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Table of Contents
1. NTRODUCTION ......................................................................................................................................... 4
1.1 Technical and Vocational Education and Training (TVET) ......................................................4
1.2 KENYA GOVERNMENT CBET POLICY .....................................................................................4
1.2.2 GUIDING PRINCIPLES............................................................................................................. 4
1.2.3 Best Practice and Global Trends in TVET .............................................................................. 5
1.2.4 Desired Situation of TVET in Kenya ....................................................................................... 6
1.2.5 Best Practice and Global Trends in TVET .............................................................................. 6
1.2.6 The CBET Curriculum ............................................................................................................. 7
1.2.7 The Kenya National Qualifications Authority ........................................................................ 7
1.2.8 Important Policy Statements to Remember ......................................................................... 7
2. COMPETENCY-BASED EDUCATION AND TRAINING (CBT) ....................................................................... 8
2.1 Historical background of CBET .............................................................................................9
2.2 Concept and Understanding of Competency Based Training (CBT) in TVET ............. 10
2.3 Objectives of CBET ............................................................................................................ 10
2.4 Benefits of CBET ................................................................................................................ 11
2.5 Planning and Developing CBET ........................................................................................... 11
2.6 Competency Based Training (CBT) ...................................................................................... 11
2.7 Structure of Competency Based Training............................................................................ 12
2.8 Objective of a Competency Based Qualification ................................................................. 12
2.9 Workplace Experience Learning ......................................................................................... 13
2.10 Why Competency-based Training is better than other Conventional Methods .................... 13
3. CURRICULUM DEVELOPMENT ............................................................................................................... 14
3.1 The Meaning and Importance of Curriculum Development ..14
3.2 Curriculum Development ....................................................................................................... 14
3.3 Importance of Curriculum Development............................................................................... 14
3.4 Phases of Curriculum Development ..................................................................................... 14
4. COMPETENCY-BASED CURRICULUM DEVELOPMENT ....................................................................... 16
4.1 Conceptual Framework for Competency-Based Curriculum ................................................ 16
4.2 Competency-Based Curriculum (CBC) Development Process ..................................... 17
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4.2.1 Training Needs Assessment.............................................................................................. 18
4.2.2 National Occupational Standards ....................................................................................... 19
4.2.3 The Process of Developing the National Occupational Standards...................................... 20
4.2.4 DACUM Process .................................................................................................................. 20
4.2.5 Standard Task Analysis Form .............................................................................................. 22
4.2.6 Curriculum Development in CBET ....................................................................................... 23
4.2.7 Procedures for Developing Training Curriculum ........................................................... 23
4.2.8 Procedures for Developing Learning Materials .............................................................. 24
4.2.9 Development of Competency Based Assessment Tools ..................................................... 25
4.2.10 The Principles of Using Assessment Tools .......................................................................... 26
4.2.11 The Rules of Evidence ......................................................................................................... 26
4.2.12 Types of Assessment ......................................................................................................... 27
4.2.13 Commonly Used Assessment Methods ...................................................................... 28
4.2.14 Procedures for Designing and Developing Competency Assessment Tools ........................ 28
4.3 Competency Based Curriculum Delivery ............................................................................. 29
4.3.1 The Teaching and Learning Process in CBET Approach ...................................................... 29
4.3.2 Program Delivery using the CBET Approach ....................................................................... 30
4.3.3 Facilitation Methods Used for CBET Programs ................................................................... 31
4.3.4 Training Delivery of Competency Based Curriculum .......................................................... 31
4.3.5 Adult Learning ..................................................................................................................... 32
4.4 Competency Based Assessment (CBA) ................................................................................ 33
4.4.1 Benefits of Competency Based Assessment ....................................................................... 34
4.4.2 The Principles of Competency Based Assessment .............................................................. 34
4.4.3 Assessor checklist................................................................................................................ 35
4.4.4 Assessment Requirements .................................................................................................. 35
4.4.5 Evidence .............................................................................................................................. 36
4.4.6 Implementing the Principles of Assessment ....................................................................... 36
4.4.7 Implementing the Rules of Evidence .................................................................................. 37
4.4.8 Validation of Assessment .................................................................................................... 38
4.4.9 Assessment Guidelines ....................................................................................................... 39
4.4.10 Methods and Processes of Assessment .............................................................................. 40
4.4.11 Formative and Summative Assessment .............................................................................. 40
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4.4.12 Assessment Methods and Instruments .............................................................................. 41
4.4.13 Why assessment?................................................................................................................ 41
4.4.14 Procedures for Competence Assessment ........................................................................... 43
4.4.15 Guide to Assist Assessors to Plan for Assessments ........................................................ 44
4.5 Competence Certification Process ...................................................................................... 45
4.5.1 Summary of the CBET Process ............................................................................................ 45
4.5.2 Competence Certification ................................................................................................... 46
4.5.3 Certification in CBET System ............................................................................................... 46
4.5.4 National Qualifications........................................................................................................ 49
4.5.5 Types of Qualifications ........................................................................................................ 49
4.5.6 Procedure for Certification ................................................................................................. 49
4.5.7 Guidelines for Certification ................................................................................................. 50
4.5.8 Recognition of Prior Learning (RPL) .................................................................................... 50
4.5.9 Procedure for Conducting Recognition of Prior Learning (RPL) .......................................... 50
4.5.10 Alignment of Existing Qualifications ................................................................................... 51
4.5.11 Procedures for Planning, Organizing and Conducting Competence Based Training.51
4.5.12 Procedures for Planning Assessment Activities and Processes..................................... 56
4.6 Required Employability Skills by All Trainers ...................................................................... 56
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1. NTRODUCTION
1.1 Technical and Vocational Education and Training (TVET)
Skills are vital for poverty reduction, economic recovery and sustainable development. As a
consequence, policy attention to technical and vocational education and training (TVET) is
increasing worldwide.
TVET comprises formal, non-formal and informal learning for the world of work. Young
people, women and men learn knowledge and skills from basic to advanced levels across a
wide range of institutional and work settings and in diverse socio-economic contexts. TVET
plays the role of developing more equitable and sustainable societies; developing TVET
should be a top priority in the quest to build inclusive and greener societies and tackle global
unemployment. Across the world, governments and the private sector are realizing the
importance of TVET for sustainable and equitable development. Many new policies have
been introduced aimed at improving the image of TVET and, most importantly, enhancing its
quality.
