Guidelines for

Training of Assessors
(ToA)

Ministry of Skill Development and Entrepreneurship,

Government of India
National Council for Vocational Education and Training
4th Floor Kaushal Bhawan,
Africa Ave, Diplomatic Enclave,
Chanakyapuri, New Delhi - 110023
CONTENTS
1. Introduction .......................................................................................................1
1.1 Current Status ............................................................................................ 1
1.2 ToA for various types of Qualfications ........................................................ 2
1.2.1 ToA for qualifications pertaining to Long Term Training (LTT) ............. 2
1.2.2 ToA for qualifications pertaining to Short Term Training (STT) ............ 2
1.2.3 ToA for qualifications pertaining to National Occupational Standard (NOSs)
and Micro Credentials ....................................................................................... 3
1.3 Challenges ................................................................................................. 3
1.4 Need ........................................................................................................... 3
1.5 Role of ABs & AAs in ToA .......................................................................... 3
2. Objectives and Scope of the Guidelines ...........................................................4
2.1 Objective .................................................................................................... 4
2.2 Scope ......................................................................................................... 4
3. Roles and Responsibilities of Proctors: ............................................................4
4. Roles and Responsibilities of assessors: ..........................................................5
5. Role & Responsibities of Master assessor:.......................................................6
6. Difference between ProctoR, Assessors and Master assessors:......................6
7. ToA: Basic Principles ........................................................................................6
7.1.1 For Assessor ........................................................................................ 8
7.1.2 For Master Assessor ............................................................................ 8
8. ToA mechanism/ Process Mandated ..............................................................11
8.1 ToA Strategy ............................................................................................ 11
8.2 Process Flow ............................................................................................ 12
8.3 ToA Framework ........................................................................................ 12
8.3.1 Qualification Design ........................................................................... 12
8.4 Development of ToA Program .................................................................. 14
8.4.1 Overview of the Assessor Training Program ...................................... 14
8.4.2 Overview of the Assessment Tasks, including evidence to be collected.
16
8.5 Duration for Domain and Platform Skills ................................................... 16
8.6 Qualification Implementation Mechanism ................................................. 17
8.7 NSQF Alignment & Approval of ToA Qualification .................................... 18
8.8 Adoption of Qualification ........................................................................... 18
8.9 Alignment of Existing ToA Qualifications .................................................. 19
 8.10 Progression Path for Assessor(s): ......................................................... 19
8.11 Digital Tools and Techniques for Imparting Assessment: Animation, Simulators,
XR, Digital Twins, Metaverse, Gaming, Special Tools for Divyangs................... 19
8.12 Assessment Methods, Aids & their Applicability: ................................... 19
8.13 Placement of the Assessor after attaining ToA certificate ..................... 20
9. Implementation of toa program .......................................................................21
9.1 Infrastructural Requirements for ToA........................................................ 21
9.2 Undertaking Assessment.......................................................................... 21
9.2.1 Future/Emerging/Niche Skilling areas ................................................ 22
9.2.2 Traditional and Heritage (Rare) skills ................................................. 22
9.2.3 Cross-Sectoral/Multi Skilling areas .................................................... 23
9.2.4 Employability Skills ............................................................................ 23
10. Financials........................................................................................................23
10.1 Indicative Remuneration/Honorarium for the Assessors and Master Assessors
23
11. Refresher courses and upskilling of assessors and master assessors ...........23
12. Assessment and Certification .........................................................................23
12.1 Assessment of learners undergoing ToA: Process, Question Bank, Skill
Assessment Exam, Pass Percentage ................................................................ 23
12.2 Certification and Issue of Certificate ...................................................... 24
13. Monitoring & evaluation ..................................................................................24
13.1 Quality Assurance and Quality Control (QA/QC) ................................... 24
14. Miscellaneous .................................................................................................26
14.1 Dual role as Trainer and Assessors ...................................................... 26
14.1.1 Dual role of Assesor as a Trainer:...................................................... 26
14.2 Considering International Qualification as Entry qualification for Assessors
26
14.3 Consideration for Assessors holding a higher NSQF Level................... 26
14.4 Continuous Professional Development of Assessors ............................ 26
14.5 Inter-rater reliability................................................................................ 27
 ACKNOWLEDGEMENT
This publica on on the “Guidelines for Training of Assessors (ToA)” stands as a testament to
the collabora ve efforts and dedica on of many esteemed individuals and organiza ons. At
the forefront, we would like to extend our deepest gra tude to Dr. Nirmaljeet Singh Kalsi,
Chairperson, Na onal Council of Voca onal Educa on and Training (NCVET) whose
extraordinary guidance and direc ons were the bedrock to the successful forma on of these
comprehensive guidelines.
We also owe a significant acknowledgment to Dr. Neena Pahuja, Execu ve Member and Dr.
Vinita Aggarwal, Execu ve Member, and Col. Gunjan Chowdhary, Director of NCVET for their
in-depth knowledge and industrious contribu on in the development of the Guidelines.
Furthermore, our sincere apprecia on goes to Mr. Amit Sharma, Consultant (Grade II), Ms.
Ojasvi Goyal, Consultant (Grade I), Mr. Abhinav Mishra, Consultant (Grade I), and Ms. Pragya
Sharma (Young Professional) whose construc ve inputs have immeasurably shaped the
context and content of this work, making it rich in informa on and perspec ve.
We extend our utmost gra tude to the Ministry of Skill Development and Entrepreneurship
(MSDE), for their robust support and encouragement throughout the course of this project.
We are also indebted to various Awarding Bodies and Assessment Agencies, whose collec ve
wisdom has been vital in enhancing our understanding of the finer nuances of the ToA policy.
Finally, we acknowledge the hands-on experience lent by numerous Industrial experts and
subject-ma er experts whose real-world insights have embedded these guidelines with
prac cality, making it an effec ve tool for implemen ng the ToA prac ces across the skill
ecosystem. We earnestly thank everyone for their invaluable contribu ons, without which this
publica on would not have been possible.

