1. A New Paradigm in Assessment:
Competency Based
Halden A. Morris, PhD., P.E.,Senior Lecturer, TVET
School of Education, UWI.
Marjorie Blagrove-Williams, MSc , Education
Programme Coordinator, VTDI

2. QUESTIONS What Where How What is this new paradigm in assessment?
What is Competency Based assessment (CBA)?
What are the assumptions of CBA?
What are the origins of CBA?
What are the components of CBA?
How are standards for CBA established?
What is the CBA methodology?
How are evidences for CBA collected?
What are the fundamental challenges of CBA?
What facilities required for implementing CBA?
Where CBA is best employed?

3. Connection with your current thinking / practice.
LEARNING MEMO - Concepts
Determine what?
Assessment of learning.
Assessment for learning.
Realibility of Assessment.
What challenges your thinking?
Identify one useful, new concept or idea .
Connection with your current thinking / practice.
Is assessment aligned to learning?
Assessment as learning.
Extends your thinking.
Concept of CBA.
What of accountability?
Validity of Assessment.

4. What is Competency Based Assessment (CBA)

5. What is Competency Based Assessment (CBA)
An educational system which revolves around what is essential for all students to “be able to do, or be like” at the end of their learning experiences, as a result of their education.
Competency based assessment is producing evidence to make a judgment [decision] about whether the person is competent in relation to a particular standard

6. What is Competency Based Assessment (CBA)
Hayton & Wagner(2008) sees CBA as ‘the assessment of evidence to determine a person’s current abilities against a given set of competency standards’
Competency-based assessment is a system in which a number of assessment techniques can be used to determine the person’s abilities

7. Origins of Competency Based Assessment (CBA)
The theoretical roots of CBA lie in the behaviourist’ models of human psychology from the 1950s (Skinner is the main proponent).
The model of competence used most extensively in education was developed by the American defence forces in the 1950s.

8. Five Related Developments that fed into the Design of CBET
Mastery learning (Bloom 1974)
Criterion-referenced testing (Popham 1978)
Minimum competency testing (Jaegar 1980)
In the 1970s there were five related developments that fed into the design of CBE/T
Competence in education (Burke et al. 1975)
Programmed learning (Skinner 1952).

9. These movements shared three things in common:
design of assessment around a list of observable behaviours
Modules
These movements shared three things in common:
the concept of ‘mastery’. (Harris et al. 1995

10. Philosophy of CBA
Assessment is against industry standard, or a set of criteria to establish competency.
Criterion referenced
Criterion referenced
The person / student is assessed against an industry standard, or a set of criteria to establish competency; for example; a driving test.
learners are assessed not in competition with each other, but against standard criteria
Evidence based
Decisions about competence are based on evidence produced by the candidate and gathered by the assessor/ teacher.
Participatory
This involves the person/ students and the assessor/ teacher talking about and deciding what and how evidence will be collected to judge competency against the standard.
Candidates are involved in the process of assessment
A process that matches evidence of competency against a standard.
Evidence based
Candidates are involved in the process of assessment
Participatory

11. Where is CBA best employed?
CBA can be employed in all practical areas.
Specifically, CBA is best employed where there is a need to assess performance demonstrated against established standards for a particular area.

12. Emphasis of Competency
Based Assessment

13. Equipping students
Performance
Valid
Industry industry
Making inferences about competency on the basis of performance (McGaw, 1993
Continuous development of outcomes that match current industry needs in the workplace.
Emphasis is on determining if students are equipped to meet the demands of the workplace.
In CBA, the emphasis is on determining if students are equipped to meet the demands of the workplace.
Continuous development of outcomes that match current industry needs in workplaces.
Making inferences about competency on the basis of performance (McGaw, 1993).
Valid, reliable, fair and flexible assessment process
Valid, reliable, fair and flexible assessment process

14. Misconceptions of CBA

15. Misconceptions of CBA
CBA is the same as Performance Based Assessment (PBA)
Performance in soft skills is not critical in CBA
Employers could conduct valid and reliable assessment without assessment of competencies
Training records are assessments
CBA can be a single event

16. Assumptions of CBA

17. Assumptions
CBA places the emphasis on developing detailed national criteria that are based on industry needs
CBA quality assurance emphasizes auditing human and material resources in ways that lead to continuous internal quality improvement.
Attempts to develop descriptions of practice involve practitioners and this involvement is active and collective.