A rethinking of the nature and roles of TVET in contributing to more equitable and
sustainable patterns of human development is now underway. This rethinking marks a shift
in focus from short-term to longer-term development needs, from expansion of systems to
their transformation, and from contributing to economic growth to an added concern for
social equity. The solution to all these is to adapt the Competency Based Education and
Training (CBET) approach to learning in the TVET system.
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c) Quality and Relevance Emphasis shall be placed on demand driven training. This
principle shall promote technical performance thresholds, professionalism,
knowledge and qualification needed in the various sectors of the economy.
d) National integration- Structures, employment opportunities, occupational
standards and development prospects within TVET shall be made available and
accessible to all Kenyans.
e) Life-long Learning- The training will be designed to operate within a framework of
open-ended and flexible structures in the context of lifelong education and facilitate
the achievement of the MDG on training for all. The principle of continuing training
shall aim for improvement of professional qualifications and updating of knowledge,
skills and understanding.
f) Collaboration and Partnerships TVET sector will aim at creating an enabling
environment for promoting public-private partnerships and for enhancing
investment in technical training
g) Information and communication sharing TVET sector will aim at promoting
integration of information and marketing of training opportunities through ICT-
mediated channels and systems.
h) Integrity and Ethical Practice: TVET sector will aim at providing leadership
structures and organs based on integrity and ethical practices to promote the servant
leadership principles of respect for human rights and fairness for the people.
i) Competitiveness meeting the needs of local and global labour markets
j) Culture of technology transfer and adoption of new and emerging technologies for
use in productive systems leading to employment creation
k) Sustainability of training: Institutions will always strive to optimize the quality of
training outputs and outcomes, delivery and funding while ensuring perpetuation
and prudent utilization of available resources.
TVET policy is based on National Development Agenda and in particular Vision 2030.
a) Focused on; providing skills that meet the needs of the workplace as well as self-
employment.
b) hands-on skills are premised on the principle; education and training for the
workplace. TVET will therefore be provided for the purpose of guaranteeing human
and economic development. Thus the outcomes of TVET must be human resources fit
and ready for the job market.
c) TVET is responsible for the construction, maintenance and operation of
infrastructure in all sectors.
d) TVET graduates are responsible for service delivery and production of goods in all
sectors.
e) It is essential therefore that TVET graduates possess the right attitudes to work, have
the right core values and can be relied upon to deliver at the workplace. Entrenching
soft skills in TVET is of paramount importance. Thus integrity, ethics, professionalism
and accountability must underpin these skills.
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b) Establishment of TVET centres of specialization that are fully equipped
with state of the art training facilities and well trained staff to offer
training programmes that are of national importance
c) Reforming apprenticeship system to allow TVET graduates to work and
study
d) Encouraging entrepreneurship in all TVET programmes to promote for
self-reliance
Objective 3 Improving access, equity and employability
Objective 4 Integrating informal economy workers in order to provide them with skills,
innovation and knowledge to improve their enterprise performance
Objective 5 Harmonize education and training Qualifications
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Technical Universities (TUs) with provision for each of these setting up campuses in
underserved locations according to demand.
c) In Kenya, the quality of training differs greatly from institution to institution largely
due to lack of uniform quality assurance measures. Quality must be assured in all
aspects of the new skills development system from design to delivery.
d) Making training delivery flexible through CBET curriculum, incorporating print-
based delivery, variety of electronic technologies and others such as distance
education or eLearning to enhance student and teacher access to learning and skill-
acquisition resources.
e) Establishment of the TVET Curriculum Development Assessment and Certification
Council as a key step in implementation of the CBET Curriculum. The council shall
carry out the following functions;
i) Prepare syllabuses for the training institutions examination, assessment and
competence certification
ii) make rules with respect to such examination/assessment awards and
certification;
iii) arrange and coordinate competence assessment and verification and issue
certificates to candidates who satisfy competence assessment requirements
iv) Promote recognition of its competence assessment awards in foreign
countries.
v) Promote and carry out research relating to its examinations/assessments and
awards.
This definition places the focus of CBET on outcomes measured against industry standards
rather than on courses based on institutional arrangements (classes in schools, e.g., or
apprenticeships) where individual achievements are normally valued against others.
Outcome orientation places emphasis on new forms of assessment.
This definition places the focus of CBET on outcomes measured against industry standards
rather than on courses based on institutional arrangements (classes in schools, e.g., or
apprenticeships) where individual achievements are normally valued against others.
Outcome orientation places emphasis on new forms of assessment. Recognition or
Accreditation of Prior Learning (RPL/APL), mainly through work experience, is another
essential tool to ensure the relevance and transferability of skills and knowledge as well as
to lead people back into learning.
A definition of CBET stated by the Australian Chamber of Commerce and Industry in 1992
summarizes its characteristics as follows: A way of approaching (vocational) training that
places primary emphasis on what a person can do as a result of training (the outcome), and
as such represents a shift away from an emphasis on the process involved in training (the
inputs). It is concerned with training to industry specific standards rather than an
individuals achievement relative to others in the group
Competency based training (CBT) places emphasis on what a person can do in the workplace
as a result of completing a program of training. The emphasis in CBT is on "performing"
rather than just "knowing". A competency-based training system includes more than just
training courses related to job performance. It identifies the level of competence required
for different levels of performance within a given work function. Progress within a CBT
program is not based on time. An important characteristic of CBT is that it is focused not only
on the actual jobs that are required in the workplace, but also the ability to transfer and apply
skills, knowledge and attitudes to new situations and environments.
The objectives of nationally endorsed competence standards as the core of CBET are on the
one hand to transform the requirements of industry and enterprises into the world of
learning. On the other hand, standards shall provide transparency of competences
underlying vocational qualifications.
Competency based training is focused on outcomes, which is the general difference from
traditional training. Traditional training focuses on teaching someone a new skill or set of
skills, with no relevance on what the students already know, or how they best learn. Focusing
on the outcome can improve overall morale within the organization, and increase
productivity and efficiency. It lets the organization know that the management team places
value on what skills their employees already have.
Competency based training has been around for many years and is used in many industries,
such as business, and government positions. It allows the learner to demonstrate their
abilities, and to expand on those abilities in a positive environment. It allows the company
to facilitate an organizational change by improving the individuals performance, and their
ability to consistently perform their required tasks. This can change the whole dynamic of
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an organization, how it works, and streamlining the productivity of the employees.
Employees gain confidence as they achieve mastery of their skills, and become more efficient
in their use of time; Confidence = Productivity. Thus the organization learns its employees
skills, tasks, and knowledge, and uses this information to begin to fill in the gaps, based on
its desired outcome.
The following table summarizes the differences between the two cultures:
Competency-based training Occupation-based training
National qualifications Recognized training occupations
National qualification standards or Training ordinances and syllabuses
training packages
Profiles can be shaped by individuals Individuals have to complete whole course
and can only go for standardized profiles
Importance of outcomes Importance of inputs (institutions,
processes)
Modular structure Holistic structure
Certification of individual modules Certification of whole occupation
Wide range of accreditation of prior Few regulations of accreditation of prior
learning or informal learning (formal) learning or occupational
experience
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There are different CBT models with different countries that use CBT mode of training. The
differences are mainly in terminologies, processes for the development of programs and in
assessment methods. However, the characteristics, structure and objectives of CBT are the
same for all models. Therefore, care should be taken when adopting any CBET model, taking
into consideration the stage of development, the size of the target industry, funds available
for TVET implementation and the TVET Institutions-Industry linkages.
The CBT Workplace Experience Learning is structured differently from the traditional
industrial attachment thereby giving all the CBT students an opportunity to undergo this
exercise which gives them practical experiences relevant to the skills they have learnt. The
students are not only placed in organizations relevant to their workplace skills but they also
undergo supervised practical training. Hence the CBT workplace experience is a far better
way of training competent graduates than the traditional education industrial attachment.
This is because, the CBT workplace experience is better structured and in view of that the
CBT students have a better attitude towards work and they know what to expect in real work
situations.
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based training, the workplace trainers coaching and mentoring role continues on an
ongoing basis within the workplace.
e) Competency-based training is customized to meet the specific requirements of your
organization and its employees. Rarely will generic, off-the-shelf training programs
meet the skill development needs of your organization. As a result, off-the-shelf programs
often yield disappointing results. Implementing customized, competency-based training
programs is the best way to ensure a positive return on investment on training
expenditures.
3. CURRICULUM DEVELOPMENT
3.1 The Meaning and Importance of Curriculum Development
A curriculum is considered the heart of any learning institution which means that schools
and other learning institutions (TVET institutions, Universities, etc.,) cannot exist without a
curriculum. With its importance in formal education, curriculum has become a dynamic
process due to the changes that occur in our society. Therefore, in its broadest sense,
curriculum refers to the total learning experiences of individuals not only in school, but in
society as well.
There must be a chain of developmental process to develop a society. First, the school
curriculum particularly in higher education must be developed to preserve the countrys
national identity and to ensure its economys growth and stability. The countrys economy
can improve the peoples way of life through curriculum development; and in order to
develop it, curriculum experts or specialists should work hand in hand with the lawmakers,
the local government officials, such as governors, mayors, and others; the business
communities and industries; and stakeholders to set implementing rules and policies for
educational reforms.
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There are five main phases of curriculum development:
a) Preparation phase this phase includes the following:
i) Prerequisites to the training
ii) Training needs
iii) Job descriptions
iv) Occupational profile
v) Task analysis
vi) Educational and training objectives
CBET coupled with decentralization provide the twin forces designed to improve and assure
the quality of education and training in Kenya. However, in the past attempts at reform,
insufficient resources have been available to rollout the reform to all parts of the country.
Although well publicized, past reform efforts have been less effective because they lacked
appropriate planning and resources allocation as well as lack of understanding about how
the new reform should work. Consequently, appropriate structures and processes were not
established to support reform. If not handled properly, CBET may result in a similar
diminution in effectiveness.
Competency (knowledge, skills and attitudes) may be defined as the ability to do a particular
activity to a prescribed standard emphasizing what people can do rather than what they
know. As a model for curriculum design and delivery, the approach is typically one, which
controls and assesses learning through establishing preset objectives and outcomes, which
might relate to skills, attitudes or values. The following diagram provides a model for the
development of a competency-based approach to curriculum and instruction.
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The technique for constructing a competency-based program involves backwards planning
and asks the question, what do students need to learn to become successful citizen. The
question is answered by convening meetings of stakeholders from the fields of business,
industry, and politics, social, cultural and environmental sectors to define the criteria for
success. These become external standards for success. Educators/trainers then take this
information and convert it to learning outcomes or specific statements of behavior that
students must perform that demonstrate learning which becomes the educational
standards as well as defining when these standards should be mastered.
With CBET performance standards are created; standards indicate the level of performance
acceptable, and with standards of performance, it is possible to create a curriculum and the
means to assess student performance related to the curriculum. Curriculum is defined as the
planned subject matter content and skills to be presented to students.
The standards also provide a framework for creating assessments. Assessment is much
broader than testing. Whereas multiple choice tests, true/false, matching and other types of test
items may be useful in measuring lower order learning, knowledge and some skills, other types
of assessments such as report writing, presentations, debates, group problem solving are useful
in determining higher order learning which demonstrates that students know when and how to
use knowledge and skills in critical and creative ways to solve problems. What is key here is that
assessments are aligned with the curriculum which, in turn, is aligned to the standards, and
that they measure learning in terms of how students perform using, as much as possible, a real
world situation as possible.
To ensure that curriculum and assessment are implemented properly, educators must
consider developing appropriate instructional materials to support learning activities
including textbooks, workbooks, charts, three-dimensional models, simulations, and many
other items. In addition, teachers/trainers will need to be trained in how to use the new
materials since the methodology of competency-based curriculum requires shifting from
teacher-centered to student-centered approaches (this is the retraining of trainers and
hence professional development).
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A Competency-Based Curriculum (CBC) Development process is longer than the traditional
curriculum development process. The processes followed in developing a competency-based
curriculum (CBC) up to graduation of students/trainees are as follows:
a) Training Needs Assessment (TNA)
b) The Development of Occupational Standards (OS)
c) The Development of the Curriculum
d) The Development of Assessment Tools
e) The Delivery of the Curriculum (teaching and training)
f) Competency-Based Assessment (CBA)
g) Competency Certification
The development of National Occupational Standards and learning tools are industry-driven
initiatives. Occupational standards are developed in cooperation with employers with the
sole purpose to identify and describe working activities in the occupation and the necessary
knowledge, abilities and skills for giving a response to the employers demands.
