Develop Competency-Based Assessment Plans

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Singapore Workforce Development Agency Quality Assurance Division

Develop Competency-Based Assessment Plans

Version 1.1 (14 October 2012)



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Table of Contents

Message from the Director of Quality Assurance Division ............................................................. 5

Learner Profile ............................................................................................................................. 6

Reflection on Learner Profiles....................................................................................................... 7

Will Technology-assisted, Work-based, Continuous Assessments Work? ......................................... 8

Using Social Media-based E-Portfolios in Competency-based Assessment ....................................... 9

What is Competency? ................................................................................................................ 11

Packaging of Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) 11

Competency Standard Template ................................................................................................. 12

Key Changes to Competency Standard Template ........................................................................ 13

Revised Competency Standard Template .................................................................................... 14

Curriculum, Training and Assessment Guide (CTAG) .................................................................... 14

Curriculum, Training and Assessment Guide (CTAG) Components ................................................ 15

Key Changes to CTAG Template .................................................................................................. 15

Competency-based Assessment ................................................................................................. 17

Requirements of Competency-based Assessment ....................................................................... 17

Types of Assessment .................................................................................................................. 18

Commonly Used Assessment Methods ....................................................................................... 19

Knowledge-based Assessment Methods .......................................................................................... 19

1. Multiple-Choice Questions (MCQ) ........................................................................................ 19

2. Written Assessment (Short Answers) ................................................................................... 19

3. Projects ................................................................................................................................. 20

4. Portfolio ................................................................................................................................ 20

5. Written Assessment (Reports) .............................................................................................. 21

6. Oral Questions ...................................................................................................................... 21

Performance-based Methods ........................................................................................................... 22

7. Workplace Performance ....................................................................................................... 22

8. Role-Play / Simulation ........................................................................................................... 22

Attitudinal Evaluation Methods ........................................................................................................ 23

9. Observations ......................................................................................................................... 23


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Principles of Assessment (POA) .................................................................................................. 24

Rules of Evidence (ROE) ............................................................................................................. 24

Adult Educator (AE) Qualifications Requirements and Timelines for WSQ Approved Training

Organisations (ATO) ................................................................................................................... 25

How do These Changes to Competency Standard (CS) and Curriculum, Training and Assessment

Guide (CTAG) Affect my Assessment Plan Design? ...................................................................... 26

What is an Assessment Plan? ..................................................................................................... 27

Components of Assessment Plans .............................................................................................. 27

WSQ Requirements in Relation to Assessment Plans ................................................................... 28

Common Shortcomings in Assessment Plan Design ..................................................................... 29

Example 1: Inappropriate Development of Assessment Tools ......................................................... 29

Example 2: Assessment Criteria do not Address the Performance Statement / Performance Criteria

Sufficiently ........................................................................................................................................ 30

Example 3: Incomplete Instructions in Assessment Specifications .................................................. 31

Example 4: Conflicting Instructions in Assessment Plan ................................................................... 33

Example 5: Difficulty in Gathering Evidence ..................................................................................... 34

Example 6: MCQ Questions with Give-away Answers.................................................................. 35

Other Shortcomings in Assessment Plans ......................................................................................... 36

Selection of Assessment Methods .............................................................................................. 37

General Good Practices in Assessment Plan Development ........................................................... 37

Assessment Plan Validation ........................................................................................................ 38

Assessment Plan Validation Checklist ......................................................................................... 39

POA / ROE Validation Checklist .................................................................................................. 40

WSQ Curriculum Development and Pre-Accreditation Checklist .................................................. 45

References ................................................................................................................................. 50

Useful Websites ......................................................................................................................... 51

Version Control Record .............................................................................................................. 52


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BLANK PAGE


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Message from the Director of Quality Assurance Division

Dear WSQ Developers,

The Quality Assurance Division (QAD) conducteda survey of the WSQ Approved Training

Organisations (ATO) in March 2012. It was

found that most ATOs indicated a need to have

a better understanding of how to develop

assessment plans. This further supports QADs

audit observations that ATOs need to improve

the design of their assessment plans.

These notes are purposefully designed for

developers who are involved in the design and

development of competency-based assessment

(CBA) for the Singapore Workforce Skills

Qualifications (WSQ) System. WSQ is a national credentialing system that

trains, develops, assesses and recognises adult workers for competencies they

need to stay employable. Thus, assessment is the integral part of WSQ as it is

used to assess the learning gain and competencies of the workers.

I hope these notes will be beneficial to your future development of

competency-based assessment plans.

All the best in your future developments!

Sharon Tan (Ms)

Director

Quality Assurance Division


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Learner Profile

Learner profile is a set of information collected on how learner learns most

effectively. This information may be collected through observations, surveys,

questionnaires, application forms, interviews, etc. It may include information

like:

Age

Barriers to learning (e.g. institutional, situational, psychosocial, etc)

Educational level

Employability Skills (ES) Level

Experience (e.g. work experience, life experience, etc)

Motivations to learn (e.g. job, self-actualisation, etc)

Orientation to learning (i.e. immediacy of application for problem solving,

response to societal expectations, etc)

Readiness to learn

Self concept (i.e. self-directed, dependent, etc)

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________


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Reflection on Learner Profiles

Draw up the profile of learners who attend your programmes. Pick the

appropriate characteristics.

Given your learner profile, how do we design assessments to match learner

needs and strengths?

Low-Skilled Elderly

Non-English Speaking

Physically challenged

Less confident

Fearful of training &

assessments

Tech-Savvy Gen Y

24/7 connected

Multi-tasking

Easily bored

Articulate and confident

PMEs

Wealth of experience

High expectations

Questioning

Intellectual

Learner Profile


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Will Technology-assisted, Work-based, Continuous Assessments

Work?

Discuss with your partner on the appropriateness of the three assessment

approaches for your learners. Tick the relevant boxes if the approaches provide

valid, sufficient, current and authentic evidence.

RULES OF EVIDENCE (ROE)

Evidence

Criteria

Approach 1

(ACTA V5)

Approach 2

(WTP)

Approach 3

(DACE)Comments

Validity of

evidence

Sufficiency of

evidence

Currency of

evidence

Authenticity of

evidence

Characteristics

of Each

Approach

Continuous

assessment

Blogs

In-class

performance

Workplace

evidence

Live

observation

Video clip of

presentation

Skype to

cover gaps

Possible Takeaway

I can apply the following ideas to modify the practice in my organisation:


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Using Social Media-based E-Portfolios in Competency-based

AssessmentA pilot project by Institute for Adult Learning (Lee Wee Chee)

Background

IAL recently conducted a pilot run of a new design for four modules of

Advanced Certificate in Training and Assessment (ACTA). One of the new

methods that were tested was the use of social-media based e-portfolios for

continuous, formative and summative assessment.

Assessment Process

Learners started collecting evidence (artefacts) of learning and competency

from the start of the course. These took the form of pictures, reflective blog

entries capturing their thoughts on the application of learning, and videos of

them practising their delivery of training and assessment. Using a blog host

(Wordpress) and video host (YouTube), learners published their entries

frequently, allowing assessors, trainers and fellow learners to give feedback on

performance, comment on entries, and identify gaps to cover.

An Alternative Expression of Competency-based Assessment

This project built social constructivism, reflection and personalised

contextualisation into competency-based assessment, allowing assessors to

have a holistic, developmental view of the learners journey towards

competence.

Assessment Framework

Based on a portfolio assessment framework developed by Cleveland Clinic

Lerner College of Medicine for medical students1, IAL adapted it to create a

similar framework that includes e-portfolio and social media elements.


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Evidence Gathering Tools

Smartphones, tablets

With photo-taking and

video-capturing

capability

Evidence Portfolio

e-Portfolio using social

media like blog hosts

(e.g. Wordpress) and

video hosts (e.g.

YouTube)

1Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic

Lerner College of Medicine.Academic medicine, 82(5), 493-501.

SummativeAssessment

Learners meet withassessor to review allevidence for decision

on competence

Formative Assessment

Learners meet with assessorto review evidence presented

so far to determineperformance gaps and

actions to take to close thegaps

Informal Feedback

Trainers, assessors and fellow learnersgive feedback on blog entries for

developmental purposes

Evidence Database

Application to own workplace practice: Reflective entrieson applicability of learning to workplace

Teaching and assessment skills: Videos of skills practicesin class or from the workplace + reflection

Construction of knowledge: Photographs and entries ofown learning + reflection

Professional development: Reflective entries onprofessional practice based on self and peer feedback


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What is Competency?

A competency is a measurable set of knowledge, skills, and attitudes that a

person needs to perform a task effectively

A competency is not an entire job

In most cases, several competencies are required for a job

As competency is task-based, the person may need to transfer the

competencies to new situations and environment

Packaging of Competency Standard (CS) and Curriculum, Training and

Assessment Guide (CTAG)

1stGeneration CS 2ndGeneration CS 3rdGeneration CS


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Competency Standard Template


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Key Changes to Competency Standard Template

Key CS Components Status of Revision

Cover page Retain

Relevant Job

role(s)/occupation(s)Retain

Performance Statements /

Competency Element /

Performance Criteria

Retain and Enhance

Assumed Skills and Knowledge Retain and Enhance

Underpinning Knowledge Retain and Enhance

Range and Context Retain

Evidence Sources Retain


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Revised Competency Standard Template

Curriculum, Training and Assessment Guide (CTAG)


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Curriculum, Training and Assessment Guide (CTAG) Components

Key Changes to CTAG Template


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Key Changes to CTAG Template


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Competency-based Assessment

A collection of evidence to demonstrate that a learner can perform or

behave according to specific standards

A form of assessment that is derived from the specification of a set of

outcomes articulated in the competency standard(s)

The assessment outcome that will allow the assessor to make judgment

with respect to the achievement or non-achievement of these outcomes

(i.e. competent / not yet competent)

Requirements of Competency-based Assessment Focus on outcomesThe assessment must allow for clear demonstration

of outcomes of learnersperformance. Evidence must be collected to show

that a candidate has met every single performance criterion

Competent/Not yet competent judgement onlyOnly two judgments can

be made

Assessment in workplace context Performance must be demonstrated

and assessed under conditions as close as possible to those under which it

would normally be practiced.


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Types of Assessment

Diagnostic

o Prior to learning, e.g. training needs assessment

Formative

o During learning, to gauge the learning progress and achievement of

learners for learning (Assessment for learning) does not contribute to

final assessment result

Continuous

o During learning, to gauge the learning acquired for competence/ grading

(Assessment of learning)contributes to final assessment result

Summative

o End of learning, to determine competence

Skills Recognition

o Recognition of Prior Learning (RPL)


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Commonly Used Assessment Methods

Frequently used competency-based assessment methods may be categorised

into four broad groupings:

Knowledge-based Assessment Methods

1.Multiple-Choice Questions (MCQ)

Multiple-choice questions consist of a question, followed by a number of

options. One of the options is the correct answer. The other options, which

are incorrect, are called distracters.

Advantages Disadvantages

As there is minimal writing, a

substantial amount of content can be

assessed in a relatively short time

Can be administered to a group of

learners concurrently

Scoring is highly objective (i.e.

number of correct answers only)

Validity of evidence blurred by the 25%

(assuming 4-option MCQ) chance of

random success.

Relatively difficult to design good MCQ

questions - requires skilled designers

and pilot- testing.

Method is usually constrained to being a

supplementary method to test

knowledge and comprehension.

