Principles of assessment In order to conduct Competency-based assessment it is not only important to understand and apply the technical procedure, but also to be aware of certain principles. According to the Australian Vocational Education, Employment and Training Advisory Committee (now ANTA) four principles, namely validity, reliability, flexibility and fairness are essential features of good assessment. Validity requires that assessments actually assess what they claim to assess. Reliability demands for methods and procedures that consistently measure the achievements from different learners over time. Fairness is given when assessment is equitable, accessible, transparent and participatory for all, i.e. individual learners must not be disadvantaged. Flexibility requires that a range of assessment methods, referring to a range of delivery modes, learning sites and needs, is provided. These principles are specified in more detail in figure 10.
Types of assessment One of the characteristics (and claimed advantages) of CBET is that the learning process can be designed individually by learners, teachers and/or trainers to assure flexibility. Consequently assessment procedures cannot be restricted to one standard method, but must provide a range of different methods that can be applied according to the needs and potentials of learners and assessors. Assessment can be conducted as an observation of processes or products on the job, as a skills test in which a certain practical sample of a skill must be demonstrated or as a simulation of work activities, which is normally conducted off the job. Formerly gained competences can be assessed through the provision of evidence of these competences. Furthermore, more traditional forms of assessment such as oral or written tests can be applied especially with regard to assessment of underpinning theoretical knowledge. The different types of assessment with the respective methods and processes are described in more detail in figure 11.
Figure 10: Principles of assessment
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