18. Components of CBA

19. A standard of competence or benchmark of performance
COMPONENTS OF CBA
A standard of competence or benchmark of performance
Standards
Established methods for the collection of evidence of competence
Evidence collection
Framework for the comparison of evidence against standards to establish performance level
Framework for comparison
Assurance of quality of process
Quality assurance

20. COMPONENTS OF CBA Outcomes
Emphasis is on outcomes; specifically, multiple outcomes, each distinctive and separately considered
Outcomes
The belief that these outcomes can and should be specified to the point where they are clear and "transparent". Assessor, assessee, and "third parties" should be able to understand what is being assessed and what should be achieved.
The outcomes to be achieved are clearly stated so that learners know exactly what they have to be able to do,
Trainers / teachers know what training or learning is to be provided
. The emphasis in competency is on "performing" not just "knowing".

21. Establishing Standards for
How do you know when a student achieves competency.
Establishing Standards for
CBA

22. Establishing Standards
Evidence must comply with the assessment guidelines and other requirement stated in the relevant nationally training package
Underpinning knowledge, skills and attitudes. (Competency is achieved when a student can demonstrate these)
The evaluation of sufficient evidence to enable judgments to be made regarding competence.

23. Judgment based on: Standard Performance Evidence Industry acceptance
Teachers’ compliance with the standards.
Conditions of performance/
facilities/
experience of teacher/ assessor
Variety
Flexibility
Observable

24. What does it mean to be Competent
Perform
Organize
React
Fulfill
Transfer
Perform
at an
acceptable Skill Level
Respond and React to the unexpected
Organize
one’s tasks
Fulfill the Role expected in the Workplace
Transfer Skills and Knowledge to new Situations

25. CBA Methodology How do I do it? Who should be involved?
When Should it be done?
Where should it be done?

26. CBA Methodology 1 2 3 4 Recognition of Prior Learning (RPL)
On the job assessment
Off the job assessment
Simulation

27. CBA Methodology: On the job/ Workplace assessment
The assessor assesses the practical component at the workplace and the underpinning knowledge and skills component off-the-job.

28. Off the job assessment
Actively involves the workplace in the assessment process
Assessment is conducted off-the-job after which verification of on-the-job workplace performance is sought from the workplace supervisor.

29. Simulation
Makes assessment activity meaningful to students by relating it workplace activities, procedures and requirements.
Provision of a fully simulated assessment in an off-the-job setting that effectively mirrors the workplace requirements.
Feedback is given to the learner on assessment results - the learner must be aware of the competencies achieved or not achieved
Assessment records are organized to reflect the learner’s progress, i.e. competencies achieved as well as those not achieved

30. Recognition of Prior Learning (RPL)
Assessment through Recognition of Prior Learning offered where the apprentice/trainee presents evidence of appropriate knowledge and skills development.

31. CBA Methodology - Instruments
Observation
Demonstration
Project
Role play
Oral presentation
Portfolio
Written questions
Case studies

32. Fundamental Challenges
of CBA

33. Fundamental Challenges of CBA
Deciding on approaches to assessment for CBA
Gaining teacher confidence in using CBA
No shared understanding about CBA
Concept of competency is not well defined

34. Fundamental Challenges of CBA
Details required CBA for TVET is too cumbersome.
Difficulty in designing assessment instruments that measure the criteria for not one but a number of competencies.
Accessing suitable training for assessors.

35. Fundamental Challenges of CBA
Difficult and impracticable to decide a level of achievement as well as decide competencies.
Flexibility that schools can apply to developing approaches to assessment.

36. Fundamental Challenges of CBA
The sequence of learning and assessment, can minimize, rather than maximize, the amount of assessment required.
Inability to provide a variety of support materials, including print, audiovisual and simulations (models), keyed to the skills being mastered is used.

37. Fundamental Challenges of CBA
Providing appropriate (fit for purpose) facilities & equipment for carrying out CBA.
Providing facilities that is aligned with requirements of industry and commerce.

38. Summary What is Competency Based Assessment (CBA)? Origins of CBA
Philosophy of CBA
Where is CBA best employed
Emphasis of CBA
Misconceptions of CBA
Assumptions of CBA
Components of CBA
Establishing Standards for CBA
CBA Methodology & Instruments
Fundamental Challenges of CBA

39. Questions?

40. References Information retrieved from the following cites: