Competency-Based Assessment Poses a Number of Challenges for Practitioners - Essay Example

RUNNING HEAD: Competency-based assessment poses a number of challenges for Practitioners Competency-based assessment Student’s Name Institution’s Name Introduction Vocational education and training (VET) has over the years been faced with a host of challenges that seek to undermine the quality of paucity and comprehensive data and given practices and influences on VET assessors and participants (MBC, 2011). Attainment of quality education is important in any given area of training and hence there must be a proper base of ensuring that any given training package all integrates a competent mode of assessment. The challenges that are faced in assessment of a competency based unit range from the assessment of performance criteria, sufficiently meeting the set requirements of an assessment unit, sufficiently meeting the set quality standards (set by Australian Quality Training Framework (AQTF), making decisions and also dealing with any complaints or appeals arising from any given assessment. A good assessment provided by any training institution must endeavour to meet and surpass the challenges addressed in this paper in a way that is efficient to ensure that the competency of the assessment provided meets the required threshold. Assessing the essential requirements In assessing competency in any VET system, there is usually a huge burden on an assessor to identify and correctly group a critical unit with all the assessment requirements. A challenge is posed in assessing units essential requirements because at times there is a failure of an assessor, to establish well-defined standards against which an individual’s level of competence can be assessed. This then poses a challenge on how to effectively create a good standard of measuring one’s competency in assessment (Williams, 2003). In any given unit of competency, certain mandatory requirements need to be provided in order for the creation of a proper advisory opinion to be given to a candidate. These insist on required knowledge, skills and attributed to an assessment and hence it is important that a proper standard is established. The challenge to any given assessor is to ensure that all mandatory requirements are captured in their assessment materials and plans. Assessing the Performance Criteria It is important to note that competency is necessary to establish attributes and skills needed for performance. Performance mainly relates to how a student has performed or has merited in the assessment task given within any given unit requirement. Generally in VET system based on competency, once a candidate has been assessed and has met the individual performance criteria in any given element of competency then this is satisfactory. The challenge posed to any given assessor in this system is based on the fact that in order to give an assessment, a candidate as a minimum criterion is able to demonstrate the performance criteria in an integral way and also meets the requirements of the unit of competency. There is also a challenge based on how to choose the proper strategies and assessment tools to be used in determining whether a performance criterion has been met. This also raises an extra burden to a candidate to ensure that what is expected and evidence gatherers are capable of identifying what is needed. How to keep a good record of achievement to ensure that performance is achieved is also important in any unit of competency (New South Wales Department of Education & Training, 2005). Validating assessment An assessment is a way or a mode in which one can positively identify and analyses what one has done to ensure credibility. One of the main challenges in assessing the students is that one finds themselves uncomfortable with assessing their own assessments. It is important that in any given training an assessment must be done with uttermost quality to ensure that the certification given is quality or qualified (Montague & Hopkins, 2002). This challenge poses that a judgment that is given on an assessment need not be taken for granted but must be subjected to the test for integrity. It is important that in tackling this challenge one ought to use various strategies such as reviewing, comparing and evaluating in order to come up with a good moderation basis to ensure that all the data is right. Another aspect is that of an assessor’s ability to participate in validation and moderation processes to ensure that there is a continued improvement in the assessment practices and process. In this set-up it is expected that different assessors independently come up to the same conclusion on the candidate’s competency despite how they each came up with their evidence. The issue therefore is getting assessors qualified in VET to sit and collaborate in the moderation and validation process. There is also a great need in ensuring that that any review given by the assessors provides improvement and also equally verifies the integrity of the assessment. A wrong assessment can lead to a poor assessment based on the quality, as it is noted that in the VET system an assessment is the cornerstone. Competency and contextualization There is always a need that a competency VET based system to be flexible and also adopts a relevant basis for individuals and respond to needs of any given institution. This further provides that the training and assessment given must be able to conform to any given national standards and policies. Any given assessor also faces the challenge of ensuring that the given mode of assessment is able to conform to the given modes of assessment as a requirement (Tovey & Lawlor, 2004). This challenge is addressed by a proper customization to ensure that the appropriate qualifications, contextualizing the unit of competency and also the making of appropriate reasonable adjustment to accommodate individual specific needs. Contextualization relates to changes in the wording and not to the meaning and this poses a challenge to an assessor on ensuring that one does not damage the meaning and integrity of the given unit of competency. Making judgments in assessments It is generally considered that judgment is the main component that enables a given assessor to come with a good decision on an assessment. It is contended that most assessors use the integrated assessment method that involves the clustering of units (multiple) or elements from relevant competency standards. The main challenge in using the integrated method of assessment is based on the fact that confusion might arise based on how evidence is made and created in this method. Confusion arises depending on whether an assessor combines theory and practice, clustering of multiple units or uses actual or stimulated