NCVET
 File No.: 42001/04/2023/NCVET
Ministry of Skill Development and Entrepreneurship
National Council for Vocational Education and Training
Government of India

Guidelines for Training of Assessors (ToA)

1. INTRODUCTION
I. The National Council for Vocational Education and Training (NCVET) has been notified by the
Ministry of Skill Development and Entrepreneurship (MSDE) vide gazette notification no.
SD17/113/2017-E&PW dated 05th December 2018. NCVET acts as an overarching skills regulator
which regulates the functioning of bodies engaged in vocational education and training, both long
and short-term, and minimum standards for the functioning of such bodies. NCVET strives to
integrate fragmented regulatory systems involving multiple stakeholders and infuse quality
assurance across the entire vocational training value chain, leading to strengthened outcomes.
II. Assessment is an essential and a very important component of the skilling ecosystem. Unbiased
& fair assessment ensures the credibility of the training and monitors the learning strategies to
validate the complete process. An Assessor is the eye of a fair and unbiased assessment, and
the assessment report should be such that the competent authority can clearly take its decision
on whether minimum standard requirements are met or not. In fact, quality assessment directly
impacts the job prospects of a learner.
III. The Assessor plays a vital role in the entire process of skills assessments and it's an assessor's
job to ensure that trainees meet the occupational standards required to achieve their
qualifications. The quality of assessments can be largely linked to the domain knowledge and
understanding of the associated systems & processes of the Assessor. An assessor supports and
assesses students working towards a vocational qualification within a college, school, training
centre, or workplace.
IV. Recognizing the enormous significance of assessment, the NCVET attempts to regulate and
standardise training of assessor through the guidelines for assessor’s training for Training of
Assessors. The Training of Assessors (ToA) is a specialized training programme for professionals
and industry experts who may work as Assessors in the vocational skills sector to carry out
competency-based assessments of students for a given course or job role, aligned with the NSQF .
1.1 Current Status
i. Training of Assessors (TOA) is an important part of the Indian skill ecosystem. The Indian
government has been actively working towards the development of the Indian skill
ecosystem over the years. On 15th July 2015, the Ministry of Skill Development and
Entrepreneurship (MSDE), Government of India, launched the “Skill India” mission to train
and create skilled workforce in India in various areas leading to employment, but there is still
a huge shortage of competent assessors who could judge/ assess the skills of the workers/
individuals.

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 ii. Therefore, to cater to the need of the certified assessors, the training of assessors is being
conducted across India by:
a) National Skill Trainers' Institutes under the Directorate General of Training (DGT),
b) Awarding Bodies/ Sector Skill Councils (SSCs),
c) Skill Universities, and
d) Private Training Providers
iii. The TOA process has been successful in creating a quality-centric assessment system. It
has enabled us to identify the most suitable candidates from industries/ academia to
perform assessments on the various job roles. Moreover, it has also helped to create a
pool of certified assessors in various job roles. The TOA process is an integral part of
India’s skill development efforts and has enabled the country to make great strides in this
direction.
1.2 ToA for various types of Qualifications
1.2.1 ToA for qualifications pertaining to Long Term Training (LTT)
a. The term "Long-Term Training (LTT)" refers to full-time or part-time training of a
managerial, scientific, or technical nature lasting 01 year or longer than 01 year (i.e. 1200
hours or more than 1200 hours of learning). ToA shall be imparted as LTT and may be
referred as Assessor Training Program. In this type of training program, the assessor
trainees/ learners receive comprehensive training on both domain skills and Pedagogical
skills, preparing them to assess skilled workforce needed by the industry. This type of
training is mainly taken by the assessors of Awarding Body (dual categories) and
Assessment Agency.
b. The ToA process shall consists of pre-training assessment activities, and post-training
activities. Prior to training, an assessment of the trainees’ current skill level is conducted
to determine the best training program for each trainee. During the training, the
assessment is carried out to measure the trainees' performance and to identify areas in
which they can improve. Finally, after the training is completed, the certified assessor,
evaluate the learners and provide feedback on their performance. ToA ensures the
competence of learners and the quality of training programs in India. For example, the
Crafts Instructor Training Scheme (CITS) is a type of ToA in LTT which is conducted by
DGT.
1.2.2 ToA for qualifications pertaining to Short Term Training (STT)
a. The rise of rapid technological innovations in various sectors has led to rapid evolution of
economic systems. Along with these changes, skills sets are being disrupted and modes
of training & delivery are also evolving rapidly. To address the challenges posed by these
changes and the rising expectations for innovative skills training by stakeholders and end-
beneficiaries, STT courses are developed which are of less than 01 year (less than 1200
learning hours) of duration.
b. To assess these STT batches, assessors can be hired from a pool of domain experts
having the requisite qualification shall be hired after pre assessment and training can be
provided to them on domain and pedagogical skills through ToA programs. This program
aims to orient the learners/ candidate/ assessor trainees towards the assessment
processes and pedagogical skills.