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Step two: Initial Occupational Profile
a) In the DACUM process, high-performing expert workers analyze their own job. These
skilled workers identify the duties and tasks that make up their job. Under the
direction of a neutral facilitator, the panel analyzes their job-related tasks while using
a modified brainstorming process.
b) The final result is an occupational standard presented in a chart format, which
describes a job in terms of specific duties and tasks that competent workers must
perform. During the process, tasks are also sequenced and ranked based on:
i) Criticality: Essential and/or most important components of a job
ii) Most time consuming: Tasks that consume the majority of the workers time
iii) New worker training needs: Tasks that should be included in introductory
training programs
iv) Veteran worker training needs: Tasks that should be included in veteran
training programs
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4.2.5 Standard Task Analysis Form
Duty: _______________ Date: __________________ Recorder: ____________________Task: _______________ Content experts: __________
Steps Performance Tools, Related Safety Worker Decisions CUES Errors
(required to Standards(Obse Equipment, knowledge and concerns behaviors (Identify the (Identify the (indicate
perform the rvable and Materials skills (math, (attitudes decisions the data needed) what will
task) Measurable and science, important to worker must happen)
criteria) Supplies language, worker make)
needed technology) success)
List all the How well must What tools What technical What What What What guides What will
steps each step of this are unique knowledge is safety attitudes or decisions for the happen
necessary in task be to the required to precaution worker traits must a decisions for when the
performing performed? performance perform s need to are worker each step of wrong
this task Do the steps of each step individual steps be important to make while the task (i.e., decision is
What do you have be of this task? or the task as a observed performing performing what cues or made?
do first to get performed in a What whole? when each step of individual information What errors
started? given sequence? equipment, What skills are performin this task steps or the is available)? (safety,
What do you If so, what is the materials needed? g each step successfully? task as a How do you quality) are
do next? prescribed and supplies What specific of this Does the whole? know when possible in
What else do sequence? are needed? science-related task? worker have What to begin and performing
you do? What degree of What tools principles, rules What to interact decisions end a task? this task?
Do you have a tolerance is are or concepts hazards or with others? will result in Does Can
choice of how acceptable? necessary in apply? accidents Co-workers? success paperwork equipment
to conduct the What qualities the training What specific might be Customers? versus signal the be damaged
task? (If there must the final situation in mathematical encounter failure, in a need to or
is more than product order for the concepts, skills ed while satisfied start/end a customers
one acceptable possess? trainee to or functions performin versus a task? If so, lost? Can the
sequence, list How does the learn the apply? g this task? dissatisfied what is the cost of
all) customer/super task? What Are there any customer or signal? service be
How do you visor judge the equipment, terms, codes, employer? Does an increased
know when quality of the materials organizational Does the instrument because of
you have performance? and supplies or functional worker signal the inefficient
finished the What are the are relationships decide when need to methods or
task? acceptable necessary? that need to be the service start/end a material
performance known to or product task? If so, wastage?
time limits? perform the meets what is the
task? quality signal?
standards?
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4.2.6 Curriculum Development in CBET
Once the occupation standards have been validated, a task analysis can be conducted to further
define the job. The validated OS can then be used to develop a competency based curriculum. The
curriculum design shall broadly define the nature and scope of the TVET curriculum. The
curriculum design shall state the Level of program, Duration of the program shall be as determined
by KNQA, Program pattern- regular, part-time, on job, Credits equivalency, Entry behaviour
(Occupational or Academic competence), Mode of delivery, Evaluation and assessment of
competence, Certification, and Minimum training equipment and materials and their
specifications
The draft competency based curriculum is then evaluated by the Council and the relevant Sector
Skills Advisory Committee (SSAC). The draft competency based curriculum is subjected to a
stakeholders workshop for validation before it is either approved for implementation, or revised
before implementation, or rejected altogether.
A Competency based Curriculum is dynamic and should be under constant review. The curriculum
shall therefore be subjected to review at least once in every five years or as may be required by
legislation or other statutory provisions or industry (depending on industry needs).
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4. Develop 4.1 Competency standards/other relevant specifications are analyzed and
training interpreted to determine specific learning objectives/outcomes/goals
curriculum 4.2 Competencies to be acquired by the leaner are clearly specified
units/modules 4.3 Modules of instructions are developed/ modified according to needs
and procedures.
4.4 Learning outcomes and assessment criteria are established according
to procedures
4.5 Resources required to support the training curriculum are identified.
4.6 Training curriculum is designed based on the requirements of the
competency standards
5. Finalize 5.1 Training curriculum is validated with other persons
training 5.2 Finalized curriculum document is submitted to appropriate personnel
curriculum
After the curriculum has been developed training materials and assessment tools are next
developed to support the curriculum.
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acceptable performance and the decision-making rules or guidelines to be used by
assessors
b) Procedures are the information or instructions given to the candidate and the assessor
about how the assessment is to be conducted and recorded.
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b) Step Two Use your understanding of the specified competencies to choose appropriate
assessment method/s.
c) Step Three Get down to business and devise the assessment tool/s.
d) Step Four Trial and refine your tools, to help you maximize confidence that the tool/s can
be used flexibly and assist you to make valid, reliable and fair judgments.
In summary, the following four-step process will assist you to design assessment tools that
produce quality outcomes:
i) Plan:
o Step one clarify the evidence requirement
o Step two Choose the most appropriate assessment methods
ii) Act: Step Three - Design and develop the assessment tools
iii) Reflect: Step Four - Trial and refine the tools
Standardized tools are often a useful option, as they provide a cost-effective starting point from
which assessors can develop their own tools. They are also useful for developing common
understanding amongst groups of assessors. For new assessors, they are important confidence-
building tools.
Competency based assessment is a process where an assessor works with a trainee to collect
evidence of competence, using the benchmarks provided by the unit standards that comprise the
national qualifications. It is not about passing or failing a candidate and evidence collection is more
than just setting a test.
