Occupational Profiles - TeBeVAT Assessor Profile 

Page / - last modified by Randell Greenlee on 2022/09/15 12:30 

TeBeVAT Assessor Profile 
last modified by Randell Greenlee
on 2022/09/15 12:30

Table of Contents
TeBeVAT Assessor Profile Description
Profile competences
Assessment
Communication and Feedback
Quality and Ethics
Professional Development
Administration
Knowledge
Profile training
Profile references

Contents
•	TeBeVAT Assessor Profile Description
•	Profile competences
•	Assessment
•	Communication and Feedback
•	Quality and Ethics
•	Professional Development
•	Administration
•	Knowledge
•	Profile training
•	Profile references
TeBeVAT Assessor Profile Description
Profile Title	Assessor for Prior Learning	
Profile description	An assessor for prior learning measures the existing competences, skills and knowledge of a candidate against a given qualification or certificate, according to a pre-defined standard or procedure, and judges objectively if the candidate reaches the corresponding performance criteria. 	
Profile EQF level	 	
ESCO reference (if applicable)	http://data.europa.eu/esco/occupation/20786e6d-36f0-4d1e-b033-05101fa71f3c	
Profile scope note	Apart from the specific skills needed to assess candidates, the assessor also needs a profound understanding of  
  
•    The field, and the occupations 
•    The qualifications and standards for the targeted occupations 
•    The different standards, assessment methods and procedures of the targeted occupations 
  
Assessors need to have substantial demonstrable experience in the targeted occupations they are assessing. 
  
This is not further developed in this profile, as it depends on the type of field, education and assessment. 	
Profile competences
Assessment
90 20 00 05 11 - Prepare the assessment of prior learning (Familiarise the candidate with the assessment situation and guide them through the process of assessment of their prior learning.)
90 20 00 05 12 - Assess candidates (Evaluate the candidates’ vocational competences, skills and knowledge through tests, interviews, simulations, and evidence of prior learning according to a pre-defined standard or procedure. Formulate summative statements of the displayed competences in comparison to set expectations.
90 20 00 05 20 - monitor assessment (Monitor the assessment process in the workplace, educational context or in validation situation)
NOTE: derived from monitor assessment 
http://data.europa.eu/esco/skill/9f4b0bcb-e2eb-4e8c-b866-f868073af856
90 20 00 05 15- show impartiality in an assessment situation (Assess candidates based on objective criteria and methods according to a pre-defined standard or procedure, taking into account prejudice or bias, to make or facilitate objective and transparent decisions.)
NOTE: derived from show impartiality http://data.europa.eu/esco/skill/2058f70f-af29-460d-b319-9048c6db0d18 
70 22 00 05 45 - Assist clients with special needs (Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.)
90 20 00 05 81 - Deliberate prior learning assessment results (Interchange observations and negotiate a final rating with other assessors. Align different views and reach consensus on the performance of the candidate.)
Communication and Feedback
50 10 00 05 20 - Listen actively (Give attention to what other people say, patiently understand points being made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or others, and provide solutions accordingly.)
50 20 00 05 10 - Have emotional intelligence (Recognize one’s own and other people's emotions, distinguish correctly between them and observing how they can influence one's environment and social interaction and what can be done about it.)
90 10 00 05 90 - Give constructive feedback (Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.)
90 20 00 05 30 - Use questioning techniques for assessment (Use different questioning techniques, adapted to the type of information to be gathered. (e.g. STARR interviews, semi-structured interviews, ...)
Quality and Ethics
70 58 00 05 10 - Follow ethical code of conduct in assessment situations (Carry out interviews, tests , simulations  and assessment of evidence of prior learning according to accepted principles of right or wrong, including fairness, transparency, objectivity, safety, privacy and impartiality in assessment practices and conduct towards candidates)
SCOPE NOTE: is a narrower competence than: http://data.europa.eu/esco/skill/b2f925ed-3ebd-4f78-b98e-d5d4678e83b5
70 58 00 05 20 - Apply quality standards to the interaction with candidates (Follow established procedures which prevent errors in the conception and implementation of an assessment)
SCOPE NOTE: is a narrower competence than http://data.europa.eu/esco/skill/236526e2-d5a8-436b-91d1-47e5d431e7ea
Professional Development
50 30 00 04 10 - Reflect on practice (Routinely evaluate own practice, critically evaluating and monitoring the practice methods and outcomes in consistent, coherent and appropriate ways, being aware of relevant methodologies and utilising feedback from managers, supervisors, other professionals, and patients/clients, in order to adapt the practice accordingly.)
70 11 00 03 20 - Manage personal professional development (Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders.)
70 11 00 03 40 - Monitor developments in field of expertise (Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.)
70 15 00 03 10 - Develop professional network (Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.)
Administration
40 00 00 03 10 - Keep personal administration (File and organise personal administration documents comprehensively.)
40 00 00 03 20 - Maintain professional administration (File and organise professional administration documents comprehensively, keep customer records, fill in forms or log books and prepare documents about company-related matter.)
90 20 00 05 90 - Document prior learning assessments (Observe a performance and use existing templates to protocol answers and information collected during tests, interviews, or simulations. Adhere to a pre-defined frame of reference and structure the protocol comprehensible for others. Ensure that pre-defined templates and procedures are clear, comprehensible, and unambiguous.)
90 20 00 05 85 - Manage documentation of prior learning assessments (Set-up templates and agree upon competences which are to be assessed. Prepare the assessment protocol accordingly. Provide and distribute relevant documents for the assessment with authorities, clients, or colleagues according to a communication plan.)
Knowledge
KNO02 - Assessment processes (Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.)
Profile training
Profile references