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 1.2.3 ToA for qualifications pertaining to National Occupational Standard (NOSs)
and Micro Credentials
a. The rise in rapid technological innovations have demanded upgrade in skills on a regular
basis. This can be done either by upskilling or reskilling training programs. To facilitate
upskilling and reskilling, NCVET has started approving standalone NOS/ Micro
Credentials.
b. To assess these standalone NOS/ Micro Credentials, the existing assessors having
relevant knowledge/ qualification may upgrade them by attending ToA programs based
on the NOS/ Micro Credentials.
1.3 Challenges
i. The subject matter experts who work as Assessors come from varied backgrounds and
experience. It is imperative to train and certify them on the standards, methodology and
procedures linked to skills assessments to carry out the assessment activities with
uniformity.
ii. Currently there are not any set guidelines for Methodology, Methods applicability –
Pedagogical skills, Re-assessment - Duration, Mandatory NOS and Financial with respect
to the training of assessors. This reflects the need for standardising the methodology to be
followed nationwide to ensure the quality training and the assessment processes.
1.4 Need
i. The purpose of these guidelines is to create a robust standardized and scalable model and
provide the Standard Operation Procedure (SOP) to address the concern of inadequately
trained assessors in the skill eco-system.
ii. The Training of Assessors (ToA) is a specialized training programme for academicians,
professionals and industry experts who may work as assessors in the vocational skills sector
to carry out competency-based assessments of learners/ students for a given course or job
role aligned with the NSQF.
1.5 Role of ABs & AAs in ToA
S.
Awarding Body Assessment Agency
No.
Awarding Bodies are responsible for Assessment Agencies are responsible for
1 developing NSQF aligned and approved identifying and selecting the potential
qualifications for ToAs candidates for ToAs
Assessment Agencies are responsible for
Awarding Bodies are responsible for the
2 preparing the question banks for the relevant
conduct of ToAs
qualifications
Awarding Bodies are responsible for the
Assessment Agencies are responsible for
3 issuance of certificates post assessments for
conducting assessments post training
passed candidates
Awarding Bodies are responsible for sharing Assessment Agencies has to ensure that the
4 the feedback with the candidates post certified assessors are registered on
assessment for scope of improvement TAKSHILA portal

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 2. OBJECTIVES AND SCOPE OF THE GUIDELINES
2.1 Objective
Training of Assessors program shall address the following requirements:
i. To Ensure that each assessor possess NCVET certificate on National Skill Qualification
Framework (NSQF) - aligned Qualifications/ National Occupational Standards (NOS)/ Micro
Credential (MC) prior to assessing batches across skilling verticals.
ii. To Identify the right candidate or right profile of the person, best suitable for conducting the
assessment of any NSQF aligned course.
iii. To Ensure that assessors understand the pedagogy of assessment, and also understand
the associated governance processes.
iv. To Ensure quality assessment aligned with the Qualifications, NOSs & MCs.
v. To Ensure that assessment of cross-sectoral or multi-skilling qualification is carried out, as
required.
vi. To Ensure that the assessor carries out timely assessments.
vii. To Create a pool of competent NSQF certified assessors in the skill ecosystem.
2.2 Scope
i. The guidelines define the eligibility criteria & minimum qualifications required for the
assessors. It also specifies the expected training requirements, in terms of processes,
knowledge, testing and handling skills of students/ learners.
ii. The Assessors are expected to follow the basic principles of Assessment namely: Fairness,
Flexibility, Validity and Reliability, and understand the assessment tools, which need to be
used as part of the process to be followed by them during assessment.

3. ROLES AND RESPONSIBILITIES OF PROCTORS:

Proctors are technically competent supervisor executives who participate in the assessment by
ensuring readiness and assistance on technology and technology-enabled infrastructure
requirements, fulfilling documentation requirements, invigilating the assessment and alerting
authorities in case of any anomalies.
Responsibilities of proctors are as follows:
I. Technical Readiness: Proctors are responsible for ensuring readiness of technology systems for
assessments. If assessment is being administered on computer systems/ tablets, then ensuring
that the computer systems/ tablets are compatible and configured for the assessment platform.
II. Technical assistance: Proctors are responsible for debugging and troubleshooting any technical
issues or queries arising in the assessment platform during assessment.
III. Candidate Verification: Proctors must check original government photo ID of candidates for
identity verification before starting the assessment to ensure participation of only genuine
candidates. In some cases, the proctor may need to check the eligibility of candidates through
biometric attendance or other means, as per the direction in the scheme guidelines.
IV. Invigilation: Proctors are responsible for invigilating assessments and ensuring that there is no
malpractice/ cheating during assessment.