Performance-based Methods
g) Workplace Performance
h) Role-Play / Simulation
The Learning Unit Specification has four key elements which set out the standards on which
certification is based:
a) Learning Outcomes: What is expected of the learner to know and be able to do at the end of
the facilitation of the unit,
b) Performance Criteria: What the learner should know and do in order to achieve the specific
learning outcome,
c) Range Statement: Parameters of learning the learner should cover in order to be able to
perform,
d) Evidence Requirement: This is the assessment criteria; in CBET assessment is the process of
collecting evidence of learners performance in order to judge whether or not, or the extent
to which the learner has met the performance requirements.
Learning Materials: Learner-centred Learning Materials are developed for the learners from the
unit specification. These detailed training materials are keyed to the competencies to be achieved
and are designed to support the acquisition of knowledge and skills. They are developed in a way
that they encourage the learner to work as independently as possible both out of class and while
in class. The content of these learning materials which includes self-assessment instruments and
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peer assessment/appraisal instrument for learners encourages active participation in learning
through group, pair and whole class interaction.
The following facilitation methods are employed for the CBET programs:
a) Direct Instruction Method: It is effective when you have to introduce learners to a new
study area or define new concepts and show how they are interrelated or for teaching
factual information. On the other hand, because the method relies mostly on one-way
communication there are limited opportunities to get a feedback on the learners
understanding of what is being taught and it is not possible to teach psychomotor skills
using this method.
b) Discussion Method: Allows learners to share knowledge and ideas thereby motivating
them to achieve more particularly when others respect their contribution. It also helps the
teacher to determine whether the learner understands the content of the lesson. On the
other hand, there is the possibility of straying from the topic under discussion and
dominating learners might influence the group to accept their view.
c) Small Group Method: Pairing is done in such a way that learners help each other to learn
faster than the teacher would have been able to do with the whole class. There may
however be difficulties with the physical arrangement of the classroom and individual
assessment; using group work is difficult.
d) Problem Solving Method: Very popular teaching strategy for CBET. Provides a challenge
to learners; gives them a sense of satisfaction and increases their confidence when they are
able to solve new problems and thus gain new knowledge. It also allows the learner to
develop critical thinking skills and the ability to adapt to new learning situations. It is
however time consuming and because learners sometimes work individually, they may not
learn all the things that they are expected to learn.
e) Research Method: It is used for workshops and laboratory tasks, field experiments, case
studies. It encourages learners to investigate and find answers for themselves and to
critically evaluate information. It however requires a lot of time and careful planning of
research projects for the learner.
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e) Training materials are directly related to the competency standards and the curriculum
units;
f) Assessment is based on the collection of evidence of the performance of work to the
industry required standard;
g) Training is based on both on and off-the-job components;
h) Allows for recognition of prior learning (RPL) or current competencies;
i) Training allows for multiple entry and exit; and
j) Approved training programs are Nationally Accredited
The CBET-TVET system recognizes various types of delivery modes, both on and off-the-job as
long as the learning is driven by the competency standards specified by the industry. The following
training modalities may be adopted when designing training programs:
a) The dual- mode of training delivery is preferred and recommended. Thus programs would
contain both in-school and in-industry training or fieldwork components.
b) Modular/self-paced learning is a competency-based training modality wherein the trainee
is allowed to progress at his/her own pace. The trainer only facilitates the training delivery.
c) Peer teaching/mentoring is a training modality wherein fast learners are given the
opportunity to assist the slow learners.
d) Supervised industry training or on-the-job training is an approach in training designed to
enhance the knowledge and skills of the trainee through actual experience in the workplace
to acquire specific competencies prescribed in the training regulations.
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vi) Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake and
to satisfy an inquiring mind
c) Trainers
i) Educators must remember that learning occurs within each individual as a continuing
process throughout life and people learn at different speeds
ii) Positive reinforcement by the instructor can enhance learning, as can proper timing of
the instruction.
iii) Learning results from stimulation of the senses. Instructors should present materials
that stimulate as many senses as possible in order to increase their chances of teaching
success.
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To determine whether a learner has imbibed what he or she has learnt, an assessment is organized
for all learners. The assessment is based on the learning outcomes specified in the learning unit
specifications developed for each course. Therefore, in CBET assessment is the process of
collecting evidence of a learners performance, upon which an assessor judges whether or not, or
the extent to which a learner has met the performance requirements of the learning outcome laid
in a particular unit and then making a decision, based on these judgments as to whether a learner
has achieved the learning outcome as a whole or not. In other words, it is the process of measuring
learners skills, knowledge and understanding against the standards (occupational standards) laid
down for a particular unit. If a learner can show, by generating sufficient evidence of their
competence, that they meet the standards, they qualify for that unit.
Therefore CBET assessment measures whether a learner is competent or not competent. It implies
that only two possible outcomes can be the result of the assessment process, i.e. they are
competent (i.e. they can perform what is stated in the standard) or they are not yet competent
(they cannot perform yet what is stated in the standard). The assessment is not designed to
measure a learner who is 30% or 50% or 80% etc. competent. If they do not meet the standards
they develop their skills and knowledge further, after which they are assessed again. The
assessment process includes a variety of approaches to ensure that much emphasis is placed on
performance:
a) Observation: Observing the learner while he/she is carrying out the activity,
b) Product: Looking at something a learner has made or done,
c) Questioning: Asking the learner questions that can be answered either verbally or in writing.
It is not about passing or failing a candidate and evidence collection is more than just setting a test.
During a semester a trainee may be required to undertake a series of tasks for assessment
purposes such as assignments, projects, tests, exams or labs. It is the sum of all these assessments
that deems a trainee to be competent (or not).
The unit of progression in a competency based training system, is mastery of knowledge and skills
and is learner focused. Two key components of competency-based training are:
a) Skill a task or group of tasks performed to a specified level of proficiency which typically
involves the manipulation of tools and equipment, or expertise that is knowledge or attitude-
based.
b) Competency a skill performed to a specified standard under specific conditions.
The assessment process should be considered to be part of the learning process identifying gaps
as learning opportunities to develop skills, not failures. It is a collaborative process to be
negotiated with the trainee and not a one-off event that is imposed. In the setting of a training
provider, trainees can be given many opportunities to demonstrate skill and the assessment
process should allow for the capturing and recording of these demonstrations.
Performance and knowledge evidence describe what a learner must demonstrate in order to be
considered competent. Assessment conditions describe the conditions under which a learner must
demonstrate this, including any specific requirements for resources, trainers and assessors and
the context for assessment.
