Learning Contents

LEARNING OUTCOME NO. 4 – PREPARE ASSESSMENT INSTRUMENTS

Assessment Tools

There is always an Evidence Plan in every unit of competency in every Qualification Title. This is to determine the competency level achieved by the trainee. The evidence requirements are developed from the Performance Criteria, and, specially, the Critical Aspects of Competency found in every competency unit. They are found in the TR (Training Regulations). But do not copy-paste. Re-phrase the statements that you choose to be part of the Evidence Plan. Each sentence must start with a verb in a present tense form (a verb ending in –is). And do not include the qualifying phrase that you will find towards the end of the sentence; i.e., ‘in accordance with …)This applies in all learning outcomes for every unit of competency.

 There are five assessment methods that the trainer/assessor must mark whenever he finds them applicable in every learning outcome. These are: Observation & Questioning, Demonstration & Questioning, Third Party Report, Portfolio, and Writing Test.

                Observation & Questioning

Observation as an assessment procedure is conducted in an actual work environment. The trainee/candidate performs tasks in the workplace. The trainer/assessor observes him and deligently taking notes on what he observes. After that, he asks questions to the trainee/candidate, mostly probing questions.

                Demonstration & Questioning

Demonstration as an assessment method creates a simulated work environment in the training/assessment center. The trainee/candidate is asked to perform tasks before the trainer/assessor to demonstrate his competency level. The trainer/assessor take notes of his observation, and conduct oral questioning after the demonstration. Again probing questions are suggested as they fathom the depth of knowledge of the trainee/candidate.

                Third Party Report 

This type of report is not written by the trainee/candidate or the training center where he has trained. It is prepared by a party who gets the chance of witnessing the trainee/candidate perform tasks. This can be a former employer, former manager or supervisor, or a former institution.

                Portfolio

Portfolio is a collection of documents that pertain to the competence of the trainee/candidate. These can be test results, or documents accomplished by the trainee/candidate during previous engagements.

                Writing Tests

Writing Tests are assessment tools that measures knowledge of the trainee/candidate. These can also be used to determine competence of the trainee/candidate in knowledge-based skills.

Table of Specifications

Table of Specifications shows what are to be tested in the writing test. The first column specifies what learning contents, objective, or topics to be covered in the assessment. The test item distribution that follows consists of knowledge, comprehension, and application. These are levels of learning; where, knowledge is recognition or recall of facts; comprehension is interpret, translate, summarize, or paraphrase given information; application is use of information in  a situation different from original learning context. Comprehension is a higher level of learning than knowledge. Application is a higher level of learning than Comprehension.

The trainer will decide how much percentage value he will assign in each of these three levels of learning. Likewise, he will determine how many items he will construct pertaining to the three levels of learning per learning content.

To obtain the total percentage of test for each learning content combining the percentages of the three levels of learning below is the formula:

1. Add the percentages of each level of learning in all learning contents and write the sum at the bottom;
2. Add the percentages of each level of learning in each learning content and write the sum at far right after ‘Application’ before the % of Test;
3. Divide the sum of percentages per learning content to the sum of all percentages in all levels of learning;
4. The difference as computed in No. 3 above is the percentage of test per learning content;
5. The sum of percentage of test should be 100%.

Performance Test

Performance Test is used to assess the skills and attitudes acquired by the trainees after the training. In this assessment method, the trainee demonstrates what he knows by performing the acts required to show his skills. After the demonstration, he is asked by the trainer/assessor with questions derived from the latter’s observation of the performance. It is important that the trainer/assessor take down notes during the performance.

                Guidelines in Formulating Performance Test

The Performance Test consists of General Instructions, Specific Instructions, List of Materials, Tools, and Equipment.

General Instructions

General Instructions refers to the overall conduct of the test before, during and after the test. It specifies what is allowed and not allowed inside the testing area.

The format of general instructions include:

• Performance of what must be done
• Conditions or what is given
• The standard of performance expected of the examinee

Specific Instructions

Specific Instructions is a specific directions that the examinee must follow in the performance of the test.

List of Materials, Tools, Equipment

This is a listing of materials, tools and equipment necessary to perform the skills test.

Questioning Tool

In the event that the gathered evidences so far derived from written test and the performance test do not clearly demonstrate the required competence, the Questioning Tool can be used. It will help the trainer gather evidences of knowledge, skills and attitude of the trainee.

It can also show the competence of the trainee on the four dimensions of competency: task skills, task management skills, contingency management skills, job role and environment management skills.

                Task Skills – the competence of the trainee in every task required to be performed

                Task Management Skills – the ability of the trainee to organize different tasks for effective                                                                        performance.

                Contingency Management Skills – the ability of the trainee to handle unusual events or Situations in the workplace.