A New Paradigm in Assessment: Competency Based Halden A. Morris, PhD., P.E.,Senior Lecturer, TVET School of Education, UWI. Marjorie Blagrove-Williams, MSc , Education Programme Coordinator, VTDI. QUESTIONS . What Where How.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Halden A. Morris, PhD., P.E.,Senior Lecturer, TVET
School of Education, UWI.
Marjorie Blagrove-Williams, MSc , Education
What Where How
LEARNING MEMO - Concepts
An educational system which revolves around what is essential for all students to “be able to do, or be like” at the end of their learning experiences, as a result of their education.
Competency based assessment is producing evidence to make a judgment [decision] about whether the person is competent in relation to a particular standard
Mastery learning (Bloom 1974)
Criterion-referenced testing (Popham 1978)
Minimum competency testing (Jaegar 1980)
Competence in education (Burke et al. 1975)
Programmed learning (Skinner 1952).
design of assessment around a list of observable behaviours
the concept of ‘mastery’. (Harris et al. 1995
Assessment is against industry standard, or a set of criteria to establish competency.
A process that matches evidence of competency against a standard.
Candidates are involved in the process of assessment
Making inferences about competency on the basis of performance (McGaw, 1993
Continuous development of outcomes that match current industry needs in the workplace.
Emphasis is on determining if students are equipped to meet the demands of the workplace.
Valid, reliable, fair and flexible assessment process
CBA is the same as Performance Based Assessment (PBA)
Performance in soft skills is not critical in CBA
Employers could conduct valid and reliable assessment without assessment of competencies
Training records are assessments
CBA can be a single event
CBA places the emphasis on developing detailed national criteria that are based on industry needs
CBA quality assurance emphasizes auditing human and material resources in ways that lead to continuous internal quality improvement.
Attempts to develop descriptions of practice involve practitioners and this involvement is active and collective.
A standard of competence or benchmark of performance
Established methods for the collection of evidence of competence
Framework for the comparison of evidence against standards to establish performance level
Framework for comparison
Assurance of quality of process
Emphasis is on outcomes; specifically, multiple outcomes, each distinctive and separately considered
The belief that these outcomes can and should be specified to the point where they are clear and "transparent". Assessor, assessee, and "third parties" should be able to understand what is being assessed and what should be achieved.
Establishing Standards for
Evidence must comply with the assessment guidelines and other requirement stated in the relevant nationally training package
Underpinning knowledge, skills and attitudes. (Competency is achieved when a student can demonstrate these)
The evaluation of sufficient evidence to enable judgments to be made regarding competence.
Respond and React to the unexpected
Fulfillthe Role expected in the Workplace
Transfer Skills and Knowledge to new Situations
How do I do it?
Who should be involved?
When Should it be done?
Where should it be done?
Recognition of Prior Learning (RPL)
On the job assessment
Off the job assessment
The assessor assesses the practical component at the workplace and the underpinning knowledge and skills component off-the-job.
Actively involves the workplace in the assessment process
Assessment is conducted off-the-job after which verification of on-the-job workplace performance is sought from the workplace supervisor.
Makes assessment activity meaningful to students by relating it workplace activities, procedures and requirements.
Provision of a fully simulated assessment in an off-the-job setting that effectively mirrors the workplace requirements.
Assessment through Recognition of Prior Learning offered where the apprentice/trainee presents evidence of appropriate knowledge and skills development.
Difficult and impracticable to decide a level of achievement as well as decide competencies.
Flexibility that schools can apply to developing approaches to assessment.
The sequence of learning and assessment, can minimize, rather than maximize, the amount of assessment required.
Inability to provide a variety of support materials, including print, audiovisual and simulations (models), keyed to the skills being mastered is used.
Information retrieved from the following cites: