Develop Competency-Based Assessment Plans
-1Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Table of Contents
Message from the Director of Quality Assurance Division ............................................................. 5
Learner Profile ............................................................................................................................. 6
Reflection on Learner Profiles....................................................................................................... 7
Will Technology-assisted, Work-based, Continuous Assessments Work? ......................................... 8
Using Social Media-based E-Portfolios in Competency-based Assessment ....................................... 9
What is Competency? ................................................................................................................ 11
Packaging of Competency Standard (CS) and Curriculum, Training and Assessment Guide (CTAG) 11
Competency Standard Template................................................................................................. 12
Key Changes to Competency Standard Template ........................................................................ 13
Revised Competency Standard Template .................................................................................... 14
Curriculum, Training and Assessment Guide (CTAG) .................................................................... 14
Curriculum, Training and Assessment Guide (CTAG) Components ................................................ 15
Key Changes to CTAG Template .................................................................................................. 15
Competency-based Assessment ................................................................................................. 17
Requirements of Competency-based Assessment ....................................................................... 17
Types of Assessment .................................................................................................................. 18
Commonly Used Assessment Methods ....................................................................................... 19
Knowledge-based Assessment Methods .......................................................................................... 19
1.
Multiple-Choice Questions (MCQ) ........................................................................................ 19
2.
Written Assessment (Short Answers) ................................................................................... 19
3.
Projects ................................................................................................................................. 20
4.
Portfolio ................................................................................................................................ 20
5.
Written Assessment (Reports) .............................................................................................. 21
6.
Oral Questions ...................................................................................................................... 21
Performance-based Methods ........................................................................................................... 22
7.
Workplace Performance ....................................................................................................... 22
8.
Role-Play / Simulation ........................................................................................................... 22
Attitudinal Evaluation Methods ........................................................................................................ 23
9.
Observations ......................................................................................................................... 23
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Develop Competency-Based Assessment Plans
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Principles of Assessment (POA) .................................................................................................. 24
Rules of Evidence (ROE) ............................................................................................................. 24
Adult Educator (AE) Qualifications Requirements and Timelines for WSQ Approved Training
Organisations (ATO) ................................................................................................................... 25
How do These Changes to Competency Standard (CS) and Curriculum, Training and Assessment
Guide (CTAG) Affect my Assessment Plan Design? ...................................................................... 26
What is an Assessment Plan? ..................................................................................................... 27
Components of Assessment Plans .............................................................................................. 27
WSQ Requirements in Relation to Assessment Plans ................................................................... 28
Common Shortcomings in Assessment Plan Design ..................................................................... 29
Example 1: Inappropriate Development of Assessment Tools ......................................................... 29
Example 2: Assessment Criteria do not Address the Performance Statement / Performance Criteria
Sufficiently ........................................................................................................................................ 30
Example 3: Incomplete Instructions in Assessment Specifications .................................................. 31
Example 4: Conflicting Instructions in Assessment Plan................................................................... 33
Example 5: Difficulty in Gathering Evidence ..................................................................................... 34
Example 6: MCQ Questions with “Give-away” Answers .................................................................. 35
Other Shortcomings in Assessment Plans......................................................................................... 36
Selection of Assessment Methods .............................................................................................. 37
General Good Practices in Assessment Plan Development ........................................................... 37
Assessment Plan Validation........................................................................................................ 38
Assessment Plan Validation Checklist ......................................................................................... 39
POA / ROE Validation Checklist .................................................................................................. 40
WSQ Curriculum Development and Pre-Accreditation Checklist .................................................. 45
References................................................................................................................................. 50
Useful Websites ......................................................................................................................... 51
Version Control Record .............................................................................................................. 52
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BLANK PAGE
-4Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Message from the Director of Quality Assurance Division
Dear WSQ Developers,
The Quality Assurance Division (QAD) conducted
a survey of the WSQ Approved Training
Organisations (ATO) in March 2012. It was
found that most ATOs indicated a need to have
a better understanding of how to develop
assessment plans. This further supports QAD’s
audit observations that ATOs need to improve
the design of their assessment plans.
These notes are purposefully designed for
developers who are involved in the design and
development of competency-based assessment
(CBA) for the Singapore Workforce Skills
Qualifications (WSQ) System. WSQ is a national credentialing system that
trains, develops, assesses and recognises adult workers for competencies they
need to stay employable. Thus, assessment is the integral part of WSQ as it is
used to assess the learning gain and competencies of the workers.
I hope these notes will be beneficial to your future development of
competency-based assessment plans.
All the best in your future developments!
Sharon Tan (Ms)
Director
Quality Assurance Division
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Learner Profile
Learner profile is a set of information collected on how learner learns most
effectively. This information may be collected through observations, surveys,
questionnaires, application forms, interviews, etc. It may include information
like:
 Age
 Barriers to learning (e.g. institutional, situational, psychosocial, etc)
 Educational level
 Employability Skills (ES) Level
 Experience (e.g. work experience, life experience, etc)
 Motivations to learn (e.g. job, self-actualisation, etc)
 Orientation to learning (i.e. immediacy of application for problem solving,
response to societal expectations, etc)
 Readiness to learn
 Self concept (i.e. self-directed, dependent, etc)
 ______________________________________________
 ______________________________________________
 ______________________________________________
 ______________________________________________
 ______________________________________________
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Reflection on Learner Profiles
Draw up the profile of learners who attend your programmes. Pick the
appropriate characteristics.
PMEs
Low-Skilled Elderly








Non-English Speaking
Physically challenged
Less confident
Fearful of training &
assessments
Wealth of experience
High expectations
Questioning
Intellectual
Tech-Savvy Gen Y




24/7 connected
Multi-tasking
Easily bored
Articulate and confident
Learner Profile




Given your learner profile, how do we design assessments to match learner
needs and strengths?
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Will Technology-assisted, Work-based, Continuous Assessments
Work?
Discuss with your partner on the appropriateness of the three assessment
approaches for your learners. Tick the relevant boxes if the approaches provide
valid, sufficient, current and authentic evidence.
RULES OF EVIDENCE (ROE)
Evidence
Criteria
Approach 1
(ACTA V5)
Approach 2
(WTP)
Approach 3
(DACE)
Comments
Validity of
evidence
Sufficiency of
evidence
Currency of
evidence
Authenticity of
evidence
Characteristics
of Each
Approach
 Continuous
assessment
 Blogs
 In-class
performance
 Workplace
evidence
 Live
observation
 Video clip of
presentation
 Skype to
cover gaps
Possible Takeaway
I can apply the following ideas to modify the practice in my organisation:



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Using Social Media-based E-Portfolios in Competency-based
Assessment
A pilot project by Institute for Adult Learning (Lee Wee Chee)
Background
IAL recently conducted a pilot run of a new design for four modules of
Advanced Certificate in Training and Assessment (ACTA). One of the new
methods that were tested was the use of social-media based e-portfolios for
continuous, formative and summative assessment.
Assessment Process
Learners started collecting evidence (artefacts) of learning and competency
from the start of the course. These took the form of pictures, reflective blog
entries capturing their thoughts on the application of learning, and videos of
them practising their delivery of training and assessment. Using a blog host
(Wordpress) and video host (YouTube), learners published their entries
frequently, allowing assessors, trainers and fellow learners to give feedback on
performance, comment on entries, and identify gaps to cover.
An Alternative Expression of Competency-based Assessment
This project built social constructivism, reflection and personalised
contextualisation into competency-based assessment, allowing assessors to
have a holistic, developmental view of the learner’s journey towards
competence.
Assessment Framework
Based on a portfolio assessment framework developed by Cleveland Clinic
Lerner College of Medicine for medical students1, IAL adapted it to create a
similar framework that includes e-portfolio and social media elements.
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Evidence Gathering Tools
Summative
Assessment
Learners meet with
assessor to review all
evidence for decision
on competence
Smartphones, tablets
With photo-taking and
video-capturing
capability
Formative Assessment
Learners meet with assessor
to review evidence presented
so far to determine
performance gaps and
actions to take to close the
gaps
Evidence Portfolio
e-Portfolio using social
media like blog hosts
(e.g. Wordpress) and
video hosts (e.g.
YouTube)
Informal Feedback
Trainers, assessors and fellow learners
give feedback on blog entries for
developmental purposes
Evidence Database
Application to own workplace practice: Reflective entries
on applicability of learning to workplace
Teaching and assessment skills: Videos of skills practices
in class or from the workplace + reflection
Construction of knowledge: Photographs and entries of
own learning + reflection
Professional development: Reflective entries on
professional practice based on self and peer feedback
1
Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic
Lerner College of Medicine. Academic medicine, 82(5), 493-501.
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What is Competency?
 A competency is a measurable set of knowledge, skills, and attitudes that a
person needs to perform a task effectively
 A competency is not an entire job
 In most cases, several competencies are required for a job
 As competency is task-based, the person may need to transfer the
competencies to new situations and environment
Packaging of Competency Standard (CS) and Curriculum, Training and
Assessment Guide (CTAG)
1st Generation CS
2nd Generation CS
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3rd Generation CS
Competency Standard Template
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Key Changes to Competency Standard Template
Key CS Components
Status of Revision
Cover page
Retain
Relevant Job
role(s)/occupation(s)
Retain
Performance Statements /
Competency Element /
Performance Criteria
Retain and Enhance
Assumed Skills and Knowledge
Retain and Enhance
Underpinning Knowledge
Retain and Enhance
Range and Context
Retain
Evidence Sources
Retain
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Revised Competency Standard Template
Curriculum, Training and Assessment Guide (CTAG)
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Curriculum, Training and Assessment Guide (CTAG) Components
Key Changes to CTAG Template
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Key Changes to CTAG Template
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Competency-based Assessment
 A collection of evidence to demonstrate that a learner can perform or
behave according to specific standards
 A form of assessment that is derived from the specification of a set of
outcomes articulated in the competency standard(s)
 The assessment outcome that will allow the assessor to make judgment
with respect to the achievement or non-achievement of these outcomes
(i.e. competent / not yet competent)
Requirements of Competency-based Assessment
 Focus on ‘outcomes’ – The assessment must allow for clear demonstration
of outcomes of learner’s performance. Evidence must be collected to show
that a candidate has met every single performance criterion
 Competent/Not yet competent judgement only – Only two judgments can
be made
 Assessment in workplace context – Performance must be demonstrated
and assessed under conditions as close as possible to those under which it
would normally be practiced.
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Types of Assessment
 Diagnostic
o Prior to learning, e.g. training needs assessment
 Formative
o During learning, to gauge the learning progress and achievement of
learners for learning (Assessment for learning) – does not contribute to
final assessment result
 Continuous
o During learning, to gauge the learning acquired for competence/ grading
(Assessment of learning) – contributes to final assessment result
 Summative
o End of learning, to determine competence
 Skills Recognition
o Recognition of Prior Learning (RPL)
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Commonly Used Assessment Methods
Frequently used competency-based assessment methods may be categorised
into four broad groupings:
Knowledge-based Assessment Methods
1. Multiple-Choice Questions (MCQ)
Multiple-choice questions consist of a question, followed by a number of
options. One of the options is the correct answer. The other options, which
are incorrect, are called distracters.
Advantages
Disadvantages

As there is minimal writing, a
substantial amount of content can be
assessed in a relatively short time

Validity of evidence blurred by the 25%
(assuming 4-option MCQ) chance of
random success.

Can be administered to a group of
learners concurrently


Scoring is highly objective (i.e.
number of correct answers only)
Relatively difficult to design good MCQ
questions - requires skilled designers
and pilot- testing.

Method is usually constrained to being a
supplementary method to test
knowledge and comprehension.

Validity decreases with frequent use
and exposure of MCQ to learners
2. Written Assessment (Short Answers)
Short answers require candidates to articulate understanding in written
form but the answers are relatively short as compared to essays and hence
may be appropriate for candidates with literacy issues.
Advantages
Disadvantage

Easy to mark/grade as the answers 
are predictable.

Answers are limited hence writing
ability is not unduly stressed.

Suitable for learners who do not have
high literacy levels.
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Cannot be used alone and has to be
supplemented with other methods.
3. Projects
Projects involve an assessment of a combination of subject knowledge,
process skills and transferable skills. Projects require learners to apply their
learning, encourage pro-activity and need an extended duration for
completion. The outcomes of a project may be presented through different
forms such as a report, portfolio, and/or presentation.
Advantages


Disadvantages
More flexible (in terms of scope, 
medium for presentation) than other

assessment methods
High validity as it requires the
application of skills and knowledge in

a given / real context
Time consuming to mark
Challenging to determine learner’s true
contributions and correspondingly his
level of competencies
Should be complemented with other
supplementary methods to ensure
authenticity of evidence
4. Portfolio
A portfolio refers to a collection of evidence assembled by the learner to
demonstrate competence. The main purpose of using a portfolio would be
the collection of evidence to establish that the learner has demonstrated a
set of prescribed performance criteria. A key point to note is that evidence
that was accumulated many years ago may not be current and has to be in
line with current practices and standards.
Advantages


Disadvantages
Flexible as learners take the initiative 
to decide on how the portfolio is to
be presented and organised.

Valid form of assessment as it is
based on real task rather than a
series of educational tasks.
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Challenging to some learners due to the
flexibility
May be difficult for assessors to map
the portfolio to assessment criteria and
require a face-to-face interview to
ascertain competence
5. Written Assessment (Reports)
A report is a form of extended written assignment whereby information and
often recommendations for action are presented.
Advantage

Disadvantage
Relevance to realistic context hence 
more practical than an academic
essay
Quite demanding as learners may be
required to analyse on what they have
done and draw conclusions
6. Oral Questions
Oral Questioning require learners to articulate their understanding through
a verbal face-to-face question and answer (Q&A) process. This method is
useful when addressing a diverse group of learners with varying literacy
levels as the assessor is able to paraphrase questions to help the candidates
in understanding.
Advantage

Disadvantage
Able to address diverse needs of 
candidates
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Challenging for inexperience assessors
as they will have to be able to think on
their feet and paraphrase the questions
without providing undue stress to the
candidate
Performance-based Methods
7. Workplace Performance
This is arguably the best method to collect reliable and authentic evidence
of a learner’s actual competencies. This is because the assessment context
is set under actual work conditions that require demonstration of actual
occupational competencies and maximises the degree of realism in the
assessment process.
Advantages
Disadvantages

Good indicator of a learner’s actual 
work performance

High authenticity and reliability of
evidence

Constrained by opportunities available
to observe performance for all range of
activities specified under standards
Requires considerable time and
resources to assess all the performance
criteria
8. Role-Play / Simulation
Role-playing or simulation provides an alternative for workplace
performance. It can be seen as an orchestrated scenario that seeks to
gather evidence on a learner’s competencies.
Advantages



Disadvantages
Allows control of different settings 
required to assess a full range of
activities stated under standards

Flexibility in time allocation
Allows standardization of activities to
enhance fairness of assessment
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Detached from
conditions
realistic
workplace
Requires considerable investment in
facilities and equipment to simulate
actual work setting
Attitudinal Evaluation Methods
9. Observations
This method involves observing the behaviour of learners, recording as
much as possible, or whatever appears to be useful, important, or unusual.
Once the data are recorded, the observers’ task is to make sense and draw
conclusions from it. Observation requires preparation time. It is necessary
to determine why you are observing, what you expect to see or think you
might see and how you will record what you see.
Attitudinal evaluation requires determination of a proxy behaviour that
best presents the attitude item / component.
The selection and determination of the proxy behaviour requires research
backing and testing. And there has to be a relationship between the proxy
behaviour and attitude, before it can be safely used for attitudinal
evaluation.
Advantages


Disadvantages
Structured observation allows the 
observer to focus on specific
behaviour that indicate positive and
negative feelings or attitudes

Structured observation allows for
recording of reliable and relevant
data
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Structured observation incurs the risk of
the observer overlooking concurrent
relevant events
In the case of third party observations
where inputs from direct supervisors
are sought, key issue is the degree of
objectivity and reliability of the
evaluation
Principles of Assessment (POA)
 Validity refers to the strength of assessment tasks and criteria to accurately
measure learners’ attainment of the intended competencies level (i.e. how
well the test really reflects the knowledge, skills and attitudes of the
Competency Standard). It includes content validity, construct validity, face
validity and predictive validity
 Reliability refers to the consistency of measured outcomes via clear and
consistent processes for setting, marking, grading etc when a test (all
factors being equal) is repeated on a population of individuals or groups.
 Flexibility refers to the consideration of the various needs of learners and
allows assessments to be conducted either on or off the job at mutually
convenient times and situations.
 Fairness refers to the equality in the conduct of assessment and does not
advantage or disadvantage particular learners (e.g. amount of assessed
work should be manageable).
Rules of Evidence (ROE)
 Valid Evidence
o Meets the Competency Standards and assessment criteria
 Sufficient Evidence
o Sufficient evidence to show competency for all Performance
Statements / Performance Criteria and Underpinning Knowledge
 Current Evidence
o Evidence collected is based on current situation and not outdated
 Authentic Evidence
o Learner’s own work
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Adult Educator (AE) Qualifications Requirements and Timelines for
WSQ Approved Training Organisations (ATO)
In-House WSQ ATOs
Role
Phase I –
By 1 Oct 2012
Phase II –
By 1 Oct 2013
At least 65% with
Workplace Trainer
Programme (WTP) or
equivalent
Phase III –
By 1 Oct 2014
Trainer and/or assessor
At least 50% with
Workplace Trainer
Programme (WTP) or
equivalent
At least 80% with
Workplace Trainer
Programme (WTP) or
equivalent
Master Trainer
At least 1 master trainer* must attain full ACTA or equivalent by 1 Oct
2013
Curriculum Developer
At least 1 developer* must attain full ACTA or equivalent by 1 Oct 2013
Note:
 New ATOs or existing ATOs who are moving into new areas of training are required to meet
requirements in Phase I with immediate effect.
 WSQ In-house ATOs are companies/organisations that train and/or assess their own staff
internally.
 Figures are based on declaration during accreditation and deployment
* Can be the same person
Public WSQ ATOs
Role
Phase I –
By 1 Oct 2012
Phase II –
By 1 Oct 2013
Phase III –
By 1 Oct 2014
Trainer and/or assessor
At least 50% with full
Advanced Certificate in
Training and
Assessment (ACTA) or
equivalent
At least 65% with
Advanced Certificate in
Training and
Assessment (ACTA) or
equivalent
At least 80% with
Advanced Certificate in
Training and
Assessment (ACTA) or
equivalent
Curriculum Developer
100% with Diploma in Adult and Continuing Education (DACE) or
equivalent by 1 Oct 2015
Note:
 New ATOs or existing ATOs who are moving into new areas of training are required to meet
requirements in Phase I with immediate effect.
 WSQ ATOs are external training providers that are in the business of conducting training and/or
assessment
 Today, curriculum developers of ATOs are already required to meet ACTA or its equivalent. They
will also be required to meet the new DACE requirement by 1 Oct 2015.
 Figures are based on declaration during accreditation and deployment. ATOs are required to
ensure that its actual deployed AEs for each class delivery under each approved framework meet
the qualifications requirements
 Partial Completion of DACE: Individuals who have already attained DACE competency units (CU)
C2, C3, C5, C6 and C7, may function as WSQ Trainers and Assessors at WSQ ATOs in lieu of
completing the ACTA Qualification. Such individuals are encouraged to complete the remaining
units of the DACE qualification as the full DACE qualification will enable them to practice as a
WSQ Curriculum Developer at WSQ ATOs.
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How do These Changes to Competency Standard (CS) and Curriculum,
Training and Assessment Guide (CTAG) Affect my Assessment Plan
Design?
For Competency Standards (CS)
 Examine the assumed knowledge, skills and attitudes (KSA)
 Examine the level of Bloom’s taxonomy of cognitive, affective and
psychomotor domains used in the Performance Statements / Performance
Criteria and Underpinning Knowledge
 Examine the evidence source requirements
For Curriculum, Training and Assessment Guide (CTAG)
 Review the industry-adopted strategies and hours
 Mandatory / legal requirements and relevant training and assessment
hours
 Other recommended strategies
 Domain knowledge (technical / vocational qualifications)
 Domain industry experience
 Adult educator qualifications and experience
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What is an Assessment Plan?
An Assessment Plan is a document that provides information on how the
assessment will be structured, what is involved and the assessment criteria
that candidates will be assessed against.
Components of Assessment Plans
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WSQ Requirements in Relation to Assessment Plans
 Principles of Assessment (POA) are complied with
 Rules of Evidence (ROE) are complied with
 Mandatory assessment strategies and requirements (if any is specified in
the CTAG)
 All Performance Criteria / Performance Statements and Underpinning
Knowledge are assessed
 Proposed Assessor-Learner ratio
 Assessor materials are complete, meet needs of assessor
 Assessment Plan is developed with:
o Clear instructions for preparations for assessment and documentation of
assessment e.g. set up of equipment, conduct of specific methods, time
for responses, appeal process, checklists
o Assessment instructions to guide assessor
o Assessment tools are provided e.g. role play scripts, answers to written
tests
o Assessment records with clear assessment criteria indicated
o Resources / References (library, web)
o Glossary provided
o Version control
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Common Shortcomings in Assessment Plan Design
Example 1: Inappropriate Development of Assessment Tools
Description: A role play script was provided. It was crafted in a dialogue as
follows:
Role Play Script (Candidate Copy)
(Customer walks into the store)
Customer: Hello.
Candidate (retailer): Good Afternoon, Mr XXXX. Welcome to OIO Department Store.
Customer: I am looking for a LCD TV.
Candidate (retailer): Can you please share with me what kind of TV you are looking for?
Customer: HD, Cheap, slim, power saving, and good resolution.
Candidate (retailer): Sure Sir! We have a great range of TV sets that you may like
(Candidate brings the customer to the TV)
Candidate (retailer): This is one of the latest models of HD TVs that comes with..... .
Problem: This role play script does not provide valid evidence of competence as
the learners only needs to follow the script and the flow of the script. In a real
workplace situation, the learners will not be given such a script when providing
customer service. Learners should not be in the know of exactly what to expect
during each customer service provided.
General Advice: Role play scripts should be developed appropriately to guide
and ensure that the learners are adequately assessed through a role play based
on a real workplace situation. Detailed scripts should only be provided to the
actor (i.e. person not being assessed) to ensure that the role play does not
deviate from the intended flow of the role play. A scenario may be provided to
the learner to explain the context of the role play and the instructions to the
learner should generally cover what he/she will be assessed on during role play.
A sample role play script developed to assess learner based on a real work
place situation is as follows:
Role Play Scenario
It is a Sunday morning and your department store is going to launch a new product called the
iRobot. Your organisation anticipates a huge demand for this new electronic item as shown by
the large sales figures in other countries.
Role Play Script (Candidate’s Copy)
You are the retail assistant at XYZ Company. You turn up for work on time this morning and get
ready for work. You know that there is a new ‘HOT’ item to be launched today. You are to
deliver service excellence to your customer according to your organisational policies and
procedures.
You will be assessed on the competencies in Deliver Service Excellence, i.e.
 Use organisational service culture and values to guide service delivery
- 29 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Example 2: Assessment Criteria do not Address the Performance
Statement / Performance Criteria Sufficiently
Description: Assessment criteria were set differently as compared to the
Performance Criteria in the Competency Standard
Example:
Competency Standard: LPM-DEV-301C-0 Encourage People
Performance Criteria: Review team and organisational business plans to identify new
and emerging skill requirements
Assessment Method chosen: Written Assignment
Question set for this PC: Complete a 100-word essay on evaluating business plans and
how to identify emerging skill requirements
Problem: The Performance Criteria state that it is to ascertain the competency
of the learner to review team and organisational business plans with the
objective of identifying new and emerging skill requirements.
The question set only assesses the individual knowledge on how to evaluate
business plan and how to identify skill requirements. It does not assess how the
individual reviews team and organisational business plans with the objective of
identifying new and emerging skill requirements
General Advice: Be very clear about what the Performance Criteria expect as
Performance Criteria and Performance Statements require the learner to
demonstrate competence holistically, rather than in segments.
- 30 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Example 3: Incomplete Instructions in Assessment Specifications
Description: The ATO only submitted the following table as part of the
assessment specifications. The rest of the assessment plan consists of the
matrix of assessment methods, observation checklist and a role play script.
S/N
Specifications
Guidelines
1
Assessment Method
Role Play
2
Performance Criteria
PC 1.1, 1.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3
3
Underpinning Knowledge
All stated UK
4
Duration
20 minutes
5
Assessment Venue
Training Centre or Office
6
Assessment Resources
Assessment Checklist
Assessment Questions and Answers
7
Assessment Set-up Requirements
To be conducted in quiet room with proper tables
and chairs
8
Conduct of Assessment
Conduct Interview
9
Recording the Assessment Result

Record findings and conclusions
Individual Assessment Record.

Record reasons for “NYC” in remarks column.
in
the
10
Candidate Summary and Feedback
Record feedback and findings into the Summary
Assessment Record.
11
Required Assessment Tools
Course Assessment Booklet (refer to Annex A)
Problem: The specifications do not provide complete information on the
following:
 Assessment process
 Decision making on assessment outcome for the method and for the whole
assessment
 Preparation for assessment (by the assessor and / or assessment centre)
General Advice: Developer needs to ensure that the instructions and
specifications are detailed enough to clearly cover the following (not limited
to):
 Assessment duration
 Assessment venue
 Assessment set up requirements
 Assessment tools
- 31 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)




Assessor to candidate ratio
Conduct / provision of feedback
Conduct of assessment
Decision making on assessment outcome for the method and for the whole
assessment
 Preparation for assessment (by the assessor and / or assessment centre)
 Performance Statements / Performance Criteria and Underpinning
Knowledge covered
 Special instructions (e.g. safety precautions, etc)
- 32 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Example 4: Conflicting Instructions in Assessment Plan
Description: Assessment criteria and assessment specifications provided by the
ATO were not reflective of information (e.g. assessment methods selected for
each Performance Criteria / Performance Statement) provided in the Evidence
Gathering Plan. Refer to the illustration below.
Problem: Users of the assessment plan may get confused as to what is the
correct assessment method/s and whether the assessment plan is of the correct
version. This may reduce the confidence of the user of the assessment tools and
create a sense of doubt in the assessment plan being used.
General Advice: Ensure that all sections in the assessment plan are consistent
and do not conflict with each other. Always do a check on whether there is any
information that may confuse the user.
EVIDENCE GATHERING PLAN
Communicate
the
performance management
system to employees and
their
roles
and
responsibilities
in
performance management.
Assessment Criteria:
Ability to communicate the
importance of performance
management and the roles
and
responsibilities
to
stakeholders


Work Activity:
Able to verbally communicate and adapt
communication methods of the roles and
responsibilities of performance management to
line managers and employees
Role Play
AA1

The assessment
method chosen
here is role play
ASSESSMENT CHECKLIST
Performance Criteria and
Underpinning Knowledge
1.2 Communicate the performance
management system to employees
and their roles and responsibilities
in performance management.
Role Play scripts

Learning journal
Method
Instructions to
Assessors
1.2
Evidence Gathering Plan
Instructions to
Candidates
Performance Criteria
Assessment
checklist
Assessment Tools
Please Tick
Assessment Criteria
Remarks
C
NYC
OQ13: Explain how to communicate the performance management
system to employees and their roles and responsibilities in
performance management.
The assessment
Suggested Answers:
Candidate is able to explain how to communicate the performance
checklist states that
management system to employees and their roles and responsibilities
in performance management, which may include:
is an oral question

As part of the performance appraisal

............................………….

............................………….
- 33 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
it

Common Shortcomings in Assessment Plan Design
Example 5: Difficulty in Gathering Evidence
Description: Assessment specifications require the assessor to observe more
than two concurrent practical performances for assessment.
Problem: In order for the assessor to observe any forms of practical
performance reliably, the assessor needs to be very clear of the context and the
required role of the candidate. Having to observe more than two different
practical performances is even more challenging, more so for an assessor that
is not very familiar with the process.
General Advice: Unless there are strict criteria for assessors, and specific
consequential actions (i.e. achievement of specific outcome from only one
specific process) being observed, it is advisable for assessment of practical
performance to be conducted on a one-to-one basis.
6
Assessment Setup Requirements
A fully set-up restaurant. This includes providing all the
relevant items found in a typical restaurant.
7
Conducting the
Role Play
1. The assessment is to be conducted at the restaurant
(actual workplace)
2. Three candidates will take on the role of waiter and serve
customers according to the organisational policies and
procedures.
3. Three other people will take on the role of an angry
customer, an overly excited guest and an indecisive guest.
4. The role play begins with a guest entering and randomly
selecting a waiter to serve him / her.
5. It will end when all the guests have paid the bill and left
the restaurant
6. In the event that competency is not being able to be
observed during the role play, the assessor could use oral
questioning to ascertain the competency.
7. The candidate is required to complete the entire role play
even if the assessor had rated the candidate as ‘Not Yet
Competent’. The result of the assessment should only be
made known to the candidate at the end of the
assessment.
- 34 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Example 6: MCQ Questions with “Give-away” Answers
Description: Although the multiple-choice question may have addressed the UK
/ PC, it has been set such that the answer is very obvious. (See below for
example)
Problem: If the correct answer is too obvious, it may result in an unreliable
result as it is unclear if the learner can actually answer the question or if the
other choices (i.e. distracters) were plausible.
General Advice: Ensure that the developer of the assessment plan is clear and
well-qualified in developing a reliable MCQ Questionnaire. This will help ensure
that the assessment is in line with the rules of evidence. Some general tips for
designing MCQs include:
 Measure important outcomes only
 Write a clear question
 Ensure that the grammar of the term matches that of the options
 Avoid giving verbal clues in the question
 Provide plausible distracters
 Avoid ‘all of the above’ and ‘none of the above’
 Vary the length of the correct answer
 Vary the position of the correct answer
 Avoid making the correct answer less definite
Example:
1. What is an attribute of a manager? (choose the one correct answer)
a. Able to communicate ideas to supervisors for implementation
b. Able to escape from all responsibilities
c. Able to change the world
d. Able to punish staff as and when he likes
- 35 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Common Shortcomings in Assessment Plan Design
Other Shortcomings in Assessment Plans
 Assessment criteria are not specific (e.g. copied directly from Performance
Criteria / Performance Statements without elaboration)
 Did no address all the Performance Criteria / Performance Statements or
Underpinning Knowledge
 Did not indicate the assessment coverage in assessment plan
 Inclusion of other instructions that do not relate to the assessment (e.g.
payment policy, refund policy, etc)
 Lack of assessment tools (e.g. oral questions and suggested answers, etc)
 Lack of instructions to assessors on
o conduct of assessments
o usage of assessment tools
 Lack of instructions to learners
 ______________________________________________________________
 ______________________________________________________________
- 36 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Selection of Assessment Methods
General Good Practices in Assessment Plan Development
 Maintaining an assessment tools bank (i.e. different assessment methods
selected systematically to ensure reliability of assessments conducted)
 Conducting regular validation sessions to ensure currency of assessment
plans
 Collecting feedback from various parties (e.g. assessors, trainers,
developers, participants, observers, etc) on the usefulness of the
assessment
 Conducting pilot tests for assessment plans before making adjustments
 ______________________________________________________________
 ______________________________________________________________
- 37 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Assessment Plan Validation
 Purpose of validation
o To determine if assessment plan meets the Principles of Assessment and
Rules of Evidence, learners’ profile, and contextualisation (organisation,
industry and legal) and learners’ requirements
 Who are the stakeholders
o Line managers/supervisors, training managers, subject matter experts
(SME), trainers, assessors
 What to focus for validation
o Assessment criteria and evidence requirements
o Assessment environment
o Assessment methods and tools
o Principles of Assessment and Rules of Evidence
o Practicality
o Clarity of instructions
o Cost effectiveness
o Contextualisation (e.g. organisation, industry and legal) and learner
requirements
 When should validation take place
o Before assessment
o During assessment
o After assessment
 Follow up to validation
- 38 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Assessment Plan Validation Checklist
Purpose of Validation:
Stakeholders involved:
Areas of Focus:
 Assessment criteria and evidence requirements
 Assessment environment
 Assessment methods and tools
 Principles of Assessment / Rules of Evidence*
 Practicality
 Clarity of instructions
 Cost effectiveness
 Contextualisation (organisation, industry and legal) and learners’
requirements
 ______________________________________________________
 ______________________________________________________
Assessment Venue:
Follow up:
*Refer to POA / ROE Validation Checklist
- 39 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
POA / ROE Validation Checklist
Suggested areas to look into
(not limited to)
Underlying Principle
Assessment activities are 
based
on
actual 
workplace practices and 
contexts
Assessment
activities 
relates directly address
the PS / PERFORMANCE
CRITERIA and UKs
Assessment tools address
the candidate’s ability to
meet the level of
performance required by
the Competency Standard
Assessment
activities
planned are holistic and
integrated




The assessment method 
and tools developed are 
appropriate
for
the 
assessment
system
specified by industry
(where relevant)
All information in the 
assessment Plan has been 
validated
by
an 
appropriate person (e.g.
master trainer, subject
matter expert, etc) with
expertise
in
the
competency/is
being
assessed
Principle of Assessment - Validity
Assessment criteria
Assessment specifications
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment methods
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment methods
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Developer / co-developer
Validation panel
Subject matter expert
- 40 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Compliance
Yes
No
Mitigating Factor
(if noncompliant)
Suggested areas to look into
(not limited to)
Underlying Principle
Compliance
Yes
Principle of Assessment - Reliability
Critical elements have 
been
identified
and 
sampling used to ensure
that the most important
aspects are assessed.
Clear assessment criteria
have been provided for
the assessor in the
assessment / observation
checklists (e.g. clear guide
to assess and individual
as ‘C’ or ‘NYC’)
Clear instructions have
been provided to ensure
that assessors conduct
the assessment activity
consistently and make
consistent decisions over
time and with different
candidates
Where multiple assessors
are
involved
in
conducting
parallel
assessment
events,
assessment
strategies
and
approaches
are
consistent
Consistent
instructions
are provided to learner/s
and
procedures
for
undertaking
the
assessment
Where work samples are
used,
learners
are
provided
with
clear
guidelines
on
requirements relating to
authenticity and currency
of submissions











Where
applicable, 
assessment specifications 
and tools are able to
produce
consistent 
assessment
outcomes 
conducted in different
contexts
Assessment specifications
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment / Observation
Checklist/s
Instructions to assessors
Assessment specifications
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment methods
Assessment criteria
Assessment tools: case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Instructions to candidates
Instructions to assessors /
candidates
Assessment specifications
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment methods
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
- 41 -
Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
No
Mitigating Factor
(if noncompliant)
Suggested areas to look into
(not limited to)
Underlying Principle
The assessment approach
can be adapted to meet
the
needs
of
all
candidates, workplaces
and/or stakeholders.




Wherever practical and 
appropriate, assessment
can be negotiated and 
agreed between the
assessor
and
the
candidate
The assessment strategy 
adequately covers both 
on and off the job 
components
of
the
training
Policies,
procedures, 
guidelines and standards
are put in place to 
support assessors in the
consistent application of
reasonable adjustment/s
where required
Candidates are given 
clear
and
timely
information
on 
assessment and what is
required.
Information provided to 
candidate/s covers:
 the
assessment
method/s
 assessment process
Compliance
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Principle of Assessment - Flexibility
Assessment methods
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Instructions to assessors /
candidates
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Instructions to assessors /
candidates
Assessment specifications
Principle of Assessment - Fairness
Instructions to assessors /
candidates
Assessment specifications
Instructions to candidates
- 42 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Yes
No
Mitigating Factor
(if noncompliant)
Suggested areas to look into
(not limited to)
Underlying Principle

the criteria against
which they are being
assessed
 when and how they
will receive feedback
 appeal process
Assessment
strategy
caters for and supports
the language, literacy and
numeracy needs of all
candidates in accordance
with the assumed skills
and knowledge provided
in the CTAG (where
provided)
Special
needs
(e.g.;
geographical, financial,
social) of the candidate/s
have been considered in
the development and
conduct
of
the
assessment strategy.
Reasonable adjustment
can be made to the
assessment strategy to
ensure equity for the
candidate/s,
while
maintaining the integrity
of the outcomes.
Opportunities
for
feedback and review of
all aspects will be
provided to candidates.










Assessment strategy and 
tools accurately address 
all PS / PERFORMANCE 
CRITERIA and UK to prove
competence
of
the
learners
Enough / More than 
enough* evidence is 
provided to confirm that 
the learner is competent
in meeting all PS /
Assessment methods
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Instructions to assessors /
candidates
Assessment specifications
Instructions to assessors /
candidates
Assessment specifications
Instructions to assessors /
candidates
Assessment specifications
Rule of Evidence – Validity
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Rule of Evidence – Sufficiency
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
- 43 -
Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Compliance
Yes
No
Mitigating Factor
(if noncompliant)
Underlying Principle
PERFORMANCE CRITERIA
and UK
Suggested areas to look into
(not limited to)
scenarios, assessment
checklists, observation
checklists, etc
* As a general guide,
there should be multiple
sources of evidence (e.g.
at least two methods per
assessment plan)
Evidence collected is 
based
on
current
situation and is not 
outdated.

Evidence collected is not 
gathered across a period
that is too long (e.g. six 
months)
Evidence of competence 
provided by learners are
produced by the learner 
himself / herself alone


Rule of Evidence – Currency
Instructions to assessors /
candidates
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
Instructions to assessors /
candidates
Assessment specifications
Rule of Evidence – Authenticity
Instructions to assessors /
candidates
Assessment specifications
Assessment criteria
Other assessment tools (where
applicable): case study
scenarios, role play scripts,
scenarios, assessment
checklists, observation
checklists, etc
- 44 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Compliance
Yes
No
Mitigating Factor
(if noncompliant)
WSQ Curriculum Development and Pre-Accreditation Checklist
This Checklist serves as a self-assessment tool for the ATO to ascertain if their proposed
course is likely to meet WSQ course accreditation (CA) requirements.
It is based on existing CA audit criteria of ‘Course Design and Development’, ‘Assessment
Design’, ‘Adult Educator Requirements’, and ‘Facilities and Equipment’.
Detailed descriptions of the criteria are provided to enable Curriculum Developers and ATOs
to determine if their proposed course meets the expectations of a WSQ course and if not, to
do the necessary revisions and enhancements before submitting the course to WDA for
accreditation.
After a course is submitted for accreditation, the ATO will be given up to 10 working days to
do any necessary revisions and enhancements. Thereafter, the application may be audited
based on the latest set of documents available to WDA.
It is therefore important that the ATO conducts a self-check before submitting the course for
accreditation.
The Checklist is a reference guide and added resource for Curriculum Developers and
ATOs. The Checklist does not need to be submitted with the CA application.
ATO’s self-check
WSQ CA requirements
1.1 Course Design and Development
1.1.1
Meet CEs, PCs/PSs and UK

Do the learning outcomes and coverage of content meet all Competency
Elements, Performance Criteria / Performance Statements and
Underpinning Knowledge?

Are the Range and Context / Range of Application requirements complied
with (as specified in the CS and CTAG)?
1.1.2

Mandatory learning strategies and requirements (if specified in CTAG)
No
Yes
No
Yes
No
Are mandatory learning strategies and requirements, including duration,
complied with (if any is specified in the CTAG)?
1.1.3
Courseware is pedagogically sound

Learners Guide and/or supplementary materials for learners are available
and sufficient

Appropriate learning strategies and instructional methods are used:

Yes
o
Is the course pitched at the correct competency level as indicated in
the Competency Standard (Bloom’s model is recommended)?
o
Is the choice of learning strategy and instructional methods appropriate
and aligned to programme outcomes and objectives?
Aligned to adult learning principles:
o
Are active and learner-centric methods adopted?
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Singapore Workforce Development Agency – Quality Assurance Division
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Version 1.1 (14 October 2012)

o
Are activities planned to have variety to sustain the learner’s interest,
engage and motivate them?
o
Are activities planned to incorporate checkpoints for summary, recap of
learning etc to maximise learning retention?
Tailored to needs of targeted adult learners:
o
Does the course incorporate ‘bite-size learning’?
o
Does the course address needs of learners e.g. cultural background,
language proficiency?
o
Does the course cater to various learning styles of learners?

Is the course contextualised to organisation / industrial / legal
requirements?

Is appropriate media e.g. social media, audio/video used to deliver the
training?

Is the time allocated for learning and activities appropriate and sufficient?
1.1.4
Proposed Trainer-Learner ratio

Does the proposed Trainer-Learner ratio meet ratio specified /
recommended in CTAG?