4
 V. Attendance Capture: Proctors are required to mark the attendance of all candidates appearing in
the assessment correctly on the Assessor/Proctor App, unless indicated otherwise in the scheme
guidelines.
VI. Geo-tagging: Proctors should geo-tag the location of the assessment on the Assessor/Proctor
App as a compliance norm.
VII. Documentation: Proctors are required to complete documentation and compliance requirements
as per the scheme.
VIII. Evidence Collection: Proctors should capture photographs, videos or any other media as
evidence, as per requirement. This could include images of infrastructure availability, video
recording or practical skills assessment, audio recording of viva, intermittent images during theory
examination, etc.

4. ROLES AND RESPONSIBILITIES OF ASSESSORS:

Assessors, as stakeholders of skill ecosystem, are directly involved in conducting and scoring
assessments. They interface with trainees/ learners, training centres and assessment agencies. They
also undergo a TOA program conducted by the Awarding Body (AB) that aligns them with the
assessment requirements in the skilling ecosystem. The following steps may be used as part of
process of assessment:
I. Candidate Orientation: Assessors must orient candidates with the process to be followed for the
assessment, including the functionalities of the assessment engine interface and process to be
followed by the candidates.
II. Availability of Domain Infrastructure, Tools, Equipment and Consumables: Ensure that the domain
infrastructure, tools & equipment requirements are available in sufficient quantity at the time of
conducting the assessment.
III. Assessment Conduct and Scoring: Assessors can assess competency of each candidate by
conducting theory, viva voce, practical competency tests or evaluating projects by following the
instructions present in the Assessor Guide.
IV. Invigilation: Assessors must uphold the integrity of the assessment by ensuring that no
malpractice or fraud takes place during assessment.
V. Carrying out the invigilation of written test: Invigilation is usually carried out by the proctors but in
certain special cases, if approved by the respective Awarding Body, assessor can also act as an
invigilator.
VI. Carrying out the Viva voce: This should be carried out by the assessors with adequate qualification
and experiences as defined in these guidelines. In case viva is carried out by a remote assessor,
it should be as per the norms laid down in the blended learning guidelines published by NCVET.
VII. Carrying out the practical exam: This should be carried out by the assessors with adequate
qualification and experience as defined in these guidelines. In case, this step is also monitored
on-line, the norms laid down in the blended learning guidelines should be followed. However,
based on the skill being assessed, the assessor should have knowledge of the qualification being
assessed.
VIII. Validation: Authentication and validation of identity of the candidates on ground by cross verifying
his identity with any of his identity proof.

5
 5. ROLE & RESPONSIBITIES OF MASTER ASSESSOR:
I. Master Assessors are involved in assessing the higher-level skills along with the training of the
assessors and train them to observe and evaluate the specific outcomes that are expected to be
demonstrated by candidates during the assessment. Master Assessors are expected to have
thorough understanding of the sector in terms of theory, practical and hands on. Therefore,
Master assessors should be at level 5.5 (i.e., Graduate and above) with 10 years of relevant
experience (i.e. Industry/ Academia/ Assessor etc.)
II. Training and development of Assessors is an instrument to meet the twin challenges of continuous
improvement and demands of change in skilling. There is an ever-emerging challenge of capacity-
building of assessors. Thus, it is necessary to recognize the crucial role of the Master assessor
from being a provider to enabler, facilitator, and change-agent where learner is in the focus.

6. DIFFERENCE BETWEEN PROCTOR, ASSESSORS AND MASTER ASSESSORS:

Proctor Assessor Master Assessor

Proctors are technically An experienced and Master Assessors are

competent supervisor who qualified professional who involved in assessing the
participate in the supports and assesses higher-level skills and in
assessment by ensuring learners against the learning training them to observe and
readiness and assistance on outcomes and performance evaluate the specific
technology and technology- criteria towards a vocational outcomes that are expected
enabled infrastructure qualification within a school, to be demonstrated by
requirements, fulfilling college, training centre, or candidates during the
documentation workplace. assessment
requirements, invigilating the
assessment and alerting
authorities in case of any
anomalies.

7. TOA: BASIC PRINCIPLES

7.1 Level of Qualification for becoming an Assessor(s) eligible for ToA: Entry and
Experience Requirements

NCrF/ NSQF 1, 2 & 2.5 3, 3.5 & 4 4.5, 5, 5.5 & 6 6.5, 7 & 8
levels (Case1) (Case2) (Case3) (Case4)

• Read - Write/ No • School • Higher • Higher Education

Catering to formal education - Education Education & Research (PG
assessment of For NSQF level 1 (Grade 10 - (UG). & PhD).
STT and LTT and 2 12).
Qualifications • School education
(upto grade 9) – For
NSQF level 2.5.

