Development
of
Competency
Assessment Tools
Qualifications and Standards Office
Competency Program Systems Development Division
The Competency Assessment and
Certification System
CERTIFICATION
DEVELOPMENT OF TRAINING RWAC
REGULATIONS
CONDUCT OF
COMPETENCY
ASSESSMENT
DEVELOPMENT OF
COMPETENCY ASSESSMENT
TOOLS
1. Drafting
2. Validation
ACCREDITATION OF
3. Finalization ASSESSORS AND ASSESSMENT
4. Deployment CENTERS
Deployment of CATs
Moderation of Assessors
ASSESSMENT AND CERTIFICATION
PROCESS
TVET graduates
Industry Workers
COC NC II
APPLICATION
CERTIFICATION
Competen
SCHEDULING
t
RWAC
Registry of Assessed &
Certified
Not Yet
Competen
t
REPORTING ASSESSMENT
Assessment centers/venues
On-site
Facilitate Conduct Zonal
Validate CATs Disseminate Deployment of
Development Finalize CATs
by Zone CATs TRs and CATs
of CATs
87
3 days 22 days days
32 days 22 days 8 days
Facilitate Conduct Zonal
Validate CATs by Disseminate Deployment of
Development of Finalize CATs
Zone CATs TRs and CATs
CATs
Prepares Coordinates Reproduces
Coordinates CATs and with technical digital copies Prepare
with Technical other experts, of CATs for communication
Experts validation validators CO, ROs/POs
documents (assessor and Coordinates
Orients Coordinates candidates) Prepares
arrangements
Technical arrangement Presents and memorandum for Zonal
Experts on s with: discusses Deployment of
CAT TESDA Board consolidated Transmits
• Certification Office TRs and CATs
Development • ROs/ POs
zonal CATs to CO, with:
• Technical validation ROs/POs
Monitors and Experts/Industry results • TESDA Board
provides Association Monitor
• Certification
technical Facilitates receipt of
Orients Office
assistance integration of CATs by CO, • ROs/POs
participants
Reviews and validation ROs/POs
Facilitate • Technical
Organizes findings Experts
conduct of
draft CAT Requests for
validation
Refines/ SAG
Processes Finalizes Uploading Prepares report
validated CAT
and
Updates
consolidates
result Record
32 days 22 days 8 days 3 days 22 days 87 da
NATIONAL CERTIFICATE
Issued when a
candidate has
demonstrated
competence in all
units of competency
that comprised a
Qualification
CERTIFICATE OF
COMPETENCY
Issued to individuals
who have
satisfactorily
demonstrated
competence on a
particular or cluster
of units of
competency
Training Regulations (TR)
A promulgated document
that serves as guiding
policy for Philippine
TVET offerings and
establishment of
assessment and
certification
requirements for mid-
level manpower in order
to earn a qualification.
Parts of Training Regulations
Section 1: TITLE AND DEFINITION
OF QUALIFICATION
Section 2: COMPETENCY
STANDARDS
Section 3: TRAINING
ARRANGEMENTS
Section 4: ASSESSMENT AND
CERTIFICATION
ARRANGEMENT
Section 4. NATIONAL ASSESSMENT AND
CERTIFICATION ARRANGEMENT
Competency Assessment is the process of collecting
evidence and making judgments whether competency
has been achieved. The purpose of assessment is to
confirm that an individual can perform to the standards
expected at the workplace as expressed in relevant
competency standards.
The assessment process is based on evidence or
information gathered to prove achievement of
competencies. The process may be applied to an
employable unit(s) of competency in partial fulfillment of
the requirements of the national qualification.
Full National Qualification may be attained
through:
Accumulation of achieved units of
competency
Directly undertaking assessment
Competencies resulting from life/work
experiences, past education or training
recognized through process of RPL/RCC *
* Recognition of Prior Learning/Current Competencies
Competency Based
Assessment
Process of collecting evidence and making
judgments on whether competence has been
achieved
The purpose of assessment
is to confirm that an
individual can perform to the
standards expected in the
workplace as expressed in
the relevant competency
standards
What is evidence?
Evidence is information that
is gathered and matched
against a unit of
competency to provide
proof of competence.