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When planning assessment, ensure you address all of the requirements of the unit or module, i.e.,
your assessment activities as a whole must cover every area required. To achieve a competent
result, learners must meet all the requirements of the unit.
4.4.5 Evidence
All the different forms of assessment have one thing in common: the collection of evidence.
Evidence can be defined as: The proof produced by a learner that shows that he/she complies with
the requirements of the criteria of the standard they wish to gain credits for.
Evidence can come from a variety of sources. It is the responsibility of the assessor to ensure that
enough (and the appropriate) evidence has been collected to make an accurate judgment about a
learners competence. Even though the unit standards and qualifications indicate the scope,
context and level for the demonstration of outcomes to be achieved, the assessor has to check the
quality of evidence before making an assessment decision.
a) Fairness
i) At enrolment or prior to commencement of training, make recognition of prior learning
available to all learners. Ensure any required adjustments are made to the training and
assessment program for each learner.
ii) Consider the learners needs in the assessment process and make reasonable adjustments
to accommodate the learner (such as providing oral rather than written assessment).
However, dont compromise the rigour of the assessment process (e.g. if there is a
requirement to complete documentation in a unit of competency, oral assessment would not
be appropriate).
iv) Ensure the learner is fully informed of the assessment process and performance
expectations before undertaking assessment.
v) If a learner is unable to complete the required task to the level described in the
assessment requirements, consider whether they need further training before being
reassessed. Sound enrolment processes will help to identify the needs of learners and
avoid learners being enrolled in a course that they will not be able to complete.
vi) Have an appeals process to provide an avenue for learners to challenge an assessment
decision and to have it reviewed objectively.
b) Flexibility
i) At enrolment or prior to commencement of training, make recognition of prior learning
available to all learners. Ensure any required adjustments are made to the training and
assessment program for that learner.
ii) Take the learner into account in the assessment process, and recognise that they may
already have demonstrated some aspects of the unit through other means. If individual
learners have demonstrated current skills and knowledge, they should not be required
to be reassessed in those areas, unless the previous demonstration of skills or
knowledge is in a significantly different context or environment.
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iii) Use a range of assessment methods to help produce valid decisions and recognise that
learners demonstrate competence in a variety of ways.
c) Validity
i) As part of your assessment, require learners to demonstrate skills and knowledge
across a range of environments and contexts relevant to the unit or module. Assessing
in a variety of contexts shows that the learner is able to apply the skills and knowledge
in other situations, and can apply their knowledge in a practical way.
ii) Ensure that assessment tasks and methods match assessment requirements. For
example, if assessing a practical skill such as keyboarding, questions about how a
keyboard operates may not be valid as this knowledge is not required in order to carry
out the task. Instead, use questions that demonstrate knowledge of why the learner is
doing the task in a particular way.
d) Reliability
i) Make assessment decisions consistently across different learners and different
assessors in the same unit or module.
ii) Have a well-designed assessment system that includes measures to minimize variation
between assessors. The same evidence presented by different learners or to different
assessors should result in the same decision.
iii) Develop evidence criteria (i.e. decision-making rules) to judge the quality of
performance. This will help assessors make consistent judgments about competence.
Evidence criteria could include:
o model answers (where appropriate)
o descriptions of observations needed to assess skills and application of
knowledge in a practical activity.
iv) Benchmarks for practical activities must necessarily be broad enough to allow for
variations in the precise task being undertaken and any variations in the context, but
must include observable behavioursthe behaviours which must be exhibited by the
learner when carrying out the task.
e) Practicability
i) Practicability refers to ensuring that assessments take into account the available
financial resources, facilities, equipment and time.
ii) Assessments that require elaborate arrangements for equipment and facilities, as well
as being costly, will make the assessment system fail.
iii) Where the ideal assessment requires specialized equipment and facilities, such
assessment could be done by means of a simulation or by means of collecting evidence
in the workplace.
In conclusion:
Fairness + Validity + Flexibility + Reliability + Practicability = Credibility
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a) Validity
i) Ensure that evidence is directly related to the competency being assessed.
ii) Ensure there is a direct relationship between the assessment tasks or activities learners
undertake, the evidence presented and the assessment requirements.
b) Sufficiency
i) Gather enough evidence to make a valid judgment of competence or otherwise.
ii) The quantity of evidence may vary between learners. Some may take longer or need to
complete a greater number of tasks to demonstrate competence. Others may, despite
repeated opportunities, not be able to achieve competence.
c) Authenticity
i) Ensure that evidence gathered belongs to the learner being assessed and provides
evidence of that persons skills and knowledge.
ii) Verify that the person you are enrolling, training and assessing is the same person that will
be issued with a qualification or statement of attainment. This can be particularly
challenging if you deliver distance training, including through online methods, where there
are more opportunities for learners to submit the work of others than there are in a
traditional classroom setting. This does not remove your responsibility to verify the
identity of a learner enrolled in a face-to-face course, but it is clearly easier to do this
through direct interaction with the learner. Regardless of the delivery method, you must be
able to demonstrate how you have verified the identity of the learner.
iii) If substantial portions of the evidence submitted are gathered through independent study
(e.g. assignments or projects) rather than direct observation, consider using online systems
to check work submissions for plagiarism and identical content in other submissions.
d) Currency
i) Decide how valid the evidence is, given the time that has passed since the evidence was
generated. Currency is important in determining if a learner is competent. Currency is a
particular risk with recognition of prior learning, as you may be presented with a range of
evidence gathered over a number of years. This does not mean evidence that is not recent
is not valid; however, you must ensure there is sufficient evidence of the persons
competence at the time you make the assessment decision.
ii) You must determine whether the evidence is recent enough to show the learner is
competent at the time you make an assessment decision. For example, a computer
programmer who has 10 years experience but has not been directly involved in hands-on
programming work for the past three years may not have current skills in or knowledge of
contemporary programming methods. However, the programmer may be able to update
their skills and knowledge though a gap training program. This varies to some extent
between industries and, as a person with current industry skills and knowledge, an
assessor is well placed to make this judgement.
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a) produces valid assessment judgments
b) Ensures graduates have the skills and knowledge required by industry, as expressed in the
training package or accredited course.
The requirement in the Standards to undertake validation of assessment judgments does not
prohibit the training provider from undertaking similar activities, such as moderation, or any
other process aimed at increasing the quality of assessment. This activity is a quality review and
is not intended to be used to make adjustments or changes to assessment outcomes.
ix) It also addresses the moderation and review processes to ensure that the integrity of
qualifications and the system as a whole is protected. This will include moderation and review
of:
o Assessment tools and instruments;
o Assessor guides; and
o Reporting structures.