6
 • Knowledge of local • Assessing the • Assessing the • As in Case3
Language. hands-on theoretical
• Ability to assess skills along understanding
hands-on skills. with the of the
• Skills to conduct viva understanding qualification
Voce. of the working along with the
principles and decision-
Assessor
reasoning. making
Requirement
• Viva capabilities
• Platform skills and practical
(as application of
applicable) the concept in
real life
situations.
• As in Case2

• Every assessment • Same as in • As in Case2 • As in Case3

shall be proctored Case1
and supported with
digital and video
evidence with
geotagging.
• Each batch strength
shall be of maximum
20 to 30 candidates
(Based on the sector
and Job roles).
• The training duration
shall have min.
Governance
duration of 07 days/
Process
56 hours (i.e. 04 days
for domain skills + 03
days for pedagogical
skill + 01 day
assessment) for new
assessors and 05
days/ 40 hours (i.e.
i.e. 04 days for
domain skills + 03
days for pedagogical
skill + 01 day
assessment) for
existing assessors

7
 • Learner with basic or • ITI ecosystem • Integration of • Integration of
no education • Higher school VET into VET into general
• Basic school education with general education and
Focus Area of education with specialized education research
Assessment orientation of VET VET subjects • New age • New age industry
subjects • Largely LTT industry skills requirement/
• Largely STT future skills

7.1.1 For Assessor

Qualification & Experience level of Assessors: This will be vastly based on the NSQF levels at
which assessments is being done:

S. No. NSQF Level Qualification & Experience

1 Level 1, 2, & 2.5 At Least one NCrF/ NSQF level up with min 2 years of relevant exp.
accompanied by understanding of digital skills and pedagogical skills.

2 Level 3, 3.5 & 4 At least one and preferably two NCrF/ NSQF levels up with min 3 years
of relevant exp. accompanied by understanding of digital skills and
pedagogical skills.

3 Level 4.5, 5, 5.5 & 6 At least one and preferably two NCrF/ NSQF levels up with min 3 years
of relevant exp. accompanied by understanding of digital skills and
pedagogical skills.

4 Level 6.5, 7 & 8 NSQF Level 8 with 5 years of relevant experience accompanied by
understanding of digital skills and pedagogical skills or Master Assessor
having the relevant ToA certification.

NOTE: One NCrF level up implies 0.5 level above.

7.1.2 For Master Assessor

Master Assessors are expected to have thorough understanding of the sector in terms of both
theory and practical. Therefore, Master assessors should be at minimum level 5.5 (i.e., Graduate
and above) with 10 years of relevant experience (i.e. Industry/ Academia/ Assessor etc.)

7.2 Assessment Requirements

i. ICT Training for Online/ Blended mode of Assessments: Awarding body shall ensure that
training program will cover customized sessions on digital skills required for online or
blended mode of assessments.
ii. Pedagogies for Online and Face-to-face Modes of ToA Program:
a) Generating Ideas: Learners come with their own world of experiences, previous
knowledge and exposure, and thus can contribute by their knowledge, ideas, and
views, either in the classroom or on the online platforms.

8
 b) Brainstorming: Brainstorming exercise can help learners to think spontaneously,
derive solutions, ideas, appreciate others’ ideas and enjoy generation of several
ideas by the whole group instead of listening to only teachers’ ideas and views.
c) Concept-mapping/ Mind-mapping: Creating cognitive structure/schema of any topic
in the mind is the best cognitive exercise for learners. These help learners
understand the topic from all perspectives and help learners establish relationships
of concepts on their own.
d) Creative Presentations: Using infographics, short videos, podcasts, story-creation
tools can make the training program more interesting and meaningful.
e) Exposure to the real world: Interviews of stakeholders, case studies, small surveys,
acquiring information from websites, assessment portals, mobile applications for
assessments, etc. can help the learners understand the processes and interact with
the real world.
f) Case Study: Case studies with thought provoking questions, followed by exercises
can be a very effective strategy for learners to apply their understanding of the topic.
g) Cooperative Learning Strategies: Cooperative Learning Strategies such as Jigsaw,
Team-Pair-Share, Team-Pair-Solo, Fishbowl, Corners, One-stray, PQP, etc. have
been proven effective in face-to-face modes. These strategies help in developing a
sense of responsibility of learning, interdependence, teamwork, logical, and
analytical thinking, and trainers can ensure participation of all learners in the
meaningful learning process.
iii. Availability of Certified Master Assessor: The Awarding Bodies conducting the ToA
shall ensure that adequate number of Master Assessors get trained and certified on
domain and assessment skills. Thus, Awarding Bodies must ensure that an adequate
number of certified assessors are empanelled with them.
iv. Availability of Standardized Content: While conducting ToA programs, the Awarding
Bodies shall ensure following course material is provided to the candidates:
a) Program Schedule
b) Learner’s Handbook
c) Facilitators’ Guide (i.e. Assessor, Proctor etc.)
v. Assessments broadly can be classified into the following types:

A B C
S.
Assessment Methods NSQF Level (NSQF Level (NSQF Level
No
1,0,2.0 & 2.5 3.0 & 4.0) 4.5 to 8.0)

1 Diagnostic Assessment Low Medium High

2 Formative Assessment (Digital Platform) High High High

3 Summative Assessment Low High High

4 Ipsative Assessment Low Medium Medium

5 Norm-Referenced Assessment Low Medium High

9
 6 Criterion-referenced Assessments High High Medium

7 Peer-to Peer reference Assessment Medium Medium Medium

8 Industry Validation of Effectiveness Low Medium High

9 Rubric High Medium Medium

10 Portfolio & e-Portfolio Low Medium High

11 Structured Interview Low Medium High

12 Student Experience Survey Low Medium Medium

Details on these assessments methodologies is provided in Blended Learning Guideline available at

(https://ncvet.gov.in/wp-content/uploads/2023/01/Guidelines-for-Blended-Learning-for-
Vocational-Education-Training-Skilling.pdf )

7.3 Prospective Candidates for ToA

i. Practising Industry Professionals
ii. Retired Industry Professionals
iii. Retired Defence/ Police Personnel except Instructors
iv. Practising or Retired Professors & Teachers
v. Professor/ Associate Professor/ Assistant Professor of Practice
vi. Learners with relevant NSQF Qualification & experience
vii. Learners with relevant Academic Qualification & experience

Note: ToA for the candidates shall be undertaken as per the provisions of these guidelines.

7.4 Mode of Assessment

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8. TOA MECHANISM/ PROCESS MANDATED

8.1 ToA Strategy

i. Conducting a need assessment: The first step would be to conduct a need assessment
to understand the current state of assessor training in the respective qualifications. This
would involve gathering data on the number of assessors currently working in the system,
their qualifications, skills and knowledge, and the challenges they face in conducting
assessments.
ii. Identify gaps and challenges: Based on the needs assessment, the gaps and challenges
in the current system need to be identified. This would include gaps in assessor
qualifications, skills and knowledge, and challenges in ensuring standardization and quality
assurance in the assessment process.
iii. Developing a training program for Assessors: Based on the identified gaps and
challenges, a comprehensive training program needs to be identified for assessors. This
would include both theoretical and practical training, covering topics such as assessment
methodology, standardization, quality assurance, and employability skills.
iv. Collaborate with industry partners: To ensure that the training program is relevant and
up to date with industry standards, it would be important to collaborate with industry partners
while developing the qualification and assessment process. This would involve working with
industry associations and experts to identify the skills and knowledge required for assessors
in specific sectors and incorporating these into the training program.
v. Monitor and evaluate: It would be important to monitor and evaluate the effectiveness of
the training program on an ongoing basis. This would involve gathering feedback from
students, assessors and employers on the quality of assessments, and making adjustments
to the training program of assessors and certification process as needed.

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8.2 Process Flow

8.3 ToA Framework

Training of Assessor Guidelines provide a framework for training potential assessors to enable
them to provide quality assessment of the learners. Assessors are expected to be not only highly
competent in their subject areas but also possess sound knowledge concerning their learning
methods and having the requisite industrial experience.
8.3.1 Qualification Design
There is a need to develop a standard ToA Qualification which every aspirant assessor would
need to mandatorily go through in order to be certified as an assessor trainer and establish
eligibility for recruitment as an assessor. Accordingly, ToA qualification shall comprise of two parts
– Domain skills and Pedagogical skills respectively:

ToA Qualification = Qualification on Domain Skills + Qualification on Pedagogical Skills

Therefore, a complete ToA qualification establishing eligibility as an assessor in a specific

sector/ subsector/ job roles would require completion & certification in the above two
qualifications - i.e., one for pedagogical skills & another for domain skills.

12
 a. Structure: ToA Program thus has two components and a Qualification on each of the
following is to be developed:
1. Domain Skills (DS): Domain skills refer to skills required for a specific sector or sub
sector or Job role. It refers to skills particular to a specific industry or activity.
2. Pedagogical Skills (PS): Pedagogical Skill competence is the ability of the
assessor in managing learning that includes the ability to plan a skill learning
program, the ability to interact or manage the learning process and the ability to
perform an assessment. These are generic training skills which can be used across
sectors/ subsectors. This would include the vocational pedagogy along with the
major components like approaches, methods, techniques, aids, tools & resources.
The pedagogical skills, include the capacity to plan, initiate, lead and develop
education and teaching with the departure point in both general and subject-specific
knowledge of student learning. Pedagogical skills also include the capacity to
connect the teaching to learning the higher order skills in the subject of interest.
b. Development of Qualifications: The Qualifications on DS & PS shall be developed in
the following manner:
1. Domain Skills: The current system of ToA requires assessors to be certified in each
qualification for which he/shall become a assessor. This results in:
A. Narrow ToA qualifications catering to training in very few job roles.
B. Multiple ToA required for an assessor over a period of time.
C. Limited opportunities for an assessor.
D. Paucity of trained assessors.
E. Additional Cost

