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...	...	@@ -14,25 +14,75 @@
14	14	(((
15	15	= 1. Valid Methods =
16	16
17		-== 1.1. Lifelong-Learning-Document-Tool (LLDT) ==
	17	+== 1.1. Portfolio ==
18	18
19		---**Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.**--
20		-
21		-== 1.2. Portfolio ==
22		-
23	23	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.
24	24
25	25	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.
26	26
27		-=== 1.2.1 “Structured Portfolio”: Self-Evaluation/Identification Phase + Mentor ===
	23	+== 1.2. Lifelong-Learning-Document-Tool (LLDT): “Structured Portfolio”: Self-Evaluation/Identification Phase + Mentor ==
28	28
29	29	The LLDT offers candidates the chance to record and disseminate their acquired competences and skills.
30	30
31	31	It can also be an assessment tool (Self-Evaluation).
32	32
	29	+== 1.3. Observation in a Simulated Environment ==
	30	+
	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.)
	32	+
	33	+=== 1.4. Observation in a Real-Life Environment/On Site ===
	34	+
	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.)
	36	+
	37	+=== 1.5. Post Box Exercise ===
	38	+
	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.
	40	+
	41	+=== 1.6. Role Play ===
	42	+
	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.
	44	+
	45	+=== 1.7. Criterion Based Interview ===
	46	+
	47	+Is based on an interviewing technique using principles of the STARR method:
	48	+
	49	+* S: What was the situation?
	50	+* T: What was your task?
	51	+* A: What actions did you take, what did you do?
	52	+* R: What was the result, what happened?
	53	+* R: What did you learn (Reflection)?
	54	+
	55	+It gives the candidate the opportunity, guided by directional questions, to demonstrate his/her skills, based on a concrete situation that happened in the own professional life. By focussing on the measurable aspects of a task, and narrowing, but deepening the focus, this is a good method to get a second opinion where competences did not become visible in testing or portfolio (not good or bad). The method needs highly skilled assessors. It is useful as extra tool to assess skills that are not observed (in positive nor negative way). It can also be used for situations that can’t be simulated, like an accident, audience panic or fire.
	56	+
	57	+Theoretically the interview is based on past experience, however: it is also possible to use a hypothetical context.
	58	+
	59	+=== 1.8.  Written Test (Multiple-Choice) ===
	60	+
	61	+
	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.
	63	+
	64	+There are two forms of Multiple-Choice tests:
	65	+
	66	+* Multiple-Choice test consists of questions where only one answer can be correct.
	67	+* Multiple-Response tests consists of questions where //several //answers can be correct.
	68	+
	69	+=== 1.9. Written Test (Open Answers) ===
	70	+
	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.
	72	+
	73	+=== 1.10. Oral Test ===
	74	+
	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
	76	+
	77	+**Tests can be effectively used to assess detailed knowledge competences.**
	78	+
	79	+=== 1.11. Pitch/Presentation/Gaming ===
	80	+
	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.
	82	+
33	33	= 2. Forms of Evidence =
34	34
35		-== 2.4. Artefact/Product ==
	85	+== 2.1. Artefact/Product ==
36	36
37	37	Where competences and skills require candidates to produce an artefact or physical product, the artefact or product must be provided for the TeBeVAT-Mentor and TeBeVAT-Assessor.
38	38
...	...	@@ -42,7 +42,7 @@
42	42	* A learner declaration that all work produced is their own,
43	43	* Summative learner generated assessment evidence - teaching materials must not be included as evidence.
44	44
45		-=== 2.4.1. Recorded Activity/Practical Ability ===
	95	+=== 2.2. Recorded Activity/Practical Ability ===
46	46
47	47	Evidence must be provided of the candidate **individually and actively completing **tasks that demonstrate achievement of the assessment criteria. Evidence may be assessed by direct observation of performance and must consist of at **least two** of the following:
48	48
...	...	@@ -54,17 +54,17 @@
54	54
55	55	**N.B.: **Where photographs/videos are used, each individual learner must clearly be identified.
56	56
57		-=== 2.4.2. Evidence of Assessment ===
	107	+=== 2.3. Evidence of Assessment ===
58	58
59	59	It is essential that evidence of assessment is identified individually. Awarding organisations and centres offering these assessments must also satisfy the assessment and quality assurance requirements of the TeBeVAT-Process.
