual's

knowledge, skills, and abilities based on specific competencies or job
requirements. It focuses on measuring an individual's ability to perform a
task or function and their potential for success in a particular role.
• Competency-based assessment typically involves identifying the key
competencies required for a particular job or role and designing assessments
or evaluations that measure an individual's proficiency in these areas . This
can involve a variety of methods, such as performance-based assessments,
simulations, and observations of job-related tasks.
• The benefits of using competency-based assessments include increased
objectivity, reliability, and validity in evaluating an individual's potential
for success in a particular role. Competency-based assessments can also help
individuals identify areas for development and improvement, which can be
used to guide training and professional development plans.
• The approaches to competency assessment may differ. There might still be
some colleges and universities that might ask how to do a competency
assessment.

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Steps in Competency-Based Assessment
Competency-based assessment is a way to measure student learning
outcomes and ensure that graduates have the skills and knowledge needed to
succeed in the workforce.
Competency-based assessment typically involves the following steps:

a. Identify the competencies: The first step in competency-based

assessment is to identify the specific competencies that students are
expected to master as part of their program of study. This may
involve analyzing the curriculum and identifying the knowledge,
skills, and abilities that are needed for success in a particular field or
profession.
b. Develop assessment criteria: Once the competencies have been
identified, the next step is to develop assessment criteria that will be
used to measure students' performance against those competencies.
This may involve creating rubrics, checklists, or other scoring tools
that clearly define what is expected of students.
c. Gather evidence: The next step is to gather evidence that
demonstrates students' performance against the identified
competencies. This may involve using various assessment methods
such as tests, projects, presentations, or portfolios.
d. Evaluate performance: Once the evidence has been gathered,
students' performance is evaluated against the assessment criteria.
This may involve assigning scores, grades, or other ratings that
reflect students' level of competency.
e. Provide feedback: Finally, students are provided with feedback on
their performance, including areas where they demonstrated
competency and areas where they need further development. This
feedback is used to guide future learning and development and to
help students improve their performance over time.

1. How are competencies assessed based on TM 1 and TM 2?

See excerpts from TM 1 and TM 2 in the succeeding pages. Complete file is accessible at
https://www.tesda.gov.ph/Downloadables/TR%20Trainers%20Methodology%20Leve
l%20I%20(TrainorAssessor).pdf and
https://tesdabatangas.com.ph/Download/TR%20-
%20Trainers%20Methodology%20Level%20II.pdf

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
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 2. What is an Assessment Tool?

Assessment tools—also called evidence‐gathering tools—contain both the instrument

and the instructions for gathering and interpreting evidence in an assessment process.
They form part of the bank of resources used for effective and safe assessment practice in
a sector where assessment is conducted within a quality assurance framework such as
the Philippine Qualifications Framework and the Technological Vocational Education
and Training Framework as indicated in the TM1 and TM2.

Like all professionals, lecturers and trainers need to understand the capacity of the tools
they use, and be able to adapt them to meet the particular requirements of the task at
hand. Rather than simply clinging to familiar and habitual practices, they should
continuously strive to upgrade their tools of trade.

An assessment tool is made up of the following components:

• the context and conditions for the assessment;

• the tasks to be administered to the student;
• an outline of the evidence to be gathered from the student;
• the evidence criteria used to judge the quality of performance, for instance, the
decision‐making rules; and
• the administration, recording and reporting requirements.

The tasks to be administered to the student, the outline of the evidence to be gathered
from the student and the evidence criteria used to judge the quality of performance are
often referred to as the assessment instrument.

Well-designed assessment tools will help to ensure that the evidence collected is:

• valid – there is a clear relationship between the evidence requirements of the

unit of competency and the evidence on which the assessment judgement is
made;
• sufficient – the performance criteria and evidence guide are addressed;
competence over a period of time is demonstrated; all dimensions of
competency are addressed; competence in different contexts is demonstrated;
• current – the evidence demonstrates the student’s current knowledge and
skills; and
• authentic – it can be verified that the evidence is the student’s own work.

Assessment strategies and tools need to be developed in consultation with industry and
should be tested on an appropriate sample of students.

3. Four steps to quality assessment tools

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Step 1 – Clarify the evidence requirements

Picturing competence. Many learning guides for trainers and lecturers recommend that
you start by testing your own understanding of the requirements of the units of
competency by visualizing a competent person at work.

Examining the benchmarks. To decide whether a person is competent, you need a set of
criteria or benchmarks against which to assess their competencies. You may refer to TM1
and TM2 since they are national competency standards. Other benchmarks might include
assessment criteria or evidence requirements from accredited courses and organizational
benchmarks such as operating procedures.

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
Confirming the evidence requirements. Evidence is the information that, when
considered against a unit of competency, enables you to confidently judge whether or not
someone is competent. Unlike other forms of assessment, competency based assessment
does not involve comparisons between students. Students are assessed against standards
that are clearly defined and articulated.

Step 2 – Choose your assessment methods

When choosing the assessment methods you are going to use for particular unit(s) of
competency, you need to refer to the specific unit(s) of competency and use them as a
guide. With your profile of a competent worker in mind and knowing what knowledge
and skills you require your students to demonstrate, you are now in a position to
determine which methods you will use to gather that evidence in collaboration with
students as well as colleagues/other lecturers and industry/enterprise representatives.

