NARRATIVE REPORT
(IMO MODULE COURSE 3.12)
January 27- February 07, 2025
DAY 1 (AM) 0700h – 1200h
– All participants were instructed to have Group name and introduce to oneself, the professor
told us to use the google classroom while having assessment and examinations principles,
using apps SLIDO. Each answer to the questions were given a positive and negative
discussion.
- Overview of the learning styles typically associated with different generations 1. Baby
Boomers (1946-1964) 2. Generation-X (1965-1980) 3. Millennials (1981-1996) 4. Generation -
Z (1997-present).
- The professor presented power point presentation regarding to the overview of STCW
Convention and Code. The convention is supported by the International Convention on
Standards of Training, Certification and Watchkeeping for Seafarers (1978 code)
- The STCW Convention undergone several revisions since its adoption in 1978, notable
revision 1995 amendments, 2010 amendments, 2017 amendments. 17 annexes, regulation
with 8 chapters, STCW code Part A – mandatory provisions and 8 chapters wit section, Part B
– recommended guidelines and 8 chapters with section.
- Discuss the Seven (7) Main functions – 1. Navigation 2. Cargo handling and stowage 3.
Controlling the operation of the ship and care for persons onboard 4. Marine engineering 5.
Electrical, electronic and control engineering 6. Maintenance and Repair 7. Radio
Communication.
- Three (3) Levels of Responsibility 1. Management 2. Operational 3. Support
- We go over the STCW books on how to identify the content base on the codes and sections.
- Using SMART approach with the LEARNING OUTCOME, COURSE OUTCOME,
PROGRAM OUTCOME.
DAY 1 (PM) 1300h – 1630h
- Conduct Activity -1 STCW Competence table and KUPs given, the table Appropriate method
of determining competence was to construct and align to the KUPs and Competence base
what assessment were going to give to the students.
- Each group were presented using [Link] apps for the presentation.
- After the session, the professor makes a roll call and ask the participants on what they have
learn for the day 1.
DAY 2 (AM) 0700h – 1200h
- Before we start the day 2, we execute “ice breaker” which all participants were task to
described (_______if I were ________because a _______ and _______).
- Maintenance of Standards – Flip learning
- Review of the test material
Content Review
Criterion – related review
Statistical review
- Discuss the “Guide on the slide’ which described the STANDARDS, COMPETENCE,
THREE EXAMPLES OF STANDARDS AND THREE EXAMPLES OF COMPETENCE, by
group we present the guide on the slide.
- The professor taught about the apps of CO-PILOT AI.
- Task – Case study “The sinking of the MV ANTACUS” were discuss in a short form
- ACTIVITY – QUALITY STANDARDS SYSTEM
Objective: Outline the requirements for an evaluation team in conducting an
independent evaluation of an organization’s compliance in the quality
standards systems based on STCW Convention requirements.
Situation:
1. It is required under Regulation I/8 of the STCW Convention as amended
that the management systems of entities involved in the conduct of
education, training, assessment and certification of seafarers are
assessed by independent or third-party evaluators.
2. A Maritime Academy offering a maritime program is seeking an
independent evaluation of their quality standards system.
3. You are part of the team of independent evaluators assigned to conduct
the QSS evaluation of the MHEI.
Task/Action:
Port Side:
For the benefit of effective planning in the conduct of the QSS evaluation,
list down the advance information that you will require from the MHEI in
order to have an overview of the task at hand.
Starboard Side:
After the conduct of the assessment activities, an interim report to the
management is submitted by the evaluation team seeking their comments
on the findings. Once the comments are received, what should the final
report includes?
DAY 2 (PM) 1300h – 1630h
- Conduct exercise with the apps whack-a -mole - assessment best practices
- We presented in Canva apps the presentation of each group about the QUALITY
STANDARD SYSTEM, how to evaluate the institutions as third party and conduct assessment
to the management for accreditation.
DAY 3 (AM) 0700h – 1200h
- Morning exercise before we start our session, everybody performs the penguin dance.
- Competence Based- Assessment
Objectives:
State the purpose of competence-based assessment;
Differentiate ‘assessment’ from ‘evaluation’;
Compare and contrast (by examples) the two kinds of assessment;
List and describe the key principles in the competence-based assessment approach;
Learning Outcomes:
Define assessment;
State the purpose of assessment;
List the three aspects of competent performance provided by the standards of competence;
Enumerate the various influences on the assessment process;
List and describe other uses of competence-based assessment system;
Discuss the key differences of traditional and competence-based approach to assessment.
- We discuss the kinds of assessment based on the assumption that the abilities of the candidates
vary widely and the function of assessment is to highlight these differences by interpreting a
candidate’s performance with others).
- Traditional vs. CBA - Traditional: evidence collected relates to what has been learned
Competence-based: what individuals can actually do (performance) rather than (what they know)
- Key Principles
focus on outcomes
individualized assessment]no percentage rating
no comparison with other individuals’ results
all standards/requirements must be met
on-going process leading to further development and assessment
only ‘competent or ‘not yet competent’ judgments made
- The 9 events of “INSTRUCTION” by Gagne
- MLP Makes Learning Possible
Instructor – factor
Student - factor
Quality
Assessment
Theory
OBE
- Rules of Assessment
- By Questioning
Methods: Oral, written questioning including projects/assignments; problems; case studies;
written tests
Type: Interview, group assessment, supply short answer; restricted essay; extended essay;
multiple choice; matching; completion; identification; alternate answer or true-false
- By Simulation
Methods: Simulation; observation of product and/or services
Type Case studies; simulated clients; simulated workplaces; simulated exercises
- By Skills demonstration
Methods: Work sample; skill sample; practical project; structural problems & tasks
Type: Checklists; rating scales; research task; assignments
- By direct Observation
Methods: Product and/or processes on the job
Type: Checklist, rating scale, research tasks, log books, skills books, work experience,
interaction analysis, peer assessments, group assessment
- By Indirect observation
Methods: Product and/or processes on the job
Type: Evidence from supervisors, colleagues and clients, portfolio
- By Evidence of Prior Learning
Methods: Examination of evidence
Type: Portfolios; log books; qualifications; referees; supervisor reports
- Choosing the right assessment methods
Assessors may use all or only a few of these methods. Decisions on which methods to use and
on how and when to use them will be influenced by four key components:
What is to be assessed? (The standards)
The assessment framework (the units/clusters)
The context of assessment (operational constraint)
The skills of assessor
- What are assessment plans and how are they used?
Assessment plan is a public document and should be discussed with the learner prior to
assessment. It describes the following:
purpose of the assessment
the competencies to be demonstrated and the evidence required
when and where the assessment will take place
what methods will be used and what criteria will be used to judge the performance.
DAY 3 (PM) 1300h – 1630h
- Before we start the afternoon session, we have exercise by doing flipping games.
- Assessment - collecting of evidences
- Rules of evidences:
Sufficient
Valid
Current
Authentic
- Motivation for the assessment
Facilitate a process that allows the trainee to show COMPETENCE in the area being
assessed.
Assessor must give the trainee the opportunity to DEMONSTRATE their ability to perform a
specific task.
- Technical and behavioral skills of an assessor
Decide whether the performance presented meet the standard and criteria
Identify the gaps where improvements needed
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