Validity decreases with frequent use

and exposure of MCQ to learners

2.Written Assessment (Short Answers)

Short answers require candidates to articulate understanding in written

form but the answers are relatively short as compared to essays and hence

may be appropriate for candidates with literacy issues.

Advantages Disadvantage

Easy to mark/grade as the answers

are predictable.

Answers are limited hence writing

ability is not unduly stressed.

Suitable for learners who do not have

high literacy levels.

Cannot be used alone and has to be

supplemented with other methods.


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3.Projects

Projects involve an assessment of a combination of subject knowledge,

process skills and transferable skills. Projects require learners to apply their

learning, encourage pro-activity and need an extended duration for

completion. The outcomes of a project may be presented through differentforms such as a report, portfolio, and/or presentation.


More flexible (in terms of scope,

medium for presentation) than other

assessment methods

High validity as it requires the

application of skills and knowledge ina given / real context

Time consuming to mark

Challenging to determine learners true

contributions and correspondingly his

level of competencies

Should be complemented with other

supplementary methods to ensure

authenticity of evidence

4.Portfolio

A portfolio refers to a collection of evidence assembled by the learner to

demonstrate competence. The main purpose of using a portfolio would be

the collection of evidence to establish that the learner has demonstrated aset of prescribed performance criteria. A key point to note is that evidence

that was accumulated many years ago may not be current and has to be in

line with current practices and standards.


Flexible as learners take the initiative

to decide on how the portfolio is to

be presented and organised.

Valid form of assessment as it is

based on real task rather than a

series of educational tasks.

Challenging to some learners due to the

flexibility

May be difficult for assessors to map

the portfolio to assessment criteria and

require a face-to-face interview to

ascertain competence


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5.Written Assessment (Reports)

A report is a form of extended written assignment whereby information and

often recommendations for action are presented.

Advantage Disadvantage

Relevance to realistic context hence

more practical than an academic

essay

Quite demanding as learners may be

required to analyse on what they have

done and draw conclusions

6.Oral Questions

Oral Questioning require learners to articulate their understanding through

a verbal face-to-face question and answer (Q&A) process. This method isuseful when addressing a diverse group of learners with varying literacy

levels as the assessor is able to paraphrase questions to help the candidates

in understanding.

Advantage Disadvantage

Able to address diverse needs of

candidates

Challenging for inexperience assessors

as they will have to be able to think on

their feet and paraphrase the questionswithout providing undue stress to the

candidate


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Performance-based Methods

7.Workplace Performance

This is arguably the best method to collect reliable and authentic evidence

of a learnersactual competencies. This is because the assessment context

is set under actual work conditions that require demonstration of actualoccupational competencies and maximises the degree of realism in the

assessment process.


Good indicator of a learners actual

work performance

High authenticity and reliability of

evidence

Constrained by opportunities available

to observe performance for all range of

activities specified under standards

Requires considerable time andresources to assess all the performance

criteria

8.Role-Play / Simulation

Role-playing or simulation provides an alternative for workplace

performance. It can be seen as an orchestrated scenario that seeks togather evidence on a learnerscompetencies.


Allows control of different settings

required to assess a full range of

activities stated under standards

Flexibility in time allocation

Allows standardization of activities toenhance fairness of assessment

Detached from realistic workplace

conditions

Requires considerable investment in

facilities and equipment to simulate

actual work setting


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Attitudinal Evaluation Methods

9.Observations

This method involves observing the behaviour of learners, recording as

much as possible, or whatever appears to be useful, important, or unusual.

Once the data are recorded, the observers task is to make sense and draw

conclusions from it. Observation requires preparation time. It is necessary

to determine why you are observing, what you expect to see or think you

might see and how you will record what you see.

Attitudinal evaluation requires determination of a proxy behaviour that

best presents the attitude item / component.

The selection and determination of the proxy behaviour requires researchbacking and testing. And there has to be a relationship between the proxy

behaviour and attitude, before it can be safely used for attitudinal

evaluation.


Structured observation allows the

observer to focus on specific

behaviour that indicate positive andnegative feelings or attitudes

Structured observation allows for

recording of reliable and relevant

data

Structured observation incurs the risk of

the observer overlooking concurrent

relevant events

In the case of third party observations

where inputs from direct supervisors

are sought, key issue is the degree of

objectivity and reliability of the

evaluation


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Principles of Assessment (POA)

Validityrefers to the strength of assessment tasks and criteria to accurately

measure learners attainment of the intended competencies level (i.e. how

well the test really reflects the knowledge, skills and attitudes of the

Competency Standard). It includes content validity, construct validity, facevalidity and predictive validity

Reliability refers to the consistency of measured outcomes via clear and

consistent processes for setting, marking, grading etc when a test (all

factors being equal) is repeated on a population of individuals or groups.

Flexibilityrefers to the consideration of the various needs of learners and

allows assessments to be conducted either on or off the job at mutually

convenient times and situations.

Fairnessrefers to the equality in the conduct of assessment and does not

advantage or disadvantage particular learners (e.g. amount of assessed

work should be manageable).

Rules of Evidence (ROE)

ValidEvidence

o Meets the Competency Standards and assessment criteria

SufficientEvidence

o Sufficient evidence to show competency for all Performance

Statements / Performance Criteria and Underpinning Knowledge

CurrentEvidence

o Evidence collected is based on current situation and not outdated

AuthenticEvidence

o Learners own work


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Adult Educator (AE) Qualifications Requirements and Timelines for

WSQ Approved Training Organisations (ATO)

In-House WSQ ATOs

RolePhase I

By 1 Oct 2012

Phase II

By 1 Oct 2013

Phase III

By 1 Oct 2014

Trainer and/or assessor At least 50%with

Workplace Trainer

Programme (WTP) or

equivalent

At least 65% with

Workplace Trainer

Programme (WTP) or

equivalent

At least 80%with

Workplace Trainer

Programme (WTP) or

equivalent

Master Trainer At least 1 master trainer* must attain full ACTA or equivalent by 1 Oct

2013

Curriculum Developer At least 1 developer* must attain full ACTA or equivalent by 1 Oct 2013

Note:

New ATOs or existing ATOs who are moving into new areas of training are required to meet

requirements in Phase I with immediate effect.

WSQ In-house ATOs are companies/organisations that train and/or assess their own staff

internally.

Figures are based on declaration during accreditation and deployment

* Can be the same person

Public WSQ ATOs

Role Phase I

By 1 Oct 2012

Phase II

By 1 Oct 2013

Phase III

By 1 Oct 2014

Trainer and/or assessor At least 50%with full

Advanced Certificate in

Training and

Assessment (ACTA) or

equivalent

At least 65%with


Training and


equivalent

At least 80%with


Training and


equivalent

Curriculum Developer 100% with Diploma in Adult and Continuing Education (DACE) or

equivalentby 1 Oct 2015

Note:

New ATOs or existing ATOs who are moving into new areas of training are required to meet

requirements in Phase I with immediate effect. WSQ ATOs are external training providers that are in the business of conducting training and/or

assessment

Today, curriculum developers of ATOs are already required to meet ACTA or its equivalent. They

will also be required to meet the new DACE requirement by 1 Oct 2015.

Figures are based on declaration during accreditation and deployment . ATOs are required to

ensure that its actual deployed AEs for each class delivery under each approved framework meet

the qualifications requirements

Partial Completion of DACE: Individuals who have already attained DACE competency units (CU)

C2, C3, C5, C6 and C7, may function as WSQ Trainers and Assessors at WSQ ATOs in lieu of

completing the ACTA Qualification. Such individuals are encouraged to complete the remaining

units of the DACE qualification as the full DACE qualification will enable them to practice as aWSQ Curriculum Developer at WSQ ATOs.


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How do These Changes to Competency Standard (CS) and Curriculum,

Training and Assessment Guide (CTAG) Affect my Assessment Plan

Design?

For Competency Standards (CS)

Examine the assumed knowledge, skills and attitudes (KSA)

Examine the level of Blooms taxonomy of cognitive, affective and

psychomotor domains used in the Performance Statements / Performance

Criteria and Underpinning Knowledge

Examine the evidence source requirements

For Curriculum, Training and Assessment Guide (CTAG)

Review the industry-adopted strategies and hours

Mandatory / legal requirements and relevant training and assessment

hours

Other recommended strategies

Domain knowledge (technical / vocational qualifications)

Domain industry experience

Adult educator qualifications and experience


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What is an Assessment Plan?

An Assessment Plan is a document that provides information on how the

assessment will be structured, what is involved and the assessment criteria

that candidates will be assessed against.

Components of Assessment Plans


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WSQ Requirements in Relation to Assessment Plans

Principles of Assessment (POA) are complied with

Rules of Evidence (ROE) are complied with

Mandatory assessment strategies and requirements (if any is specified inthe CTAG)

All Performance Criteria / Performance Statements and Underpinning

Knowledge are assessed

Proposed Assessor-Learner ratio

Assessor materials are complete, meet needs of assessor

Assessment Plan is developed with:

o Clear instructions for preparations for assessment and documentation of

assessment e.g. set up of equipment, conduct of specific methods, time

for responses, appeal process, checklists

o Assessment instructions to guide assessor

o Assessment tools are provided e.g. role play scripts, answers to written

tests

o Assessment records with clear assessment criteria indicated

o Resources / References (library, web)

o Glossary provided

o Version control


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Common Shortcomings in Assessment Plan Design

Example 1: Inappropriate Development of Assessment Tools

Description: A role play script was provided. It was crafted in a dialogue as

follows:

Problem: This roleplay script does not provide valid evidence of competence as

the learners only needs to follow the script and the flow of the script. In a real

workplace situation, the learners will not be given such a script when providing

customer service. Learners should not be in the know of exactly what to expect

during each customer service provided.

General Advice: Role play scripts should be developed appropriately to guide

and ensure that the learners are adequately assessed through a role play basedon a real workplace situation. Detailed scripts should only be provided to the

actor (i.e. person not being assessed) to ensure that the role play does not

deviate from the intended flow of the role play. A scenario may be provided to

the learner to explain the context of the role play and the instructions to the

learner should generally cover what he/she will be assessed on during role play.

A sample role play script developed to assess learner based on a real work

place situation is as follows:

Role Play Script (Candidate Copy)

(Customer walks into the store)

Customer: Hello.

Candidate (retailer): Good Afternoon, Mr XXXX. Welcome to OIO Department Store.

Customer: I am looking for a LCD TV.

Candidate (retailer): Can you please share with me what kind of TV you are looking for?

Customer: HD, Cheap, slim, power saving, and good resolution.

Candidate (retailer): Sure Sir! We have a great range of TV sets that you may like

(Candidate brings the customer to the TV)

Candidate retailer : This is one o the latest models o HD TVs that comes with..... .

Role Play Scenario

It is a Sunday morning and your department store is going to launch a new product called the

iRobot. Your organisation anticipates a huge demand for this new electronic item as shown by

the large sales figures in other countries.

Role Play Script (Candidates Copy)

You are the retail assistant at XYZ Company. You turn up for work on time this morning and get

ready for work. You know that there is a new HOT item to be launched today. You are to

deliver service excellence to your customer according to your organisational policies and

procedures.

You will be assessed on the competencies in Deliver Service Excellence, i.e. Use organisational service culture and values to guide service delivery


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Example 2: Assessment Criteria do not Address the Performance

Statement / Performance Criteria Sufficiently

Description:Assessment criteria were set differently as compared to thePerformance Criteria in the Competency Standard

Problem: The Performance Criteria state that it is to ascertain the competency

of the learner to review team and organisational business plans with the

objective of identifying new and emerging skill requirements.