60	60
61		-=== 2.4.3. Certificates and Qualifications ===
	111	+=== 2.4. Certificates and Qualifications ===
62	62
63	63	It is important that the three levels of quality assurance regarding certification quality: Input/Process/Output, are taken into consideration when trying to assess and validate certifications provided. Qualifications should be checked with cedefop’s (European Centre for the Development of Vocational Training) definition of certification which refers to ‘individuals achieving learning outcomes that ‘match’ specific standards and/or requirements’. Thus, learning outcomes-based standards should be a key element in the certification process.
64	64
65	65	Learning outcomes are ‘statements on what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence’.
66	66
67		-=== 2.4.4. Witness Statement/Peer Evaluation ===
	117	+=== 2.5. Witness Statement/Peer Evaluation ===
68	68
69	69	If accrediting prior learning the assessor would not necessarily be able to observe the candidate carrying out certain aspects of their job. If this happens, it might be appropriate for another person to comment on their performance by completing a statement called a “witness testimony”. Witness statements should be used only to support other forms of evidence such as a product. It should:
70	70
...	...	@@ -72,12 +72,12 @@
72	72	* Contain comments that relate specifically to the performance criteria
73	73	* Be authenticated by the inclusion of the witness’s signature, role, address, telephone number and the date.
74	74
75		-=== 2.4.5. Contracts and Work Sheets ===
	125	+=== 2.6. Contracts and Work Sheets ===
76	76
77	77	* Proof needs to be of recent date. How long ago is this evidence delivered and what does this say about the mastering of the process now?
78	78	* Is the evidence verifiable?
79	79
80		-=== 2.4.6. Requirements for Forms of Evidence ===
	130	+=== 2.7. Requirements for Forms of Evidence ===
81	81
82	82	* Authentic: it must be clear that the evidence was truly executed or accomplished by the candidate or is related to the candidate. The experiences must be gained from activities that were carried out independently, or in groups where the candidate's own substantive contributions have been significant for the results.
83	83	* Relevant: related to the competence being assessed. The experiences must have been gained in relevance to the occupational profile function. The candidate must indicate which tasks and activities he/she has executed and what results these activities have yielded. They must also indicate why they are relevant to the activities performed.
...	...	@@ -86,62 +86,6 @@
86	86	* Quantitative: the evidence must be of sufficient volume, supported by sufficient experience (time accomplishing a competence)
87	87	* Varied: making the breadth and scope of the experience concrete. Preferably the candidate presents evidence from different “angles” (not one-sided).
88	88
89		-=== 2.5. Observation in a Simulated Environment ===
90		-
91		-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.)
92		-
93		-=== 2.6. Observation in a Real-Life Environment/On Site ===
94		-
95		-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.)
96		-
97		-=== 2.7. Post Box Exercise ===
98		-
99		-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.
100		-
101		-=== 2.8. Role Play ===
102		-
103		-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.
104		-
105		-=== 2.9. Criterion Based Interview ===
106		-
107		-
108		-Is based on an interviewing technique using principles of the STARR method:
109		-
110		-* S: What was the situation?
111		-* T: What was your task?
112		-* A: What actions did you take, what did you do?
113		-* R: What was the result, what happened?
114		-* R: What did you learn (Reflection)?
115		-
116		-It gives the candidate the opportunity, guided by directional questions, to demonstrate his/her skills, based on a concrete situation that happened in the own professional life. By focussing on the measurable aspects of a task, and narrowing, but deepening the focus, this is a good method to get a second opinion where competences did not become visible in testing or portfolio (not good or bad). The method needs highly skilled assessors. It is useful as extra tool to assess skills that are not observed (in positive nor negative way). It can also be used for situations that can’t be simulated, like an accident, audience panic or fire.
117		-
118		-Theoretically the interview is based on past experience, however: it is also possible to use a hypothetical context.
119		-
120		-=== 2.10.  Written Test (Multiple-Choice) ===
121		-
122		-
123		-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.
124		-
125		-There are two forms of Multiple-Choice tests:
126		-
127		-* Multiple-Choice test consists of questions where only one answer can be correct.
128		-* Multiple-Response tests consists of questions where //several //answers can be correct.
129		-
130		-=== 2.11. Written Test (Open Answers) ===
131		-
132		-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.
133		-
134		-=== 2.12. Oral Test ===
135		-
136		-
137		-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
138		-
139		-**Tests can be effectively used to assess detailed knowledge competences.**
140		-
141		-=== 2.13. Pitch/Presentation/Gaming ===
142		-
143		-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.
144		-
145	145	= 3. Assessment: “Triangulation” =
146	146
147	147