Methodological Guidelines for Assessment of Vocational Competences Varna September 28-29

1. Methodological Guidelines for Assessment of Vocational Competences Varna September 28-29 Magda Kirsch & Yves Beernaert

2. Definitions • Assessment means the process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry or enterprise competency standards or the learning outcomes of an accredited course. • A competence is an integrated set of knowledge, skills and attitudes that can be employed efficiently by the candidate • Competency Knowledge and skills and the application of that knowledge and skill to the standards of performance required in the workplace. Magda Kirsch & Yves Beernaert

3. Process of Assessment When discussing the process of assessment of vocational competences we want to focus on • Why? • What? • How? • Who? • When? Magda Kirsch & Yves Beernaert

4. Process of Assessment Magda Kirsch & Yves Beernaert

5. WHY do we assess learners? • To have feedback that will guide future instruction • To offer feedback to the learners • To encourage learners • To evaluate AP(E)L • To check whether the learners meet the educational standards • To grade or rank learners • Other Magda Kirsch & Yves Beernaert

6. WHAT do we assess? • We assess the core competences described in the SER. A competence is an integrated set of knowledge, skills and attitudes that can be employed efficiently by the candidate • Knowledge Knowing facts,understand • Skills Being able, apply • Attitudes Wanting, behave Magda Kirsch & Yves Beernaert

7. WHAT do we assess? • We assess the learning outcomes described in the SER. • Learning outcomes are the basis for an assessmentprogram that focuses on what learners can do either upon successful completion of acourse or upon graduation from a program. • LA identify what action the student should beable to perform. They also denote the conditions under which thestudent should demonstrate mastery. Magda Kirsch & Yves Beernaert

8. Learning outcomes: example Unit /module 1: Food safety and health conditions To achieve this unit the learner should be able to : Magda Kirsch & Yves Beernaert

9. WHAT do we assess? • We can also assess the level of mastery: • 1. for Level 1 - acquired vocational competencies to practise vocations involving routine activities performed under routine conditions; • 2. for Level 2 - acquired vocational competencies to practise vocations involving a range of complex activities performed in changing conditions; • 3. for Level 3 - acquired vocational competencies to practise vocations involving a range of complex activities performed in changing conditions, as well as responsibilities for the performance of others; • 4. For Level 4 - acquired vocational competencies to practise vocations involving a wide range of complex activities performed in changing conditions, as well as managerial responsibilities for the performance of others and for allocation of resources. Magda Kirsch & Yves Beernaert

10. HOW do we assess? Principles of assessment Assessment should: • be based on understanding of trainees’ learning • accommodate for individual differences (flexible) • be clearly explained to learners (e.g. criteria) • be valid and have a reliable and fair process • allow for timely feedback • allow learners and teachers to reflect on their learning • be an integral part of course development, standards etc. Magda Kirsch & Yves Beernaert

11. HOW do we assess? Key elements of assessment: • Assess in a congruent way; assess the way in which competence is implemented in the professional situation: Plan, Do, Check, Act ; • Assess authenticity: of products developed, of assignments or activities carried out in real professional situations; • Assess on the basis of competence evidence demonstrated by the learner and which can be compared with the SER; • Assess in an integrated way: theory and practice have to be assessed together; knowledge is assessed by applying it in a concrete professional situation. • Criterion-related assessment: assessment is based on criteria taken from the SER; • Assessment independently from the learning pathway: this is an assessment which is based solely on the demonstration of the competences by the learner • Assessing whether learner has acquired real competence is only possible in a sufficiently specific professional context Magda Kirsch & Yves Beernaert

12. HOW do we assess? Assessment tools should: • match the type of skills listed in the LO • assess a broad range of the LO • have a weighting that reflects the relative importance of the range of skills in the specific LO. Accordingly, a greater weighting should be given to a practical examination where the specific LO are mainly practical skills • have a good balance between course work and summative assessment. • take into account the learning process Magda Kirsch & Yves Beernaert

13. HOW do we assess? Assessment tools : • Checklists • Questions and Answers • Multiple choice questions • True/false questions • Observation in real or live work situation • Simulations • Cases • Scenarios • …… Magda Kirsch & Yves Beernaert

14. HOW do we assess? Important! • Assessment tools or techniques should be linked to the learning outcomes! (see guidelines) • Attitudes and personal competences are difficult to assess because of subjectivity!Therefore use a measuring scale (see annex guidelines) • Assess those personal competences that are relevant for the competence assessed! Magda Kirsch & Yves Beernaert

15. HOW do we assess? Magda Kirsch & Yves Beernaert

16. WHEN do we assess? • Assessing is a continuous process! • However for strategic reasons we distinguish: • Diagnostic assessment: before entry of VET; • Recognition : AP(E)L • Formative assessment; continuous, more process than event; • Summative assessment; at the end of period of training Magda Kirsch & Yves Beernaert

17. When is a learner competent? • To assess a candidate as competent, the assessor needs to be convinced that the candidate can do the job. To do this effectively, observation of one or more assessment events should be combined with evidence of formative assessment. From: Guide 1: Training Package assessment materials kit in the Training Package Assessment Materials Project, ANTA, 2001 Magda Kirsch & Yves Beernaert

18. Importance of AP(E)L in VET • Recognition of experience • Allowing people without formal qualifications to acquire qualifications • Enhancing the chances of low-skilled or workers • Allowing career changes Respect European principles for validation of non-formal and informal learning!!! Magda Kirsch & Yves Beernaert

19. Preconditions for a competence-based assessment • Competence-based learning environments • Specific pedagogical approaches that promote acquiring competences taking into account the learning style of the learners • Teachers and trainers as coaches or learning facilitators Magda Kirsch & Yves Beernaert

20. Learning style of most VET-learners (Kinesthetic & Tactile) Preferred approaches • Discussion, thinking out loud • Hands-on activities • Learn through concrete experience • Work step-by-step Magda Kirsch & Yves Beernaert

21. Thank you for your attention ! Magda Kirsch & Yves Beernaert