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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.
Advantages Disadvantages
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.
Advantages Disadvantages
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.
Advantages Disadvantages
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.
Advantages Disadvantages
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.
Advantages Disadvantages
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
Advanced Certificate in
Training and
Assessment (ACTA) or
equivalent
At least 80%with
Advanced Certificate in
Training and
Assessment (ACTA) or
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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Common Shortcomings in Assessment Plan Design
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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Common Shortcomings in Assessment Plan Design
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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Common Shortcomings in Assessment Plan Design
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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Common Shortcomings in Assessment Plan Design
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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Common Shortcomings in Assessment Plan Design
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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Common Shortcomings in Assessment Plan Design
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
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etcAssessment tools address
the candidates ability to
meet the level of
performance required by
the Competency Standard
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment activities
planned are holistic and
integrated
Assessment methods
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
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
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
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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Underlying PrincipleSuggested areas to look into
(not limited to)
Compliance Mitigating Factor
(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
Assessment tools: case study
scenarios, role play scripts,
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
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Where multiple assessors
are involved in
conducting parallel
assessment events,
assessment strategiesand approaches are
consistent
Assessment methods
Assessment criteria
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
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
Assessment specifications
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Where applicable,
assessment specifications
and tools are able to
produce consistent
assessment outcomes
conducted in different
contexts
Assessment methods
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (whereapplicable): case study
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Underlying PrincipleSuggested areas to look into
(not limited to)
Compliance Mitigating Factor
(if non-
compliant)Yes No
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Principle of Assessment - FlexibilityThe assessment approach
can be adapted to meet
the needs of all
candidates, workplaces
and/or stakeholders.
Assessment methods
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Wherever practical and
appropriate, assessment
can be negotiated and
agreed between the
assessor and the
candidate
Instructions to assessors /
candidates
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
The assessment strategy
adequately covers both
on and off the job
components of the
training
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Policies, procedures,
guidelines and standards
are put in place to
support assessors in the
consistent application of
reasonable adjustment/s
where required
Instructions to assessors /
candidates
Assessment specifications
Principle of Assessment - Fairness
Candidates are given
clear and timely
information on
assessment and what is
required.
Instructions to assessors /
candidates
Assessment specifications
Information provided to
candidate/s covers:
the assessment
method/s assessment process
Instructions to candidates
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Underlying PrincipleSuggested areas to look into
(not limited to)
Compliance Mitigating Factor
(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
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etcSpecial needs (e.g.;
geographical, financial,
social) of the candidate/s
have been considered in
the development and
conduct of the
assessment strategy.
Instructions to assessors /
candidates
Assessment specifications
Reasonable adjustment
can be made to the
assessment strategy to
ensure equity for thecandidate/s, while
maintaining the integrity
of the outcomes.
Instructions to assessors /
candidates
Assessment specifications
Opportunities for
feedback and review of
all aspects will be
provided to candidates.
Instructions to assessors /
candidates
Assessment specifications
Rule of EvidenceValidity
Assessment strategy and
tools accurately address
all PS / PERFORMANCE
CRITERIA and UK to prove
competence of the
learners
Assessment specifications
Assessment criteria Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Rule of EvidenceSufficiency
Enough / More than
enough* evidence is
provided to confirm that
the learner is competentin meeting all PS /
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case studyscenarios, role play scripts,
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Underlying PrincipleSuggested areas to look into
(not limited to)
Compliance Mitigating Factor
(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)
scenarios, assessment
checklists, observation
checklists, etc
Rule of EvidenceCurrency
Evidence collected is
based on current
situation and is not
outdated.
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Evidence collected is not
gathered across a period
that is too long (e.g. six
months)
Instructions to assessors /
candidates
Assessment specifications
Rule of EvidenceAuthenticity
Evidence of competence
provided by learners are
produced by the learnerhimself / herself alone
Instructions to assessors /
candidates
Assessment specifications Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
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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Singapore Workforce Development Agency Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
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.
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.pdf7/25/2019 Develop Competency-Based Assessment Plans
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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