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4.4.10 Methods and Processes of Assessment
Assessment is a structured process for gathering evidence and making judgments about a
candidates performance in relation to registered national standards and qualifications. This
process involves the candidate and the assessor within a particular context in a transparent and
collaborative manner.
Moderation ensures that people who are being assessed are assessed in a consistent, accurate
and well-designed manner. It ensures that all assessors who assess a particular [set of] unit
standards or qualification, are using comparable assessment methods and are making similar and
consistent judgments about learners performance.
Results initially collected as results for formative assessment, can be used for summative
assessment with the agreement of the learner. This will prevent having to assess outcomes twice.
The organization of the learning program will inform decisions on when summative
assessments can take place, e.g. a learning program can be organized around one outcome or a
set of outcomes, depending on what is appropriate in terms of ensuring learner success.
Summative assessments are administered when a learner has gone through such a program and
s/he is ready to be assessed. On declaration of competence, credit is then given, recorded and
reported.
For the creditability Competency Based Assessment is undertaken by four categories of assessors:
a) Accredited internal assessor (who doubles as a Trainer)
b) External assessor drawn from industry or any other training provider
c) Internal Verifier who is either a head of department in the same institution or any other
senior staff in the same discipline
d) External verifier drawn from the relevant industry
a) Internal Assessor
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An Internal Assessor is a trainer that is accredited by TVET CDACC as assessor with the following
roles:
i) acquaints the trainees with relevant skills, knowledge and attitudes as stipulated in the
competency units
ii) assesses the trainees competence
iii) Guides the trainees accordingly
iv) Delivers the competency units using various strategies
v) Agrees on the assessment plan with the candidate
vi) Conducts assessments, judging the evidence and making assessment decisions
vii) Stores the candidates evidences
viii) Compiles a summary of candidates results and maintains a record of the same
ix) Completes checklists and relevant forms to confirm the candidate has demonstrated
competence and completes the required documentation
x) Writes a report to the internal verifier
b) External Assessor
i) TVET CDACC accredited expert in a specific skill area who makes judgment about a
candidates competence.
ii) Assesses a candidate only after recommendation by internal assessor that the candidate is
now ready for external assessment.
iii) Provides feedback to trainee after every assessment through review tool
iv) Reports on the assessment with actions and recommendations in his/her area of expertise
v) Conducts follow up reviews and on-site visits when necessary
c) Internal verifier
i) TVET CDACC accredited expert with a lot of experience in competency assessment
ii) Provides assessors with prompt, accurate and constructive feedback on their assessment
decisions
iii) Undertakes an active role in raising and disseminating issues of good practice, consistency
and quality assurance in assessment practice
iv) Ensures that all candidates achievement records and center documentation are completed
in accordance with TVET CDACC requirements
v) Ensures that equal opportunities and anti-discriminatory practices are upheld in the
assessment process
vi) Liaises with assessors, candidates and the external verifier to implement the quality
assurance requirements of the assessment system.
vii) Manages a team of assessors.
viii) Ensures that candidates records and assessment documentation are completed in a
timely manner to allow certification to take place
ix) Maintains up to date records of internal verification and sampling activities and ensuring
that these are available for the external verifier
x) Establishes procedures, advising and supporting assessors to assist them in interpreting
and applying the qualification requirements correctly and consistently
d) External Verifier
i) TVET CDACC accredited expert in a specific skill area from the relevant industry
ii) Ensures that an accredited assessment center maintains the quality standards established
by TVET CDACC
iii) Provides information, advice and support to assessment centers
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iv) Makes verification visits and gives recommendations
v) Monitors and samples trainee assessment evidence
vi) Provides prompt, accurate and constructive feedback to all relevant parties on the
operation of assessment centers systems
vii) Ensures that the policy of equal opportunities, diversity and open access is adhered to
viii) Moderates assessment tools
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6. Review the 6.1 Review the assessment process in consultation with relevant people to
assessment improve own future practice
process 6.2 Document and record the review according to relevant assessment system
policies and procedures
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reflect the principles of assessment
incorporate principles of access and equity
meet the rules of evidence
provide choice, where appropriate
are sequenced to reflect competency development
are user friendly
are practicable
Ensure clear and specific instructions for assessors are included
Take into account storage and retrieval needs of the assessment
tool
Review and trial assessment tools to validate their applicability
4. Review and Prepare for validation by reviewing and analyzing Existing
validate an assessment processes, materials and standards.
assessment Contribute to a validation process through collective discussion,
process analysis and review of assessment processes, plans, methods,
tools and decision making
Make recommendations for change to improve assessment
processes
Make changes to own assessment practices
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4.5.2 Competence Certification
This is the final part of the CBET process and it is one of the roles of TVET CDACC where CDACC
awards certificates to successful trainees of CBET programs i.e., Certification is the process of
issuing a certificate as evidence of a learner's achievement.
TCDACC certificates are only issued after successful completion of the compulsory and optional
units of a qualification; Testimonials and records of achievements (referred to as Certificate of
Competence) for partial completion of a qualification can be issued to learners or their employers
on request.
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4.5.4 National Qualifications
a) National qualifications shall be available from registered training providers, who offer
accredited courses.
b) National qualifications shall have internationally recognized characteristics. They shall:
Have a clear purpose.
Be internally coherent.
Recognize broad transferable and generic skills as well as specialized industry
and professional skills.
Be internationally credible.
Specify quality assurance requirements for training delivery and assessment
(unified and impartial).
Specify clearly the competencies to be achieved for the award of the
qualification.
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c) The certificate or record of achievement is printed by TVET CDACC and signed by the
Council Secretary and Director/CEO of the testing center.
d) The certificate or record of achievement is issued to the candidate by the testing
center.
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e) The assessor prepares assessment plan.
f) The candidate provides evidence of competence.
g) The assessor assesses candidates evidence against unit(s) requirements and records
outcomes.
h) The assessor provides feedback to candidate on assessment outcome and obtains
signed acknowledgement from the candidate.
i) The assessor returns completed RPL Assessment record book to RPL Coordinator.
j) The RPL coordinator forwards all related documents and records to the verifier
k) The verifier reviews and verifies the assessment decision and forwards the duly
completed form and formats to the Certification Council for issuing the Qualification.
