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14	14	(((
15	15	= 1. Valid Methods =
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17		-== 1.1.[[ Portfolio>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Structured Portfolio.WebHome]] ==
	17	+== 1.1. Portfolio ==
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19	19	In the portfolio, several methods are linked to one another in order to represent the individual skills of the learner in an objective way. Portfolios are used in the assessment to gain comprehensive insight into the achievements of the candidates. When creating portfolios, the candidates learn to assess themselves and their qualities. In the assessment process, a third party assesses the portfolios as a jury to increase validity and to ensure equality and fairness in the validation process. Validity, reliability and authenticity are increased by using a variety of methods. Through self-reflection, portfolios can help the candidate in the validation process to receive jobs or appropriate further education later on. Even if these methods are time-consuming for the candidate, they have the opportunity to present their skills in a flexible way. However, implicit knowledge can only be shown with difficulty using this method. A mediator can help to focus on the essential elements when creating a portfolio.
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21	21	The portfolio can include a curriculum vitae, reflections on informally acquired skills, working documents and learning diaries. The candidate learns through the process-oriented method of the portfolio that every learning is a life story.
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23		-== 1.2. [[Lifelong-Learning-Document-Tool (LLDT)>>doc:TeBeVAT Process.Documentation.Lifelong Learning Document Tool.WebHome]]: “Structured Portfolio”: Self-Evaluation/Identification Phase + Mentor ==
	23	+== 1.2. Lifelong-Learning-Document-Tool (LLDT): “Structured Portfolio”: Self-Evaluation/Identification Phase + Mentor ==
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25	25	The LLDT offers candidates the chance to record and disseminate their acquired competences and skills.
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27	27	It can also be an assessment tool (Self-Evaluation).
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29		-== 1.3. [[Observation in a Simulated Environment>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Observation in simulated environment.WebHome]] ==
	29	+== 1.3. [[Observation in a Simulated Environment>>Observation in a Simulated Environment]] ==
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31	31	The candidate is observed in a simulated situation. This method is used for skills that can be shown in the workspace. The advantage is that all factors are under control. The disadvantage is that it is less a real-life situation. (For example, it doesn’t take in account the stress caused by audience.)
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33		-=== 1.4. [[Observation in a Real-Life Environment/On Site>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Observation on Site.WebHome]] ===
	33	+=== 1.4. Observation in a Real-Life Environment/On Site ===
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35	35	The candidate is observed in a real-life situation. This method is used for skills that can be shown on the workspace. The advantage is that this is the closest to reality. The disadvantage is that the testing set-up is not fully under control. (For example, you can’t foresee the content and technical needs of a play.)
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37		-=== 1.5. [[Post Box Exercise>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Post Box Exercise.WebHome]] ===
	37	+=== 1.5. Post Box Exercise ===
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39	39	This method is used for skills that result in a written or drawn result. The candidate gets an assignment on paper and has time to prepare the written result. The result is checked with a prepared checklist of sample solutions. Examples or results could be personnel planning, a light plot, an Email…, The advantage is a high certainty of competence, compared with assessing prior work. For more artistic skills, this can be combined with a role play or an interview.
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41		-=== 1.6. [[Role Play>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Role Play.WebHome]] ===
	41	+=== 1.6. Role Play ===
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43	43	This method is used to assess inter-human or artistic skills. The candidate is placed in a situation with an actor as counterpart. The actor steers the situation, based on a predefined scenario, passing specific realistic situations. Observation is done based on a checklist.
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45		-=== 1.7. [[Criterion Based Interview>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Criterion Based Interview.WebHome]] ===
	45	+=== 1.7. Criterion Based Interview ===
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47	47	Is based on an interviewing technique using principles of the STARR method:
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57	57	Theoretically the interview is based on past experience, however: it is also possible to use a hypothetical context.
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59		-=== 1.8.  [[Written Test (Multiple-Choice)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Multiple Choice.WebHome]] ===
	59	+=== 1.8.  Written Test (Multiple-Choice) ===
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62	62	Is used to check knowledge but is only limited useful to test skills. Good tests are difficult to develop and there is always the possibility of “gambling”. This is only useful if knowledge can’t be tested by observing skills. The advantage is: it’s easy and fast and doesn’t require specialized assessors.
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66	66	* Multiple-Choice test consists of questions where only one answer can be correct.
67	67	* Multiple-Response tests consists of questions where //several //answers can be correct.
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69		-=== 1.9. [[Written Test (Open Answers)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Open Answers.WebHome]] ===
	69	+=== 1.9. Written Test (Open Answers) ===
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71	71	Is used to check knowledge or situational interpretation. The disadvantage is that it checks more the skill to express yourself on paper than it checks the real ability to perform in real life. It proves you know how to act, but not that you are able to act. Answers are checked against a checklist but need interpretation of skilled assessors.
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73		-=== 1.10. [[Oral Test>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Oral Examination.WebHome]] ===
	73	+=== 1.10. Oral Test ===
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75	75	Evidence must include the questions asked as well as a transcript of the learner’s exact responses. This could be written or an audio or video recording
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77	77	**Tests can be effectively used to assess detailed knowledge competences.**
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79		-=== 1.11. [[Pitch/Presentation/Gaming>>Pitch/Presentation/Gaming]] ===
	79	+=== 1.11. Pitch/Presentation/Gaming ===
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81	81	Modern technology can be integrated into the assessment methods. It is important to define the competences being assessed: the use of the technology itself or a competence that can be assessed using a new technology.
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