In the absence of a specified / recommended ratio, is the proposed ratio
appropriate?
Yes
No
Yes
No
Yes
No
Note:
If the proposed ratio exceeds or do not meet specified recommendations, ATO
may be asked to provide justification
1.1.5
Trainer Materials are complete, meet needs of trainer and comprise
these documents :

Lesson Plan (with clear indication of topic, duration and equipment)

Clear instructions for preparations required, timing to pace lessons,
conduct of learning activities

Key presentation points to guide facilitator

Resources / References (library, web)

Intellectual Property rights observed e.g. acknowledge sources of
information

Glossary provided

Version control
1.2 Assessment Design
1.2.1

Principles of assessment are observed
Is the assessment Valid?
- 46 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
o assesses what it claims to assess through collection of evidence that is
relevant to the activity and demonstrates that the PC/PS/UK have been
met

Is the assessment Flexible?
o allows for either on or off-the-job, at mutually convenient times and
situations, and appropriate to the range of contexts / application

Is the assessment Fair?
o does not disadvantage candidates and takes into account the
characteristics of the candidate being assessed? Equitable to all
groups being assessed

Is the assessment Reliable?
o consistency of interpretation of evidence and assessment outcomes
1.2.2

Rules of evidence are met
Yes
No
Yes
No
Yes
No
Yes
No
Is Validity ensured?
o evidence meets the specified criteria of the competency standards

Is Authenticity ensured?
o evidence produced is/can be/will be verified to be the candidate’s own
work

Is Sufficiency ensured?
o enough evidence is gathered to show competency against all specified
criteria of the standard/s

Is Currency ensured?
o Evidence to be gathered are current, relevant and applicable in today’s
context
1.2.3

Mandatory assessment strategies and requirements (if specified in
CTAG)
Are mandatory assessment strategies and requirements, including
duration, complied with (if any is specified in the CTAG)?
1.2.4
All PCs/PSs and UK are assessed through :

A range of assessment methods

Assessment method is clearly indicated for each item
Note:
ATO may be asked to provide explanations and justifications of the
assessment design, methods and tools employed
1.2.5

Proposed Assessor-Learner ratio
Does the proposed Assessor-Learner ratio meet ratio specified /
recommended in the CTAG?
- 47 Singapore Workforce Development Agency – Quality Assurance Division
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Version 1.1 (14 October 2012)

In the absence of a specified / recommended ration, is the proposed ratio
appropriate?
Note:
ATO may be asked to justify and provide explanations if the proposed ratio
exceeds or do not meet specified / recommendations
1.2.6
Assessor Materials are complete, meets needs of assessor, and
comprises these documents :

Clear instructions for preparations for assessment and documentation of
assessment e.g. set up of equipment, conduct of specific methods, time
for responses, appeal process, checklists

Key assessment pointers to guide assessor

Assessment tools are provided e.g. role play scripts, answers to written
tests

Assessment records with clear assessment criteria/grading indicated

Resources / References (library, web)

Glossary provided

Version control
Yes
No
Yes
No
1.3 Adult Educator (AE) requirements
1.3.1

Proposed AEs meet the following requirements as specified /
recommended in the CTAG
All proposed developers, trainers, assessors possess adequate:
o
Domain industry experience
o
Domain qualification
o
AE qualifications
o
AE experience
Note:
CVs of all AEs to be submitted for reference and verification. ATO may be
further asked to provide copies of relevant certificates/scrolls/transcripts.

If subject matter experts (SMEs) are used, the SME/s possess adequate:
o
Domain industry experience
o
Domain industry qualification
Note:
CVs of all SMEs to be submitted for reference and verification. ATO may be
further asked to provide copies of relevant certificates/scrolls/transcripts.
ATO is to also note that submission of profiles for SMEs is not sufficient.
1.4 Facilities and Equipment
- 48 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
1.4.1

Proposed facilities, equipment and other resources
Yes
No
Yes
No
Are proposed facilities, equipment and other resources adequate to
support the effective delivery of training and assessment in accordance to
the requirements as specified in the CTAG?
1.4.2
Training and assessment site/s comply with all fire, health and safety
requirements
 Do training and assessment site/s, including its facilities and equipment
contained within, comply with all legislations and regulations governing their
use?
 Have all necessary and valid registrations, permits and licenses for the
operation and use of the training and assessment site/s, facilities and
equipment been obtained from the proper authorities?
- 49 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
References
 Dannefer, E. F., and Henson, L. C. (2007). The portfolio approach to
competency-based assessment at the Cleveland Clinic Lerner College of
Medicine. Academic medicine, 82(5), 493-501.
 Singapore Workforce Development Agency (2007). WSQ Assessment
Design Guide. Assessment methods 13–22.
 Institute for Adult Learning (2011), DACE Develop Assessment Tools,
Learner Guide from IAL
 Institute for Adult Learning (2008), CU5 Develop a Competency-Based
Assessment, Learner Guide from IAL
- 50 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Useful Websites
 CA self-assessment checklist http://app2.wda.gov.sg/data/ImgCont/948/WDA-WSQCurriculum%20Development%20&%20PreAccreditation%20Checklist(1Aug11)v1.pdf
 WSQ terms and conditions https://www.skillsconnect.gov.sg/web/guest/termsAndConditions#
 External Guide for Continuous Improvement Review http://app2.wda.gov.sg/data/ImgCont/948/CIR%20External%20Guide(v1.8
)4Nov11(A).pdf
 Guidelines for submitting results and printing SOAs http://app2.wda.gov.sg/data/ImgCont/487/OnlineSubmissionForm.zip
 Practical Guide on Managing For Training and Assessment Excellence http://app2.wda.gov.sg/data/ImgCont/487/WSQPracticalGuideforCDForu
mheldon24May07.pdf
 Guide on updating WDA on changes in Course Information –
http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateCourseProfile.
pdf
 Guide on updating WDA on changes in Organisation Information http://app2.wda.gov.sg/data/ImgCont/487/ViewandUpdateOrganizationP
rofile.pdf
 Credit exemption guide - http://www.ial.edu.sg/index.aspx?id=81
- 51 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Version Control Record
Version
Effective Date
1.0
27 August 2012
1.1
14 October 2012
th
th
Changes
Initial version
Inclusion of additional notes for
CD workshop for Public ATO
- 52 Singapore Workforce Development Agency – Quality Assurance Division
Develop Competency-Based Assessment Plans
Version 1.1 (14 October 2012)
Author/s
QAD
QAD / IAL