develop competency-based assessment plans · 1. multiple-choice questions (mcq) multiple-choice...
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
BLANK PAGE
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Message from the Director of Quality Assurance Division
Dear WSQ Developers,
The Quality Assurance Division (QAD) conducted
a 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 QAD’s
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Using Social Media-based E-Portfolios in Competency-based Assessment
A 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 learner’s 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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.
Summative Assessment
Learners meet with assessor to review all evidence for decision
on competence
Formative Assessment
Learners meet with assessor to review evidence presented
so far to determine performance gaps and
actions to take to close the gaps
Informal Feedback
Trainers, assessors and fellow learners give feedback on blog entries for
developmental purposes
Evidence Database
Application to own workplace practice: Reflective entries on applicability of learning to workplace
Teaching and assessment skills: Videos of skills practices in class or from the workplace + reflection
Construction of knowledge: Photographs and entries of own learning + reflection
Professional development: Reflective entries on professional practice based on self and peer feedback
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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)
1st Generation CS
2nd Generation CS
3rd Generation CS
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Competency Standard Template
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Revised Competency Standard Template
Curriculum, Training and Assessment Guide (CTAG)
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Curriculum, Training and Assessment Guide (CTAG) Components
Key Changes to CTAG Template
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Key Changes to CTAG Template
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 ‘outcomes’ – The assessment must allow for clear demonstration
of outcomes of learner’s performance. Evidence must be collected to show
that a candidate has met every single performance criterion
Competent/Not yet competent judgement only – Only 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 different
forms 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 in a given / real context
Time consuming to mark
Challenging to determine learner’s 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 a
set 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 is
useful 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 questions without providing undue stress to the candidate
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Performance-based Methods
7. Workplace Performance
This is arguably the best method to collect reliable and authentic evidence of a learner’s actual competencies. This is because the assessment context is set under actual work conditions that require demonstration of actual occupational competencies and maximises the degree of realism in the assessment process.
Advantages Disadvantages
Good indicator of a learner’s 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 and resources 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 to
gather evidence on a learner’s competencies.
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 to enhance fairness of assessment
Detached from realistic workplace conditions
Requires considerable investment in facilities and equipment to simulate actual work setting
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 research
backing 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 and negative 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Principles of Assessment (POA)
Validity refers 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, face
validity 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.
Flexibility refers 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.
Fairness refers 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)
Valid Evidence
o Meets the Competency Standards and assessment criteria
Sufficient Evidence
o Sufficient evidence to show competency for all Performance
Statements / Performance Criteria and Underpinning Knowledge
Current Evidence
o Evidence collected is based on current situation and not outdated
Authentic Evidence
o Learner’s own work
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Adult Educator (AE) Qualifications Requirements and Timelines for
WSQ Approved Training Organisations (ATO)
In-House 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 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 equivalent by 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 a WSQ Curriculum Developer at WSQ ATOs.
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 Bloom’s 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 in
the 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 role play 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 based on 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 of the latest models of 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 (Candidate’s 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 the Performance 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 reviews team 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 the matrix 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 tables and chairs
8 Conduct of Assessment Conduct Interview
9 Recording the Assessment Result Record findings and conclusions in the Individual Assessment Record.
Record reasons for “NYC” in remarks column.
10 Candidate Summary and Feedback Record feedback and findings into the Summary Assessment 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 for each 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 consistent and 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 and Underpinning Knowledge
Assessment Criteria
Please Tick
Remarks
C NYC
1.2 Communicate the performance management system to employees and their roles and responsibilities in performance management.
OQ13: Explain how to communicate the performance management
system to employees and their roles and responsibilities in performance management. Suggested Answers: Candidate is able to explain how to communicate the performance management system to employees and their roles and responsibilities in performance management, which may include:
As part of the performance appraisal
............................………….
............................………….
Performance Criteria Evidence Gathering Plan Method
Assessment Tools
Asse
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en
t
ch
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lis
t
Ins
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s t
o
Can
did
ate
s
Ins
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on
s t
o
Asse
ss
ors
Le
arn
ing
jo
urn
al
Ro
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cri
pts
1.2 Communicate the performance management system to employees and their roles and responsibilities in performance management. Assessment Criteria: Ability to communicate the importance of performance management and the roles and responsibilities to stakeholders
Work Activity: Able to verbally communicate and adapt communication methods of the roles and responsibilities of performance management to line managers and employees
Role Play AA1
The assessment method chosen here is role play
The assessment checklist states that it is an oral question
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 one specific 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 left the 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Example 6: MCQ Questions with “Give-away” Answers 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 for example) 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 for designing 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 learners’ requirements
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 tools
o 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 learners’ requirements
______________________________________________________
______________________________________________________
Assessment Venue: Follow up: *Refer to POA / ROE Validation Checklist
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
POA / ROE Validation Checklist
Underlying Principle Suggested areas to look into
(not limited to)
Compliance Mitigating Factor (if non-
compliant) Yes No
Principle of Assessment - Validity
Assessment activities are based on actual workplace 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, etc
Assessment tools address the candidate’s 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, assessment checklists, 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 the assessment 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Underlying Principle Suggested 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 important aspects are assessed.