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Step 3 – Design and develop your assessment tools
Now that you have clarified the evidence requirements and identified which assessment
methods you will use, it is time to design the assessment tools.
Assessment tools contain both the instrument and the instructions or procedures for
gathering and interpreting evidence. They serve the evidence gatherer’s needs for
objectivity and transparency, and the student’s need for clarity and structure.
Assessment tools should provide clear guidance and support for students so that there is
no ambiguity about what is required of them or the basis on which lecturers will make
decisions. They can also, if well designed, be used for recording and reporting purposes.
Assessment tools generally make provision for the following practical requirements:
• the student’s name;
• the lecturer’s / trainer’s name;
• the date of assessment;
• the title of the unit/cluster;
• the context of the assessment;
• the procedure for the assessment;
• the list of knowledge/skills to be assessed;

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
 • the competence achieved/outcomes of the assessment;
• feedback for the student;
• the student’s signature and the date;
• the lecturer’s signature and the date;
• the instructions to the student, the lecturer or other evidence gatherer; and
• the resource requirements of the assessment.
The tools that you design must comply with the rules of evidence, for instance, the
tool must facilitate the gathering of evidence that is:
• valid (covers all requirements of the unit of competency);
• sufficient (enables you to make a decision about competence over time and in
different situations);
• current (competent performance is contemporaneous); and
• authentic (is the student’s own work).

Tools for direct observation

Observation is an important method for competency-based assessment, which
requires students to demonstrate not only what they know but also what they can
do. Observation is a method which enables you to observe directly what students
can do. A number of tools can be developed to support this assessment method
including:
• observation checklists;
• questions to accompany checklists; and
• instructions to students and lecturers/observers.

Observation checklists
An observation checklist is useful when observing performance in both real work
situations or in simulated environments where students are able to demonstrate:
• vocational skills;
• employability skills; and
• application of workplace procedures.
An observation checklist enables the lecturer or other evidence gatherer 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 students and to enhance the
objectivity of the assessment decision.

Students need to know exactly what is expected of them and what materials they are
required to supply.

Observers need to know exactly what they are looking for, what resources are needed,
and any other issues that need to be taken into account. They also need to know how to
use the observation checklist.

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 A completed simple observation checklist is provided by way of example and a
template that can be adapted for a range of situations follows. In both cases, instructions
for lecturers and students also need to be developed.

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
Step 4 – Trial, refine and review your tools

To ensure that your assessment resources are consistent with the requirements of
the training package and that they maintain their currency, sufficiency and effectiveness,
it is important that your tools are reviewed by fellow lecturers and trialled before you use
them.

Inviting feedback from your peers, students and industry will confirm that the
tools enable effective collection of evidence and that the level of difficulty is appropriate
to the qualification level. Differences of opinions provide an opportunity to discuss and
resolve any ambiguities or misunderstandings before the tools are used with students.
Trialling your tools before they are used formally with students will enable you to gauge
the user‐friendliness of the format, the appropriateness of the literacy and numeracy
levels, the clarity of the instructions, and the practicality of the format for recording
assessment evidence and judgements.

It will also enable you to evaluate the suitability of the times allowed for
assessment tasks and the tool’s overall cost‐effectiveness.

During the trial, you should also assess the tool’s degree of adaptability. This will
be determined by its capacity to be adjusted in accordance with variations in context and
students’ needs, while still ensuring valid and reliable assessment decisions.

Reviewing of assessment tools can be done in a number of ways, ranging from

sharing with fellow lecturers, through to industry‐wide validation by a panel of lecturers.
Working with others often sheds fresh light that leads to improvements. Figure 18
provides a checklist that you might find useful when working with colleagues to review
assessment tools.

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
REFERENCES:

https://www.creatrixcampus.com/blog/10-things-you-need-know-about-competency-
based-
assessments#:~:text=Competency%2Dbased%20assessment%20is%20an,success%20in%
20a%20particular%20role

https://www.tesda.gov.ph/Downloadables/TR%20Trainers%20Methodology%20Leve
l%20I%20(TrainorAssessor).pdf and
https://tesdabatangas.com.ph/Download/TR%20-
%20Trainers%20Methodology%20Level%20II.pdf

ASSESSMENT:

Output 5

1. Choose a performance task that is aligned with your field of

specialization. Determine its competency requirements.
2. Determine the evidence requirements you need to gather in order to
assess the required competency.
3. Prepare an assessment tool. For this activity, you will use an observation
checklist to determine if the competency required is observable. Use the
sample observation checklist presented in the lecture as your model.
Customize it based on the need of your performance task.
4. Ask a groupmate to perform the task while the rest of the members will
evaluate the performance based on the observation checklist.
5. Document everything. Individual reflection on the activity must be
included in the documentation.
Criteria:
Criteria Highest Possible
Points
Completeness and accuracy of the requirements 10
Organization and Presentation of E-Portfolio 10

Total 20
1.0 - 20 1.75 - 17 2.5 - 14
1.25 - 19 2.0. - 16 2.75 - 13
1.5 - 18 2.25 - 15 3.0 - 11-12

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023