Evidences: 1. Types of Evidence

Evidences
1. Types of Evidence
Evidence is information that is gathered and matched against a unit of competency to
provide proof of competency. Evidence can take many forms and maybe gathered from a
number of sources.
In a competency based system, evidence is something which supports the candidate’s claim
of competency or achievement of competency according to standard, learning outcome or
performance outcome.
Forms of Evidence
Evidence of competency can take many forms. The forms of evidence required will depend
on the purpose of the evaluation and the performance outcomes.
1) Direct Evidence – is an evidence that can be observed or witnessed by the facilitator.
This may include:
∙ Observation, by the facilitator of the trainees carrying out the work activities;
∙ Oral questioning of the trainee;
Demonstration by the trainee of specific skills needed to complete the task; and
∙ Evaluation of the actual product.
2) Indirect evidence – is an evidence of the trainee’s work that can be reviewed or
examined by the facilitator. This may include:
∙ Video presentation;
∙ Photographs;
∙ Written test of underpinning knowledge;
∙ Review of previous work performed;
∙ Testimonial or reports from employers, colleagues, clients or supervisors; and
∙ Evidences of training.
Ways of Gathering Evidence

∙ Multiple observations by the assessor of the candidate carrying out work activities;
∙ Assessment of technical qualities of finished product;
∙ Written test of underpinning knowledge ;
∙ Oral questioning of candidate;
∙ Demonstration of specific skills needed to complete the task; ∙ Review of previous work
performed; and
∙ References from previous employer.
2. Rules of Evidence
Regardless of the form of evidences, where it was collected, or who collected it, assessors
must be confident that assessment decisions are based on quality evidence.
1) Valid
Is the evidence:
∙ related to the current version of the standards?
∙ relevant to the elements and performance criteria in the standards?
∙ consistent with the range of variables and the evidence guide?
2) Current
Does the evidence:
∙ reflect the trainee’s current knowledge and/or skills in the relevant aspect of work?
∙ establish that the trainee can meet the elements and performance criteria specified in the
current version of the relevant standards?
3) Recent
The evidence shows the latest training attended by the candidate relative to the current
version of the Competency Standard.
∙ Is the evidence less than five years old?
∙ Presence of proximity or time element
4) Sufficient
Does the evidence:
∙ cover all the elements?
∙ meet all the evidence requirements?
∙ illustrate that the candidate can meet the four dimension of competency – tasks skills, task
management skills, contingency management skills, and job/role environment skills?
5) Authentic
∙ Is the evidence presented the candidate’s own work?
∙ What procedures are available to ensure the authenticity of the evidence:
⮚ observation of work in progress;
⮚ declarations;
⮚ drafting; and
⮚ third party validation?
6) Consistent
Does the evidence:
∙ Show that the candidate consistently meets the standards under workplace conditions
rather than showing a one –off demonstration of the standards?
∙ Incorporate multiple items of evidence?
Rules of evidence must be observed in identifying the evidences included in the assessment
tools.
3. Evidence Plan
In establishing the evidences, developer should first review the unit of competency to be
assessed, specifically the elements, performance criteria, critical aspect, underpinning
knowledge and skills. Another is the preparation of Evidence Plan wherein the list of the
required evidences is reflected.
The Evidence Plan
Evidence plan is designed to:
∙ serve as a planning tool;
∙ support the assessment process;
∙ assist with the collection of evidences;
∙ inform the learners of what is expected of them before they begin with the assessment;
and
∙ serve as a guide for the trainer in determining the method of assessment to be used.
3. Evidence Plan
3.1. Steps in Making an Evidence Plan
Steps in Making an Evidence Plan
1) From the CS, develop your evidence requirements in reference to the elements and
performance criteria, underpinning skills and knowledge and critical aspect of competency;
For easier understanding, The Chart below illustrates the relationship between a
Competency Standard and an Evidence Plan.
Figure 1. Relationship between Competency Standard and Evidence Plan

2) Write your evidence requirements on the first column of the Evidence Plan Template. Use
the present tense (s-forms of the verb) in constructing the list of evidence requirements.
Below is a Sample Illustration on how to make the an evidence Plan based on the
performance criteria, underpinning knowledge and skills and critical aspects of a
competency.
3) Write the evidence gathering method on the 2nd, 3rd and 4th column along the first row
of the Evidence Plan Template. Choose at least two kinds of evidence-gathering methods
that would allow you to get the evidence required to determine the competency.(You refer
to CS/Evidence Guide-Method of Assessment- to determine the method of assessment
which industry preferred for a specific competency );
Figure 3. Preparing an Evidence plan based in on Underpinning Knowledge

4) Place a check on the appropriate box to indicate what method will be used to gather
each evidence requirement; and
Figure 4. Selecting Evidence Gathering Tool

5) Review the Evidence Plan to check that all evidence requirements are covered especially
the critical aspects of competency.
For clarity, Figures 5 and 6 are the Evidence Plan Template and the accomplished Evidence
Plan respectively.
Figure 5. Evidence Plan Template
Evidence Plan
5. Evidence Plan Template
Title of Qualification (Competency standard):

Unit of competency covered:
Ways in which evidence will be collected: [tick the
column]
The evidence must show that the trainee …
*
*
∙
∙
∙
Note: * Critical aspects of competency
Prepared by: Date:
Checked by: Date:

Evidences: 1. Types of Evidence

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Evidences

∙ Oral questioning of the trainee;

∙ Evaluation of the actual product.

∙ Written test of underpinning knowledge;

∙ Review of previous work performed;

∙ Testimonial or reports from employers, colleagues, clients or supervisors; and

Ways of Gathering Evidence

∙ Assessment of technical qualities of finished product;

∙ Written test of underpinning knowledge ;

∙ Oral questioning of candidate;

∙ References from previous employer.

∙ related to the current version of the standards?

∙ relevant to the elements and performance criteria in the standards?

∙ consistent with the range of variables and the evidence guide?

Does the evidence:

∙ Presence of proximity or time element

Does the evidence:

∙ cover all the elements?

∙ meet all the evidence requirements?

∙ Is the evidence presented the candidate’s own work?

∙ What procedures are available to ensure the authenticity of the evidence:

⮚ observation of work in progress;

⮚ third party validation?

Does the evidence:

∙ Incorporate multiple items of evidence?

The Evidence Plan

Evidence plan is designed to:

∙ serve as a planning tool;

∙ support the assessment process;

∙ assist with the collection of evidences;

Figure 1. Relationship between Competency Standard and Evidence Plan

Figure 3. Preparing an Evidence plan based in on Underpinning Knowledge

Figure 4. Selecting Evidence Gathering Tool

Figure 5. Evidence Plan Template

5. Evidence Plan Template

Title of Qualification (Competency standard):

Prepared by: Date:

Checked by: Date:

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