Presently the qualifications are spread across 13 (level 1 to level 8) NSQF levels catering
to various types of competencies required in the job market. To address the above
challenges, a DS qualification should be designed in such a manner that they train
assessors who are competent to train learners in multiple qualifications. Thus, an AB
must put together requirements of multiple qualifications and undertake clubbing of
similar type of qualifications while developing a DS qualification. Such basketing may be
based on:

A. Similar Qualifications at particular levels

B. Similar Qualifications at multiple levels belonging to the same subsector
or occupation.
C. Any other mechanism suggested by ABs and approved by NCVET.

2. Pedagogical Skills (PS): Since VET qualifications are placed across different levels,
designing a uniform platform skill qualification shall not meet the requirements of the
training ecosystem. Therefore, it is proposed that two qualifications catering to varied
requirements are designed as follows:

NSQF Levels Development of Qualification for Platform skills

Upto Level 4.0 Qualification A
Level 4.5 – 6.0 Qualification B
Level 6.5 – 8.0 Qualification C

Qualification on Pedagogical Skills shall also include training on Employability Skills.

13
 c. Development of Qualifications:
1. Domain Skill Qualifications: The respective Awarding Bodies are expected to
develop Domain Skill Qualifications as per their requirements. For development of
DS qualifications, the respective AB shall undertake ‘basketing’ of qualifications as
mentioned in Para 6.3.1 (b) above.
2. Platform Skill Qualifications: The PS Qualifications are largely generic in nature
and could be used across sectors and subsectors as per applicability. Therefore, it
is prudent that such qualifications are developed by ABs with specialised knowledge
in vocational pedagogy. Other ABs may adopt such PS qualifications as per the
NCVET Guidelines for Adoption of Qualifications. This shall eliminate the duplication
of efforts & save resources. NCVET Guidelines also provide flexibility to modify the
qualifications to meet the indigenous requirements of an AB.

8.4 Development of ToA Program

It is proposed that the Awarding Bodies create qualifications for the training process to be adopted
for ToA.

Course Content: Course content of the ToA shall comprise of Theory as well as Practical component,
giving hands on experience to the candidates in conducting assessments.

i. Theory Component:
a. Introduction to the National Skills Qualification Framework
b. Professional Conduct of Assessor
c. Introduction to Competency - Based Assessment
d. Prepare for Assessment of Competency
e. Governance process & expectations from Assessors
f. Development of the Competency Based Assessment
g. Document the Assessment and associated process of validation of the assessment.
h. Assessment of Knowledge & Skills
i. Evaluating professional behaviour during Assessment
j. Knowledge on application of health and handling people with physical disabilities,
Safety Practices Corresponding
k. Continuous Professional Development
l. Any other considered essential

ii. Practical Component:

a. Design & Execute Theory Assessment Plans (including on Multi-skilling and/or Cross-
sector skilling and/or Future Skills)
b. Design & Conduct Practical Assessment Plans (including on Multi-skilling and/or
Cross-sector skilling and/or Future Skills)

8.4.1 Overview of the Assessor Training Program

The competency for this training program has been divided into 5 major modules. The Awarding
Body is required to include the following proposed modules in the program and other additional
modules may be added.

14
 S. No. Modules

1 Planning the Assessment Process

2 Assessing Competence

3 Developing a usage of Assessment Tools

4 Employability Skills

5 Reviewing and validating assessment

The delivery strategy provided within the ToA program is compulsory for every candidate.
However, the respective AB can add additional modules as per the requirements. The
assessment activities listed below will be used to measure the competencies for the ToA
program. These activities are intended to be completed during the training course. However, in
the event that there are time limitations, some activities may need to be completed post-course.

Assessment Tasks

Usage of Practical/ Review of

Theory/ Viva
assessment Hands on assessment
Competency Module voce
tool assessment process
(Activity B)
(Activity A) (Activity C) (Activity D)