The question set only assesses the individual knowledge on how to evaluate

business plan and how to identify skill requirements. It does not assess how the

individual reviewsteam and organisational business plans with the objective of

identifying new and emerging skill requirements

General Advice: Be very clear about what the Performance Criteria expect as

Performance Criteria and Performance Statements require the learner to

demonstrate competence holistically, rather than in segments.

Example:

Competency Standard: LPM-DEV-301C-0 Encourage People

Performance Criteria: Review team and organisational business plans to identify new

and emerging skill requirements

Assessment Method chosen:Written Assignment

Question set for this PC: Complete a 100-word essay on evaluating business plans and

how to identify emerging skill requirements


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Example 3: Incomplete Instructions in Assessment Specifications

Description: The ATO only submitted the following table as part of the

assessment specifications. The rest of the assessment plan consists of thematrix of assessment methods, observation checklist and a role play script.

S/N Specifications Guidelines

1 Assessment Method Role Play

2 Performance Criteria PC 1.1, 1.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3

3 Underpinning Knowledge All stated UK

4 Duration 20 minutes

5 Assessment Venue Training Centre or Office

6 Assessment Resources Assessment Checklist

Assessment Questions and Answers

7 Assessment Set-up Requirements To be conducted in quiet room with proper tablesand chairs

8 Conduct of Assessment Conduct Interview

9 Recording the Assessment Result Record findings and conclusions in theIndividual Assessment Record.

Record reasons for NYC in remarks column.

10 Candidate Summary and Feedback Record feedback and findings into the SummaryAssessment Record.

11 Required Assessment Tools Course Assessment Booklet (refer to Annex A)

Problem: The specifications do not provide complete information on the

following:

Assessment process

Decision making on assessment outcome for the method and for the whole

assessment Preparation for assessment (by the assessor and / or assessment centre)

General Advice: Developer needs to ensure that the instructions and

specifications are detailed enough to clearly cover the following (not limited

to):

Assessment duration

Assessment venue

Assessment set up requirements

Assessment tools


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Assessor to candidate ratio

Conduct / provision of feedback

Conduct of assessment

Decision making on assessment outcome for the method and for the whole

assessment

Preparation for assessment (by the assessor and / or assessment centre)

Performance Statements / Performance Criteria and Underpinning

Knowledge covered

Special instructions (e.g. safety precautions, etc)


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Example 4: Conflicting Instructions in Assessment Plan

Description:Assessment criteria and assessment specifications provided by the

ATO were not reflective of information (e.g. assessment methods selected foreach Performance Criteria / Performance Statement) provided in the Evidence

Gathering Plan. Refer to the illustration below.

Problem: Users of the assessment plan may get confused as to what is the

correct assessment method/s and whether the assessment plan is of the correct

version. This may reduce the confidence of the user of the assessment tools and

create a sense of doubt in the assessment plan being used.

General Advice: Ensure that all sections in the assessment plan are consistentand do not conflict with each other. Always do a check on whether there is any

information that may confuse the user.

EVIDENCE GATHERING PLAN

ASSESSMENT CHECKLIST

Performance Criteria andUnderpinning Knowledge

Assessment Criteria

Please Tick

Remarks

C NYC

1.2 Communicate the performancemanagement system to employeesand their roles and responsibilitiesin performance management.

OQ13: Explain how to communicate the performance management

system to employees and their roles and responsibilities inperformance management.

Suggested Answers:Candidate is able to explain how to communicate the performancemanagement system to employees and their roles and responsibilitiesin performance management, which may include:

As part of the performance appraisal

.............................

.............................

Performance Criteria Evidence Gathering Plan Method

Assessment Tools

Assessment

c

hecklist

Instructionsto

Ca

ndidates

Instructionsto

Assessors

Learningjournal

Role

Playscripts

1.2 Communicate theperformance managementsystem to employees andtheir roles andresponsibilities inperformance management.

Assessment Criteria:Ability to communicate theimportance of performancemanagement and the rolesand responsibilities tostakeholders

Work Activity:Able to verbally communicate and adaptcommunication methods of the roles andresponsibilities of performance management toline managers and employees

Role PlayAA1

The assessment

method chosen

here is role play

The assessment

checklist states that it

is an oral question


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Example 5: Difficulty in Gathering Evidence

Description: Assessment specifications require the assessor to observe more

than two concurrent practical performances for assessment.

Problem: In order for the assessor to observe any forms of practical

performance reliably, the assessor needs to be very clear of the context and the

required role of the candidate. Having to observe more than two different

practical performances is even more challenging, more so for an assessor that

is not very familiar with the process.

General Advice: Unless there are strict criteria for assessors, and specific

consequential actions (i.e. achievement of specific outcome from only onespecific process) being observed, it is advisable for assessment of practical

performance to be conducted on a one-to-one basis.

6 Assessment Set-

up Requirements

A fully set-up restaurant. This includes providing all the

relevant items found in a typical restaurant.

7 Conducting the

Role Play

1. The assessment is to be conducted at the restaurant

(actual workplace)

2. Three candidates will take on the role of waiter and serve

customers according to the organisational policies and

procedures.

3. Three other people will take on the role of an angry

customer, an overly excited guest and an indecisive guest.

4. The role play begins with a guest entering and randomly

selecting a waiter to serve him / her.

5. It will end when all the guests have paid the bill and leftthe restaurant

6. In the event that competency is not being able to be

observed during the role play, the assessor could use oral

questioning to ascertain the competency.

7. The candidate is required to complete the entire role play

even if the assessor had rated the candidate as Not Yet

Competent. The result of the assessment should only be

made known to the candidate at the end of the

assessment.


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Example 6: MCQ Questions with Give-awayAnswers

Description:Although the multiple-choice question may have addressed the UK

/ PC, it has been set such that the answer is very obvious. (See below forexample)

Problem: If the correct answer is too obvious, it may result in an unreliable

result as it is unclear if the learner can actually answer the question or if the

other choices (i.e. distracters) were plausible.

General Advice: Ensure that the developer of the assessment plan is clear and

well-qualified in developing a reliable MCQ Questionnaire. This will help ensure

that the assessment is in line with the rules of evidence. Some general tips fordesigning MCQs include:

Measure important outcomes only

Write a clear question

Ensure that the grammar of the term matches that of the options

Avoid giving verbal clues in the question

Provide plausible distracters Avoid all of the above and none of the above

Vary the length of the correct answer

Vary the position of the correct answer

Avoid making the correct answer less definite

Example:

1. What is an attribute of a manager? (choose the one correct answer)

a. Able to communicate ideas to supervisors for implementation

b. Able to escape from all responsibilities

c. Able to change the world

d. Able to punish staff as and when he likes


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Other Shortcomings in Assessment Plans

Assessment criteria are not specific (e.g. copied directly from Performance

Criteria / Performance Statements without elaboration)

Did no address all the Performance Criteria / Performance Statements or

Underpinning Knowledge

Did not indicate the assessment coverage in assessment plan

Inclusion of other instructions that do not relate to the assessment (e.g.

payment policy, refund policy, etc)

Lack of assessment tools (e.g. oral questions and suggested answers, etc)

Lack of instructions to assessors on

o conduct of assessments

o usage of assessment tools

Lack of instructions to learners

______________________________________________________________

______________________________________________________________


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Selection of Assessment Methods

General Good Practices in Assessment Plan Development

Maintaining an assessment tools bank (i.e. different assessment methods

selected systematically to ensure reliability of assessments conducted)

Conducting regular validation sessions to ensure currency of assessment

plans

Collecting feedback from various parties (e.g. assessors, trainers,

developers, participants, observers, etc) on the usefulness of the

assessment

Conducting pilot tests for assessment plans before making adjustments

______________________________________________________________

______________________________________________________________


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Assessment Plan Validation

Purpose of validation

o To determine if assessment plan meets the Principles of Assessment and

Rules of Evidence, learners profile, and contextualisation (organisation,

industry and legal) and learnersrequirements

Who are the stakeholders

o Line managers/supervisors, training managers, subject matter experts

(SME), trainers, assessors

What to focus for validation

o Assessment criteria and evidence requirements

o Assessment environment

o

Assessment methods and toolso Principles of Assessment and Rules of Evidence

o Practicality

o Clarity of instructions

o Cost effectiveness

o Contextualisation (e.g. organisation, industry and legal) and learner

requirements

When should validation take place

o Before assessment

o During assessment

o After assessment

Follow up to validation


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Assessment Plan Validation Checklist

Purpose of Validation:

Stakeholders involved:

Areas of Focus:

Assessment criteria and evidence requirements

Assessment environment

Assessment methods and tools

Principles of Assessment / Rules of Evidence*

Practicality

Clarity of instructions

Cost effectiveness

Contextualisation (organisation, industry and legal) and learnersrequirements

______________________________________________________

______________________________________________________

Assessment Venue:

Follow up:

*Refer to POA / ROE Validation Checklist


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POA / ROE Validation Checklist

Underlying PrincipleSuggested areas to look into

(not limited to)

Compliance Mitigating Factor

(if non-

compliant)Yes No

Principle of Assessment - Validity

Assessment activities are

based on actualworkplace practices and

contexts

Assessment criteria

Assessment specifications Other assessment tools (where

applicable): case study

scenarios, role play scripts,

scenarios, assessment

checklists, observation

checklists, etc

Assessment activities

relates directly address

the PS / PERFORMANCE

CRITERIA and UKs

Assessment tools: case study




checklists, etcAssessment tools address

the candidates ability to

meet the level of

performance required by

the Competency Standard





checklists, etc

Assessment activities

planned are holistic and

integrated

Assessment methods

Assessment criteria

Other assessment tools (where



scenarios, assessmentchecklists, observation

checklists, etc

The assessment method

and tools developed are

appropriate for the

assessment system

specified by industry

(where relevant)

Assessment methods

Assessment criteria






checklists, etc

All information in theassessment Plan has been

validated by an

appropriate person (e.g.

master trainer, subject

matter expert, etc) with

expertise in the

competency/is being

assessed

Developer / co-developer Validation panel

Subject matter expert


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(not limited to)


(if non-

compliant)Yes No

Principle of Assessment - Reliability

Critical elements have

been identified and

sampling used to ensure

that the most importantaspects are assessed.

Assessment specifications



scenarios, assessmentchecklists, observation

checklists, etc

Clear assessment criteria

have been provided for

the assessor in the

assessment / observation

checklists (e.g. clear guide

to assess and individual

as C or NYC)

Assessment / Observation

Checklist/s

Clear instructions have

been provided to ensurethat assessors conduct

the assessment activity

consistently and make

consistent decisions over

time and with different

candidates

Instructions to assessors

Assessment specifications Other assessment tools (where





checklists, etc

Where multiple assessors

are involved in

conducting parallel

assessment events,

assessment strategiesand approaches are

consistent

Assessment methods

Assessment criteria





checklists, etc

Consistent instructions

are provided to learner/s

and procedures for

undertaking the

assessment

Instructions to candidates

Where work samples are

used, learners are

provided with clear

guidelines on

requirements relating to

authenticity and currency

of submissions

Instructions to assessors /

candidates







checklists, etc

Where applicable,

assessment specifications

and tools are able to

produce consistent

assessment outcomes

conducted in different

contexts

Assessment methods


candidates

Assessment criteria

Other assessment tools (whereapplicable): case study


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(not limited to)


(if non-

compliant)Yes No




checklists, etc

Principle of Assessment - FlexibilityThe assessment approach

can be adapted to meet

the needs of all

candidates, workplaces

and/or stakeholders.