Assessment specifications
Assessment tools: case study scenarios, role play scripts, scenarios, assessment checklists, 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 ensure that 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 strategies and 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 (where applicable): case study
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Underlying Principle Suggested 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 - Flexibility
The 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Underlying Principle Suggested 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, etc
Special 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 the candidate/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 Evidence – Validity
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 Evidence – Sufficiency
Enough / More than enough* evidence is provided to confirm that the learner is competent in meeting all PS /
Assessment specifications
Assessment criteria
Other assessment tools (where applicable): case study scenarios, role play scripts,
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Underlying Principle Suggested 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 multiple sources of evidence (e.g. at least two methods per assessment plan)
scenarios, assessment checklists, observation checklists, etc
Rule of Evidence – Currency
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 Evidence – Authenticity
Evidence of competence provided by learners are produced by the learner himself / 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 ATOs
to 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.
After a 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 before submitting 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 ATO’s 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 and Underpinning Knowledge?
Are the Range and Context / Range of Application requirements complied with (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 available and sufficient
Appropriate learning strategies and instructional methods are used:
o Is the course pitched at the correct competency level as indicated in the Competency Standard (Bloom’s model is recommended)?
o Is the choice of learning strategy and instructional methods appropriate and aligned to programme outcomes and objectives?
Aligned to adult learning principles:
o Are active and learner-centric methods adopted?
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
o Are activities planned to have variety to sustain the learner’s interest, engage and motivate them?
o Are activities planned to incorporate checkpoints for summary, recap of learning 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 / legal requirements?
Is appropriate media e.g. social media, audio/video used to deliver the training?
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 ratio appropriate?
Note:
If the proposed ratio exceeds or do not meet specified recommendations, ATO may be asked to provide justification
1.1.5 Trainer Materials are complete, meet needs of trainer and comprise these 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 of information
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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
o assesses what it claims to assess through collection of evidence that is relevant to the activity and demonstrates that the PC/PS/UK have been met
Is the assessment Flexible?
o allows for either on or off-the-job, at mutually convenient times and situations, and appropriate to the range of contexts / application
Is the assessment Fair?
o does not disadvantage candidates and takes into account the characteristics of the candidate being assessed? Equitable to all groups 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 Validity ensured?
o evidence meets the specified criteria of the competency standards
Is Authenticity ensured?
o evidence produced is/can be/will be verified to be the candidate’s own work
Is Sufficiency ensured?
o enough evidence is gathered to show competency against all specified criteria of the standard/s
Is Currency ensured?
o Evidence to be gathered are current, relevant and applicable in today’s context
1.2.3 Mandatory assessment strategies and requirements (if specified in CTAG)
Yes No
Are mandatory assessment strategies and requirements, including duration, 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 the assessment 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
In the absence of a specified / recommended ration, is the proposed ratio appropriate?
Note:
ATO may be asked to justify and provide explanations if the proposed ratio exceeds 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 of assessment e.g. set up of equipment, conduct of specific methods, time for responses, appeal process, checklists
Key assessment pointers to guide assessor
Assessment tools are provided e.g. role play scripts, answers to written tests
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 be further 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 be further 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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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
1.4.1 Proposed facilities, equipment and other resources Yes No
Are proposed facilities, equipment and other resources adequate to support the effective delivery of training and assessment in accordance to the 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 equipment contained within, comply with all legislations and regulations governing their use?
Have all necessary and valid registrations, permits and licenses for the operation and use of the training and assessment site/s, facilities and equipment been obtained from the proper authorities?
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
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 methods 13–22.
Institute for Adult Learning (2011), DACE Develop Assessment Tools,
Learner Guide from 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
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Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-Based Assessment Plans Version 1.1 (14 October 2012)
Version Control Record
Version Effective Date Changes Author/s
1.0 27th August 2012 Initial version QAD
1.1 14th October 2012
Inclusion of additional notes for CD workshop for Public ATO
QAD / IAL