tasks to come up with the assessment points. This means that an assessment may not be made correctly or there will be no proper mode of gathering evidence holistically. It poses a challenge based on the instance where an assessor fails to verify that all the distinct unit requirement has been made hence risking the assessment failing to meet the requirement of validity, reliability, fairness and sufficiency (Department of Training and Workforce Development, 20101). The fact that an assessor is to ensure that their judgment is to be based on verifying that each mandatory requirement of the unit of competency is met poses another challenge. This can be attributed to clustering units of competency. It is important therefore for an assessor to ensure that one involves others in the assessment process, mapping of the mandatory assessment requirements and also the use of a wide range of methods and tools to support integrated assessment. Assessment decision An assessment decision once given to a student has the effect of affecting the candidate either positively or negatively. One challenge faced in this area is that an assessor might be held liable in relation to their assessment of a candidate. This is because candidates can raise complaints and grievance s with the assessment board. A competency-based system operates on the presumption that a person on justifiable ground has or can demonstrate aptitude in the unit of assessment. Moreover an assessors decision can be challenged based on failure of meeting standards set in the unit of competency, bias, failure of providing natural justice in the means of assessment and a conflict of interest existing between the assessor and the candidate. This hence is a challenge in the determination on whether the assessment given is competent. There is also in every assessor’s contract, that there is an implied warranty that he or she has the requisite skills to perform and exercise a skill in assessment. This then places a huge burden on the assessor in the VET system to ensure that all assessment is handled with utmost care. This also raises the fact that at times that the assessors are not adequately supported to develop a good competency level to avoid such conflicts. Moreover another challenge in the decision making process is the fact that there is no proper and necessary infrastructure and processes to ensure that assessments is conducted management of complaints, grievances and appeals and also the feedback from the stakeholders are all catered for (MBC, 2011). Documentation In any given VET training system, the use of documents is important and essential is coming up with a competent assessment. The key challenge that faces the staff, assessors and auditors within the system is the increase in the burden of documentation in competency training and assessment. The desire to reduce risk of non-compliance with AQTF standard s has created the problem of over-documentation. It is considered that the maintain ace of an old system of assessment will not meet the threshold for proper assessment. A key challenge is placed on the assessor or the trainer to create ways of documentation to meet qualifications of AQTF and also develop a good assessment and validation processes. During documentation, there is also a major risk of multiplicity of documents based on documents from students, and assessors. This poses a challenge on determining the authenticity of information from different sources of recorded information. Recognition of assessments Recognition basically has been used and based on Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and credit transfer. This mode at times seeks to confuse individuals who work within the VET system. RPL system is considered to be the only pathway that gives a candidate a formal recognition of skills regardless of how or where these skills may have been obtained. In using this mode there is a serious risk and detriment posed to the mode of assessment which can threaten the credibility of VET qualifications. The main aspect in determining competency of a unit assessment is based on packaging a units for the purposes of coming up with an assessment. At times once recognition on a unit has been given, it is carried forward as credit towards attainment of another qualification in which level the unit appears and hence awarding of recognition might be confusing. This therefore means that there is a higher risk of inflation of performance requirements within the unit itself. The failure of assessors to keep at par with the various recognition terminology and modes can lead to a decline in the competency of an assessment. This therefore poses a serious challenge for the development of clear policies and procedures that ensure that the process is conducted and viewed through a quality and rigorous mode of assessment process. This therefore raises the issue of the fact that such units need to be placed within the level in which it first appears in order to ensure the competency of the recognition awarded (MBC, 2011). Conclusion The various challenges that face assessors and various players within the VET system of competency based assessment can only be stated to go into the root of evaluation and creation of best practices criteria. For instance the challenge that faces recognition in any given sector mainly depends on what the national policies address on how one can transfer credits to another system even if the mode of assessment in the other institution is different. Moreover it can be positively asserted that the competency of any given assessment is to be based on the competency of a given individual and also on the ability to come up with a proper assessment plan. It can be stated that a proper plan and guidance would go into a long way in tackling performance, assessment and meeting the essential standards in any given level of unit of competency. The main role of national quality platform cannot be placed aside but it is crucial in the addressing of various challenges that faces the VET system. Good academic and assessment practices must be founded on good practice policies and standards. References Department of Training and Workforce Development. (20101). Troubleshooting Guide (3rd ed.). DET. MBC. (2011). Participants Guide. Sydney: Pearson Education Australia. MBC. (2011). Participents Guide. Sydney: Pearson Education Australia. Montague, A., & Hopkins, L. (2002). Supporting learners in training. Adelaide: NCVER. New South Wales Department of Education & Training. (2005). A good practice guide for workplace supervisors of trainees. Sydney, NSW: DET. Tovey, M., & Lawlor, D. (2004). Training in Australia (2nd ed.). Sydney: Pearson. Williams, D. (2003). Planning, promoting & Delivering training. Croydon: Tertiary Press. Read More