The following procedure shall be followed to assess and evaluate qualifications; the analysis
is based on the following criteria:
a) Duration of the training program undertaken by the holder of the respective
qualifications in relation to the credit system of the CBETF
b) Contents of the training programs (syllabus) against the learning outcomes specified
in the relevant units/modules of the CBETF qualifications
c) Method of training delivery
d) Mode of assessment used
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Element Performance Criteria
3. Prepare 3.1.Contextualise existing learning materials to meet the needs of the
resources for specific learner group
delivery 3.2.Finalise learning materials and organize facility, technology and
equipment needs in time for delivery of learning sessions
3.3.Confirm overall delivery arrangements with relevant personnel
4. Deliver and 4.1.Conduct each session according to session plan, modified where
facilitate appropriate to meet learner needs
training sessions 4.2.Use the diversity of the group as another resource to support
learning
4.3.Employ a range of delivery methods as training aids to optimize
learner experiences
4.4.Demonstrate effective facilitation skills to ensure effective
participation and group management
5. Support and 5.1.Monitor and document learner progress to ensure outcomes are
monitor learning being achieved and individual learner needs are being met
5.2.Make adjustments to the delivery sessions to reflect specific
needs and circumstances
5.3.Manage inappropriate behaviour to ensure learning can take
place
5.4.Maintain and store learner records according to organizational
requirements
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Element Performance Criteria
4. Design 4.1.Break the learning content into manageable segments and
structure of the document timeframe for each segment
learning 4.2.Determine and confirm delivery strategies and required
program assessment methods and tools
4.3.Document complete learning program in line with
organisational requirements
4.4.Review complete program with key stakeholders and adjust
as required
4.5.Ensure a safe learning progression by analysing risks in the
learning environment and including a risk control plan
Learning resources may address a whole Training Package or course qualification or a learning
program. Learning resources may also take the form of existing equipment, physical materials
and physical resources within the learning environment.
Learning resources can take a variety of forms such as facilitation guides, learning
guides/participant resources, assessment materials, workplace resources and text books, and
may be self-paced or instructor-led. While primarily text and print-based, other mediums such
as audio or video learning resources could be developed using this unit. The complexity of the
resource will vary depending on its focus, type, audience and technological medium.
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Design the learning 2.2 Time is taken to reflect on the designs, identifying the
resource and plan implications of each
the content 2.3 The diversity of learners/end users and their learning
styles are researched and embedded into the design
specifications
2.4 An outline or prototype for the learning resource is
developed and confirmed with the client
2.5 The content specifications of the learning product are
analysed and the proposed content is mapped out
2.6 The breadth and depth of the proposed content is
determined, in accordance with the design prototype,
content specifications and financial constraints
2.7 Relevant personnel are identified to support the
development phase, if needed
3 Develop the learning 3.1 Content and content specification is developed in
resource content accordance with the agreed design
3.2 Modifications are made to the design and/or content,
where necessary, to address changes in project
parameters
3.3 Mechanisms for reviewing work in progress are
established
3.4 Text is clear, concise, grammatically correct and
appropriate for the intended audience/s
3.5 Visuals are relevant, instructive and appropriate for the
intended audience/s
3.6 The resource is formatted using an appropriate style
guide
4 Review learning 4.1 Content of the resource is checked to ensure the accuracy
resource prior to and relevance of information against content
implementation specifications
4.2 Text, format and visual design are checked for clarity and
focus
4.3 An external review is conducted using appropriate
methods, and feedback is incorporated where relevant
4.4 Final draft is reviewed against the brief and other relevant
criteria to ensure it meets all requirements prior to
delivery to the client
5 Evaluate the design 5.1 The design and development process is reviewed against
and development appropriate evaluation criteria
process 5.2 Time is taken to reflect and identify areas for
improvement
5.3 Identified improvements are documented for future
projects
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4.5.12 Procedures for Planning Assessment Activities and Processes
Element Performance Criteria
1. Determine 1.1 Identify candidate and confirm purposes and context of
assessment approach assessment/RPL with relevant people according to legal,
organisational and ethical requirements
1.2 Identify and access benchmarks for assessment/RPL and any
specific assessment guidelines
2. Prepare the 2.1 Determine evidence and types of evidence needed to
assessment plan demonstrate competence, according to the rules of evidence
2.2 Select assessment methods which will support the collection of
defined evidence, taking into account the context in which the
assessment will take place
2.3 Document all aspects of the assessment plan and confirm with
relevant personnel
3. Develop assessment 3.1 Develop simple assessment instruments to meet target group
instruments needs
3.2 Analyse available assessment instruments for their suitability
for use and modify as required
3.3 Map assessment instruments against unit or course
requirements
3.4 Write clear instructions for candidate about the use of the
instruments
3.5 Trial draft assessment instruments to validate content and
applicability, and record outcomes
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Problem-solving identifying hazards and assessing risks in the learning environment
using time-management skills in designing learning programs
calculating costs of programs and logistics of delivery, and accessing
appropriate resources
generating a range of options to meet client needs
Initiative and interpreting the learning environment and selecting delivery approaches
enterprise which motivate and engage learners
monitoring and improving work practices to enhance inclusivity and
learning
being creative to meet clients' training needs
applying design skills to develop innovative and flexible cost-effective
programs
Planning and researching, reading, analyzing and interpreting workplace specifications
organizing planning, prioritizing and organizing workflow
interpreting collected evidence and making judgments of competency
documenting action plans and hazard reports
working with clients in developing personal or group learning programs
organizing the human, physical and material resources required for learning
and assessment
Self- working within policy and organizational frameworks
management managing work and work relationships
adhering to ethical and legal responsibilities
taking personal responsibility in the planning, delivery and review of
training
being a role model for inclusiveness and demonstrating professionalism
examining personal perceptions and attitudes
Learning undertaking self-evaluation and reflection practices
researching information and accessing policies and frameworks to maintain
currency of skills and knowledge
promoting a culture of learning in the workplace
seeking feedback from colleagues
facilitating individual, group-based and work-based learning
Technology using technology to enhance outcomes, including online delivery and
research using the internet
using student information management systems to record assessments
identifying and organizing technology and equipment needs prior to
training
using a range of software, including presentation packages
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