EVIDENCE : Basis of Assessment
Process
DIRECT INDIRECT
Evidence that can Evidence of an
be observed or individual work that can
witnessed by the be reviewed or
assessor examined by the
assessor
3D ANIMATION NC III
TESDA
3D ANIMATION NC III
•Create 3D Models for Animation
•Apply Shader and Texture on 3D Models
•Set Character Rigging •Create 3D Models for Animation
•Animate Character •Apply Shader and Texture on 3D Models
•Light and Render Animation Scene •Set Character Rigging
•Animate Character
•Light and Render Animation Scene
Competency
Assessment
Tools (CATs)
Package Self-Assessment Guide
Specific Instructions
to Candidate
3D ANIMATION NC III
3D ANIMATION NC III
3D ANIMATION NC III
Assessor’s Guide Rating Sheet Competency Assessment
Results Summary
Purpose of evidence
gathering tools
• Help candidate understand what is
expected
• Focus for the assessor in evidence
gathering
• Record assessment outcome
• Identify what action is needed to
address skill and knowledge gaps
1. Self-Assessment Guide
A pre-assessment tool aimed to help
candidate and assessor determine what
evidence is available, where gaps exist,
including readiness for assessment
Identify key areas which needs practice or
additional information/skills before assessment
Provide critical guidance to the assessor and
candidate on the evidence that need to be
presented
2. Assessor’s Guide
Guide the
assessor in
evidence
gathering
3D ANIMATION NC III
3. Specifi c Instructions for the
Candidate
3D ANIMATION NC III
•Create 3D Models for Animation
•Apply Shader and Texture on 3D Models
•Set Character Rigging
•Animate Character
•Light and Render Animation Scene
Help
candidate
understand
what is
expected
4. Rating Sheet
Record
assessment
outcome
Identify skills
and
knowledge 3D ANIMATION NC III
gaps
5 . Compe t e ncy Asse ssme n t
R e su l t s Su mma ry
Record 3D ANIMATION NC III
assessment
outcome
Identify what
action is needed
to address skill 3D ANIMATION NC III
and knowledge
gaps
PROCESS OF
DEVELOPING
ASSESSMENT
TOOLS
EVIDENCE PLAN
Planning tool
First stage in developing an evidence
gathering tool
List of the evidence that the assessor must
gather when conducting the assessment of
a particular unit of Competence
CONSIDER THE 4 DIMENSIONS OF COMPETENCY
TASK SKILLS: the ability to perform a task at an
acceptable level of skills
TASK MANAGEMENT
SKILLS: the ability to
manage a variety of tasks
within the job.
JOB/ROLE
ENVIRONMENT SKILLS: CONTINGENCY
the ability to fulfill your MANAGEMENT SKILLS: the
responsibilities and the ability to cope with unexpected
expectations of the problems or changes in routine
company
PREPARE AN EVIDENCE PLAN
List the things the candidate must
be able to “do” or “know” to
show that he is able to perform
the work activity described in
the unit of competency
EVIDENCE
REQUIREMENTS
CHECKLIST
Secures and interprets
scope of work from
* appropriate personnel and/or
working drawings
Identifies appropriate PPE in
* line with job requirements
and OSHA specifications.
Identifies painting materials
*
ELEMENT 2
* Selects tools and equipment
PLAN
Step 2 : Choose the most appropriate methods
1. Direct Observation
2. Written Test
3. Questioning/Interview
Methods of
Assessment
30
Ways of Collecting Evidence
Direct Evidence Indirect Evidence
observation by the assessment of finished
assessor of the product
candidate carrying out
work activities written test of
underpinning knowledge
demonstration of
specific skills needed review of previous work
to complete the task performed
oral questioning
QUESTIONING
INTERVIE
WRITTEN ORAL
W
Done ..
When observation is not possible
To verify observations/demonstration shown
To probe knowledge
To determine dimensions of competence
Rules of Evidence
Assessment Tools 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 candidate’s own work
PROCESS OF DEVELOPING ASSESSMENT TOOLS
REFLECT
Step 4 : Trial and refine assessment tools
VALIDATION
Check draft CATs against evaluation criteria
Pilot tests CATs to a small group
Check sufficiency of tools, materials
Consolidates results of validation
Analyzes information in the validation
44
Participants in the VALIDATION
“CANDIDATE” - an individual seeking recognition
of his/her competencies for certification
“ASSESSOR” - an expert who has full
competence in a particular qualifications assigned
to evaluate or judge the candidate’s competency.
OBSERVERS – composed of industry experts
panel
TESDA – facilitator
Participants in the VALIDATION
Team A
2 CANDIDATES
1 ASSESSOR
OBSERVERS
Team B
2 CANDIDATES
1 ASSESSOR
OBSERVERS
FINALIZATION
(Participated by Experts, “Assessors” and TESDA)
Incorporate changes in CATs
Review
Finalize packaged CATs
Submits to custodian e copy of
the finalized CATs
DEPLOYMENT OF CATs by TESDA
Prepares e-copies of the CATs per
Region/Province
Transmits CATs to ROs thru Memo
Monitors receipt of CATs by the ROs
Note:
The Provincial/District Director shall be responsible for the safekeeping of the
Competency Assessment Tools (Section 4, Item 4.3.6 of TESDA Circular No. 23,
s. 2008), Hence, reproduction/withdrawal of Competency Assessment Tool/s for
any purpose shall be approved by the PD/DD using TESDA-SOP-CO-07-F25
48
Thank you for
listening !!!