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12	12	(((
13	13	(% class="col-xs-12 col-sm-8" %)
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15		-= 1. Valid Methods =
	15	+= 1. Valid Assessment Methods =
16	16
17	17	== 1.1.[[ Portfolio>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Structured Portfolio.WebHome]] ==
18	18
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30	30
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.)
32	32
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>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Observation on Site.WebHome]] ==
34	34
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.)
36	36
37		-=== 1.5. [[Post Box Exercise>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Post Box Exercise.WebHome]] ===
	37	+== 1.5. [[Post Box Exercise>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Post Box Exercise.WebHome]] ==
38	38
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.
40	40
41		-=== 1.6. [[Role Play>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Role Play.WebHome]] ===
	41	+== 1.6. [[Role Play>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Role Play.WebHome]] ==
42	42
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.
44	44
45		-=== 1.7. [[Criterion Based Interview>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Criterion Based Interview.WebHome]] ===
	45	+== 1.7. [[Criterion Based Interview>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Criterion Based Interview.WebHome]] ==
46	46
47	47	Is based on an interviewing technique using principles of the STARR method:
48	48
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56	56
57	57	Theoretically the interview is based on past experience, however: it is also possible to use a hypothetical context.
58	58
59		-=== 1.8.  [[Written Test (Multiple-Choice)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Multiple Choice.WebHome]] ===
60	60
	60	+== 1.8.  [[Written Test (Multiple-Choice)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Multiple Choice.WebHome]] ==
61	61
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.
63	63
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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.
68	68
69		-=== 1.9. [[Written Test (Open Answers)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Open Answers.WebHome]] ===
70	70
	70	+== 1.9. [[Written Test (Open Answers)>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Written Test - Open Answers.WebHome]] ==
	71	+
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.
72	72
73		-=== 1.10. [[Oral Test>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Oral Examination.WebHome]] ===
74	74
	75	+== 1.10. [[Oral Test>>doc:01 Sectoral Layer.Sectoral Layer Glossary.Oral Examination.WebHome]] ==
	76	+
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
76	76
77		-**Tests can be effectively used to assess detailed knowledge competences.**
	79	+Tests can be effectively used to assess detailed knowledge competences.
78	78
79		-=== 1.11. [[Pitch/Presentation/Gaming>>Pitch/Presentation/Gaming]] ===
80	80
	82	+== 1.11. [[Pitch/Presentation/Gaming>>Pitch/Presentation/Gaming]] ==
	83	+
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.
82	82
	86	+
83	83	= 2. Forms of Evidence =
84	84
85	85	== 2.1. Artefact/Product ==
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92	92	* A learner declaration that all work produced is their own,
93	93	* Summative learner generated assessment evidence - teaching materials must not be included as evidence.
94	94
95		-=== 2.2. Recorded Activity/Practical Ability ===
	99	+== 2.2. Recorded Activity/Practical Ability ==
96	96
97	97	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:
98	98
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104	104
105	105	**N.B.: **Where photographs/videos are used, each individual learner must clearly be identified.
106	106
107		-=== 2.3. Evidence of Assessment ===
108	108
	112	+== 2.3. Evidence of Assessment ==
	113	+
109	109	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.
110	110
111		-=== 2.4. Certificates and Qualifications ===
112	112
	117	+== 2.4. Certificates and Qualifications ==
	118	+
113	113	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.
114	114
115	115	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’.
116	116
117		-=== 2.5. Witness Statement/Peer Evaluation ===
118	118
	124	+== 2.5. Witness Statement/Peer Evaluation ==
	125	+
119	119	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:
120	120
121	121	* Be provided by a person who is not related to the candidate and is in a position to make a valid comment about their performance, e.g. a supervisor, line manager, a client or customer
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122	122	* Contain comments that relate specifically to the performance criteria
123	123	* Be authenticated by the inclusion of the witness’s signature, role, address, telephone number and the date.
124	124
125		-=== 2.6. Contracts and Work Sheets ===
126	126
	133	+== 2.6. Contracts and Work Sheets ==
	134	+
127	127	* 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?
128	128	* Is the evidence verifiable?
129	129
130		-=== 2.7. Requirements for Forms of Evidence ===
131	131
	139	+== 2.7. Requirements for Forms of Evidence ==
	140	+
132	132	* 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.
133	133	* 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.
134	134	* Of a sufficient level: the evidence must reflect the competence level expected for the qualification or certificate
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136	136	* Quantitative: the evidence must be of sufficient volume, supported by sufficient experience (time accomplishing a competence)
137	137	* Varied: making the breadth and scope of the experience concrete. Preferably the candidate presents evidence from different “angles” (not one-sided).
138	138
	148	+
139	139	= 3. Assessment: “Triangulation” =
140	140
141	141
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143	143
144	144	For example, a common form of triangulation is using contrasting research methods such as observation and a (semi)structured interview, plus a self-assessment (which is a valid method if combined with others and when the bias of 'social desirable answers’ is considered.
145	145
146		-=== 3.1. Procedures ===
147	147
	157	+== 3.1. Procedures ==
	158	+
148	148	All assessment methods must be integrated into **assessment procedures**. There should be an informative part of the procedures before the assessment to enable the candidate to be comfortable with the process.
149	149
150	150	To ensure a path for equal opportunity candidates with special needs must be offered solutions to go through the assessment process that allow for adaption of the procedures and methods without influencing the validity of the assessment.