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71	71	== Scoring Tools ==
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73		-There could be used a check List and notes about the behaviour of the candidate with reference to the expected behaviour. The criteria should be derived from the sectoral layer skills, in other words, they are a concretization of the visible, observable result of the skill in a specific situation. As the situation can differ, the scoring tool will be more general and leave more room for interpretation than other methods.
	73	+There could be used a check List and notes about the behaviour of the candidat with reference to the expected behaviour. The criteria should be derived from the sectoral layer skills, in other words, they are a concretisation of the visible, observable result of the skill in a specific situation. As the situation can differ, the scoring tool will be more general and leave more room for interpretation than other methods.
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79	79	== Information for Standard ==
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81		-The method should include a short description and the expected behaviour.
	81	+The standard must describe the specific situations, incentives and expected complexity of the skills to be assessed.
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83	83	== Development ==
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85		-The development of an assessment scenario starts from the analysis of the skills that need to be assessed. The scenario reflects a real life situation in which the tested skills are prominently present. Based on the scenario, a list of observable criteria, derived from the competences is created.
	85	+The development of an observation in a simulated environment starts with the analysis of the skills that need to be evaluated. Since not every skill can be tested in all variations, representative situations are chosen to reflect the mastery of the general skill. The skills are built into a well-chosen scenario that reflects a real-life experience, but also integrates behavioural incentives and choices. The candidate is asked to perform a task, but the environment limits or alters the way the task is performed. In this way, the candidate must make his/her own decisions.
	86	+The activities should reflect different contexts. Often a skill or behavior is built in twice to improve reliability and avoid "false positives".
	87	+Assessment facilities must be tested and updated before they are used with "real" candidates.
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87	87	== Needs/Set-Up ==
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89		-In most cases a quiet space with a table and some chairs is all that is needed. Depending on the test, documentation can be needed (light plots, sound documentation, …).
	91	+This is an observation in a “real life” professional setting. It must be organized as a normal day in the life of the candidate (= working day). One assessor could be acting as a “colleague” the other would assess from a distance. There could also be trained “colleagues” (must not have an assessor qualification), who “work with” the candidate in the observation environment. This is only necessary when a colleague is “physically” necessary to assess the competence at hand. One assessor can't oversee all activities, idealy there are at least two assessors, one who is observing from a distance and a second one observing close.
	92	+Technical competence is relatively easy to assess. Knowledge behind the action can be assessed in most cases, if the test is prepared in the proper way. Competences are tested in the “group” working environment, as it is in reality. Several competences can almost always be assessed at one time. The proper atmosphere is very important.
	93	+The assessments could be done at educational institutions with the necessary equipment.
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91	91	== Requirements for Assessors ==
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93		-Assessors must be able to instruct the actors according to the situation. As observers, they need skills in observing, diagnosing and evaluating the candidate's behavior. The assessment of competencies requires professional expertise.
	97	+Assessors need competences for valid observations, such as those that can be acquired in observer training courses. They should have a basic knowledge of diagnostics, be able to deal with perceptual effects (e.g. errors of observation and assessment) and be able to recognize their own subjectivity. A professional competence is essential for the evaluation of the candidate's performance against the background of the assessment standard. It is also needed to construct a work situation appropriate to the competences to be assessed.
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95	95	== Examples ==
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97		-The candidate has a discussion with a designer about a design concept that needs to be translated into a practical plan. In this discussion e.g. conceptual and artistical understanding, technical problem solving and predicting problems and language use can be assessed.
	101	+For the skill "Working on heights" a candidate should perform several activities on ladders, scaffolding, … Based on a checklist, his/her behaviour is observed.
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99	99	== In Combination with ==
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101		-Role Plays can be used in combination with a post box exercise, where the information needed is not (or limited) put on paper, but the counterpart is presenting the information and the candidate can ask questions about the required results. It can be complemented with a criterium focused interview for skills that didn't become visible.
	105	+This Method can be combined with a criterion focused interviews to fill the gaps or skills that have not been observed (not negative or positive). It can be combined with a multiple choice or open answer test for knowledge that is not made visible in practice.
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103	103	= References/Notes =
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105		-* Catalogus Assessmentmethodes voor EVC, Agentschap Hoger Onderwijs, volwassenenonderwijs, Kwalificaties en Studietoelagen, Ministery of education and training of the Flemish community (2015). Online: http:~/~/www.erkennenvancompetenties.be/evc-professionals/evctoolbox/bestanden/catalogus-assessmentmethodes-evc-2015.pdf. (last 17.08.2020)
106		-* Eck, C. et al. (2016): Assessment-Center. Entwicklung und Anwendung – mit 57 AC-Aufgaben und Checklisten zum Downloaden und Bearbeiten im Internet. 3. Aufl. Berlin / Heidelberg: Springer.
107		-* Obermann, C. (2018): Assessment Center. Entwicklung, Durchführung, Trends. Mit neuen originalen AC-Übungen. 6., vollständig überarb. u. erw. Aufl. Wiesbaden: Springer Fachmedien.
	109	+* Catalogus Assessmentmethodes voor EVC, Agentschap Hoger Onderwijs, volwassenenonderwijs, Kwalificaties en Studietoelagen, Ministery of education and training of the Flemish community (2015). Online: [[http:~~/~~/www.erkennenvancompetenties.be/evc-professionals/evc-toolbox/bestanden/catalogus-assessmentmethodes-evc-2015.pdf>>http://www.erkennenvancompetenties.be/evc-professionals/evc-toolbox/bestanden/catalogus-assessmentmethodes-evc-2015.pdf]]  (last 17.08.2020)
	110	+* Jhpiego (2011): Simulation Training for Educators of Health Care Workers. Online: [[http:~~/~~/reprolineplus.org/system/files/resources/simulation_facilitatorsguide.pdf>>http://reprolineplus.org/system/files/resources/simulation_facilitatorsguide.pdf]]  (last 05.08.2020)
	111	+* Multiprofessional Faculty Development (2012): Teaching and Learning in Simulated Environments. Online: [[https:~~/~~/faculty.londondeanery.ac.uk/e-learning/teaching-clinical-skills/teaching-and-learning-in-simulated-environments>>https://faculty.londondeanery.ac.uk/e-learning/teaching-clinical-skills/teaching-and-learning-in-simulated-environments]]  (last 05.08.2020)
	112	+* Scottish Qualifications Authority (2019): Guide to Assessment. Online: [[https:~~/~~/www.sqa.org.uk/files_ccc/Guide_To_Assessment.pdf>>https://www.sqa.org.uk/files_ccc/Guide_To_Assessment.pdf]]  (05.08.2020)
	113	+* Vincent-Lambert, C. / Bogossian, F. (2006): A guide for the assessment of
	114	+* clinical competence using simulation. Online: [[https:~~/~~/pdfs.semanticscholar.org/bda7/dae4871a49e19fd2cc186823379518e39192.pdf>>https://pdfs.semanticscholar.org/bda7/dae4871a49e19fd2cc186823379518e39192.pdf]]  (last 05.08.2020)
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109	109	== AT ==
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