Assessment methods


candidates

Assessment criteria






checklists, etc

Wherever practical and

appropriate, assessment

can be negotiated and

agreed between the

assessor and the

candidate


candidates






checklists, etc

The assessment strategy

adequately covers both

on and off the job

components of the

training


Assessment criteria






checklists, etc

Policies, procedures,

guidelines and standards

are put in place to

support assessors in the

consistent application of

reasonable adjustment/s

where required


candidates


Principle of Assessment - Fairness

Candidates are given

clear and timely

information on

assessment and what is

required.


candidates


Information provided to

candidate/s covers:

the assessment

method/s assessment process

Instructions to candidates


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(not limited to)


(if non-

compliant)Yes No

the criteria against

which they are being

assessed

when and how they

will receive feedback appeal process

Assessment strategy

caters for and supports

the language, literacy and

numeracy needs of all

candidates in accordance

with the assumed skills

and knowledge provided

in the CTAG (where

provided)

Assessment methods


candidates

Assessment criteria






checklists, etcSpecial needs (e.g.;

geographical, financial,

social) of the candidate/s

have been considered in

the development and

conduct of the

assessment strategy.


candidates


Reasonable adjustment

can be made to the

assessment strategy to

ensure equity for thecandidate/s, while

maintaining the integrity

of the outcomes.


candidates


Opportunities for

feedback and review of

all aspects will be

provided to candidates.


candidates


Rule of EvidenceValidity

Assessment strategy and

tools accurately address

all PS / PERFORMANCE

CRITERIA and UK to prove

competence of the

learners


Assessment criteria Other assessment tools (where





checklists, etc

Rule of EvidenceSufficiency

Enough / More than

enough* evidence is

provided to confirm that

the learner is competentin meeting all PS /


Assessment criteria


applicable): case studyscenarios, role play scripts,


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(not limited to)


(if non-

compliant)Yes No

PERFORMANCE CRITERIA

and UK

* As a general guide,

there should be multiplesources of evidence (e.g.

at least two methods per

assessment plan)



checklists, etc

Rule of EvidenceCurrency

Evidence collected is

based on current

situation and is not

outdated.


candidates

Assessment criteria






checklists, etc

Evidence collected is not

gathered across a period

that is too long (e.g. six

months)


candidates


Rule of EvidenceAuthenticity

Evidence of competence

provided by learners are

produced by the learnerhimself / herself alone


candidates

Assessment specifications Assessment criteria






checklists, etc


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WSQ Curriculum Development and Pre-Accreditation Checklist

This Checklist serves as a self-assessment tool for the ATO to ascertain if their proposed

course is likely to meet WSQ course accreditation (CA) requirements.

It is based on existing CA audit criteria of Course Design and Development, Assessment

Design, Adult Educator Requirements, and Facilities and Equipment.

Detailed descriptions of the criteria are provided to enable Curriculum Developers and ATOsto determine if their proposed course meets the expectations of a WSQ course and if not, to

do the necessary revisions and enhancements before submitting the course to WDA for

accreditation.

Aftera course is submitted for accreditation, the ATO will be given up to 10 working days to

do any necessary revisions and enhancements. Thereafter, the application may be audited

based on the latest set of documents available to WDA.

It is therefore important that the ATO conducts a self-check beforesubmitting the course for

accreditation.

The Checklist is a reference guide and added resource for Curriculum Developers and

ATOs. The Checklist does not need to be submitted with the CA application.

WSQ CA requirements ATOs self-check

1.1 Course Design and Development

1.1.1 Meet CEs, PCs/PSs and UK Yes No

Do the learning outcomes and coverage of content meet all Competency

Elements, Performance Criteria / Performance Statements andUnderpinning Knowledge?

Are the Range and Context / Range of Application requirements compliedwith (as specified in the CS and CTAG)?

1.1.2 Mandatory learning strategies and requirements (if specified in CTAG) Yes No

Are mandatory learning strategies and requirements, including duration,complied with (if any is specified in the CTAG)?

1.1.3 Courseware is pedagogically sound Yes No

Learners Guide and/or supplementary materials for learners are availableand sufficient

Appropriate learning strategies and instructional methods are used:

o Is the course pitched at the correct competency level as indicated inthe Competency Standard (Blooms model is recommended)?

o Is the choice of learning strategy and instructional methods appropriateand aligned to programme outcomes and objectives?

Aligned to adult learning principles:

o Are active and learner-centric methods adopted?


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o Are activities planned to have variety to sustain the learners interest,engage and motivate them?

o Are activities planned to incorporate checkpoints for summary, recap oflearning etc to maximise learning retention?

Tailored to needs of targeted adult learners:

o Does the course incorporate bite-size learning?

o Does the course address needs of learners e.g. cultural background,language proficiency?

o Does the course cater to various learning styles of learners?

Is the course contextualised to organisation / industrial / legalrequirements?

Is appropriate media e.g. social media, audio/video used to deliver thetraining?

Is the time allocated for learning and activities appropriate and sufficient?

1.1.4 Proposed Trainer-Learner ratio Yes No

Does the proposed Trainer-Learner ratio meet ratio specified /recommended in CTAG?

In the absence of a specified / recommended ratio, is the proposed ratioappropriate?

Note:

If the proposed ratio exceeds or do not meet specified recommendations, ATOmay be asked to provide justification

1.1.5 Trainer Materials are complete, meet needs of trainer and comprisethese documents :

Yes No

Lesson Plan (with clear indication of topic, duration and equipment)

Clear instructions for preparations required, timing to pace lessons,conduct of learning activities

Key presentation points to guide facilitator

Resources / References (library, web)

Intellectual Property rights observed e.g. acknowledge sources ofinformation

Glossary provided

Version control

1.2 Assessment Design

1.2.1 Principles of assessment are observed Yes No

Is the assessment Valid?


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o assesses what it claims to assess through collection of evidence that isrelevant to the activity and demonstrates that the PC/PS/UK have beenmet

Is the assessment Flexible?

o allows for either on or off-the-job, at mutually convenient times andsituations, and appropriate to the range of contexts / application

Is the assessment Fair?

o does not disadvantage candidates and takes into account thecharacteristics of the candidate being assessed? Equitable to allgroups being assessed

Is the assessment Reliable?

o consistency of interpretation of evidence and assessment outcomes

1.2.2 Rules of evidence are met Yes No

Is Validityensured?

o evidence meets the specified criteria of the competency standards

Is Authenticityensured?

o evidence produced is/can be/will be verified to be the candidates ownwork

Is Sufficiencyensured?

o enough evidence is gathered to show competency against all specifiedcriteria of the standard/s

Is Currencyensured?

o Evidence to be gathered are current, relevant and applicable in todayscontext

1.2.3 Mandatory assessment strategies and requirements (if specified inCTAG)

Yes No

Are mandatory assessment strategies and requirements, includingduration, complied with (if any is specified in the CTAG)?

1.2.4 All PCs/PSs and UK are assessed through : Yes No

A range of assessment methods

Assessment method is clearly indicated for each item

Note:

ATO may be asked to provide explanations and justifications of theassessment design, methods and tools employed

1.2.5 Proposed Assessor-Learner ratio Yes No

Does the proposed Assessor-Learner ratio meet ratio specified /recommended in the CTAG?


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In the absence of a specified / recommended ration, is the proposed ratioappropriate?

Note:

ATO may be asked to justify and provide explanations if the proposed ratioexceeds or do not meet specified / recommendations

1.2.6 Assessor Materials are complete, meets needs of assessor, and

comprises these documents : Yes No

Clear instructions for preparations for assessment and documentation ofassessment e.g. set up of equipment, conduct of specific methods, timefor responses, appeal process, checklists

Key assessment pointers to guide assessor

Assessment tools are provided e.g. role play scripts, answers to writtentests

Assessment records with clear assessment criteria/grading indicated

Resources / References (library, web)

Glossary provided

Version control

1.3 Adult Educator (AE) requirements

1.3.1 Proposed AEs meet the following requirements as specified /recommended in the CTAG

Yes No

All proposed developers, trainers, assessors possess adequate:

o Domain industry experience

o Domain qualification

o AE qualifications

o AE experience

Note:

CVs of all AEs to be submitted for reference and verification. ATO may befurther asked to provide copies of relevant certificates/scrolls/transcripts.

If subject matter experts (SMEs) are used, the SME/s possess adequate:

o Domain industry experience

o Domain industry qualification

Note:

CVs of all SMEs to be submitted for reference and verification. ATO may befurther asked to provide copies of relevant certificates/scrolls/transcripts.

ATO is to also note that submission of profiles for SMEs is not sufficient.

1.4 Facilities and Equipment


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1.4.1 Proposed facilities, equipment and other resources Yes No

Are proposed facilities, equipment and other resources adequate tosupport the effective delivery of training and assessment in accordance tothe requirements as specified in the CTAG?

1.4.2 Training and assessment site/s comply with all fire, health and safety

requirements

Yes No

Do training and assessment site/s, including its facilities and equipmentcontained within, comply with all legislations and regulations governing theiruse?

Have all necessary and valid registrations, permits and licenses for theoperation and use of the training and assessment site/s, facilities andequipment been obtained from the proper authorities?


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References

Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to

competency-based assessment at the Cleveland Clinic Lerner College of

Medicine.Academic medicine, 82(5), 493-501.

Singapore Workforce Development Agency (2007). WSQ Assessment

Design Guide.Assessment methods1322.

Institute for Adult Learning (2011),DACE Develop Assessment Tools,

Learner Guidefrom IAL

Institute for Adult Learning (2008),CU5 Develop a Competency-Based

Assessment, Learner Guide from IAL


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Useful Websites

CA self-assessment checklist-

http://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-

Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdf

WSQ terms and conditions-

https://www.skillsconnect.gov.sg/web/guest/termsAndConditions#

External Guide for Continuous Improvement Review-

http://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8

)4Nov11(A).pdf

Guidelines for submitting results and printing SOAs-

http://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.zip

Practical Guide on Managing For Training and Assessment Excellence-

http://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForu

mheldon24May07.pdf

Guide on updating WDA on changes in Course Information

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.

pdf

Guide on updating WDA on changes in Organisation Information-

http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationP

rofile.pdf

Credit exemption guide -http://www.ial.edu.sg/index.aspx?id=81
http://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdfhttp://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdfhttp://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdfhttps://www.skillsconnect.gov.sg/web/guest/termsAndConditionshttp://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8)4Nov11(A).pdfhttp://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8)4Nov11(A).pdfhttp://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.ziphttp://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForumheldon24May07.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForumheldon24May07.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationProfile.pdfhttp://www.ial.edu.sg/index.aspx?id=81http://www.ial.edu.sg/index.aspx?id=81http://www.ial.edu.sg/index.aspx?id=81http://www.ial.edu.sg/index.aspx?id=81http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForumheldon24May07.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForumheldon24May07.pdfhttp://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.ziphttp://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8)4Nov11(A).pdfhttp://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8)4Nov11(A).pdfhttps://www.skillsconnect.gov.sg/web/guest/termsAndConditionshttp://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdfhttp://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdfhttp://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQ-Curriculum%20Development%20&%20Pre-Accreditation%20Checklist(1Aug11)v1.pdf


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Version Control Record

Version Effective Date Changes Author/s

1.0 27thAugust 2012 Initial version QAD

1.1 14

th

October 2012

Inclusion of additional notes for

CD workshop for Public ATO QAD / IAL

Date post:	27-Feb-2018
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