Develop Developing
Assessment assessment
tools tools

Plan and Planning the

organize an assessment
assessment process
process

Assessing the Assessing

competence of competence
a candidate

Demonstrate Employability
strong soft Skills
Skills

Review and Reviewing and

validate an validating
assessment assessment
process

15
 8.4.2 Overview of the Assessment Tasks, including evidence to be collected.
a. Assessment Activity A: Develop or use an assessment tool, for competency/ module. In
this activity, candidates will be developing or using an existing assessment tool that could
be used for practical assessment of an individual or group. Candidates will need to
develop a set of instructions or question bank for the candidate and the assessor, as
well as an observation checklist. The assessment tool needs to include:
1. An explanation about the assessment task and its purpose
2. Instructions to the candidate and about what they need to do
3. Conditions of assessment
4. Assessment arrangements, including types and difficulty level of question
5. Any special needs, equipment, or requirements
6. A checklist with assessment criteria
7. Evidence that is required to be shown
8. Space for candidates and name, signatures, and dates
9. Space for comments and recording the assessment result.
10. Associated Governance process & process of collecting video evidence.
b. Assessment Activity B: Demonstrate Requisite Soft Skills
In this activity, the Assessor needs to demonstrate strong soft skills that will be required
to handle the individual or group undergoing assessment. Candidates will be required
to undergo certain no. of hours of training of employability skills as per the NCrF level
of skill, based on the guideline.
c. Assessment Activity C: Practical/ Hands on assessment/ Simulation/ viva, for
competencies/ modules. This assessment task is aimed at assessing the candidate’s
practical ability to assess an individual or group of individuals effectively. The task is
used as both a learning and an assessment tool. In this assessment activity,
candidates will be simulating a practical assessment situation.
d. Assessment Activity D: Review of Assessment Process
In this activity, the candidates are required to demonstrate the abilities to review the
assessment as per the norms defined by respective ABs.

8.5 Duration for Domain and Platform Skills

STRUCTURE OF ToA MODEL

Model 1: New Assessor Model 2: Existing Assessor
Assessment New assessor must meet eligibility Experience of minimum 5 batches or at
Experience criteria set in these guidelines along least 100 students along with other
with the criteria set by ABs for the eligibility criteria set by respective AB.
respective qualifications.
Orientation Orientation must be carried out for Not mandatory
new assessor to get them well verse
with the ecosystem
Skills 1. Domain Skills 1. Domain Skills (Updates If any)
2. Pedagogical Skills 2. Pedagogical Skills (Updates If any)
3. Soft Skills (for handling students 3. Soft Skills (for handling students
being assessed) being assessed)

16
 Duration Minimum 07 days (i.e. 04 Days Minimum 05 day (i.e. 04 Days Domain
Domain Skill + 03 Days Pedagogical Skill + 01 Day Assessment))
Skills + 01 Day Assessment)

Assessment process, Evaluation, Final Examination and Evaluation tools on which training needs to
be given to the assessors:

i. Offline assessments and examination followed by process of result creation & uploads.
Assessments of learning are usually grade-based, and may include class tests, quiz, written
exams, viva-voce, portfolios, final projects, and standardized tests, confirmative assessment.
ii. In case of LMS based Proctored content delivery with in-build continuous/
formative/summative assessment to check learning outcomes. It is suggested to use an Open
source LMS product, with creation of SCORM compliant content for interoperability.
iii. Online Question Bank: multiple-choice, pictographic inferential, matching, sequence hotspot,
True/ False, fill-in-the-blanks, file upload and essay. The questions may further be categorised
as easy, medium and difficult.
iv. Group Examinations and associated processes
v. In case of On-demand Examinations, processes to be associated with it
vi. Usage of Assessment tools with built-in controls used for checking students’ attention,
understanding and assimilation of the subject
vii. Usage of Assessment Engine with facility to check for learning outcomes
viii. Process of conducting Proctored Open book examination: offline or online, if applicable
ix. Minor / Major project work execution and evaluation, if applicable
x. Viva-Voce and associated processes in case it is offline, online
xi. Evaluation Interviews process both for offline & online
xii. Proctored Online with built-in controls, biometrics, security, evaluation etc.
xiii. Examination with built-in controls, biometrics, security, evaluation etc.
xiv. AR/VR/XR, in case it is used for assessments.
xv. Special tools, if any, for handling students with any disabilities.
xvi. The question paper may be randomised collection of question at different type.

8.6 Qualification Implementation Mechanism

A learner is required to undertake training in both Domain Skills (DS) & Platform Skills (PS)
qualifications to be able to qualify as a trained assessor. Since, these DS & PS Qualifications shall
be developed by different ABs, there could be different Models of implementation as explained below:
i. DS & PS Qualifications are implemented separately: Under this model the respective ABs will
impart training in these qualifications separately and independently as per their training
calendar. A learner also will undertake training in these qualifications separately. A learner
would have flexibility to undertake training at different intervals of time and would have to fulfil
eligibility requirements of each qualification being undertaken. However, ToA Qualification
shall be treated complete only when the learner is certified in both the DS & PS qualifications.
ii. DS & PS Qualifications are jointly implemented: Under this model both the DS & PS
qualifications are clubbed together, and training is imparted as a single qualification. A learner
completes the requisite training under a single scheme of things and need not approach
different ABs at different points in time. This model is generally followed in long term training
ecosystem. For joint implementing of DS & PS qualifications following Models shall be
applicable:
a. Collaboration: Respective ABs of DS & PS Qualifications may collaborate and offer

17
 the learners a joint training.
b. Adoption: An AB may adopt the DS/PS Qualification as per requirement and offer the
joint training to learner. This adoption shall be as NCVET Guidelines for Adoption of
Qualifications.
c. Development: An AB having a DS qualification may develop a qualification on PS and
implement both post approval of NCVET. In such a case the concerned AB will have
to provide reasoned justification to NCVET especially with respect to need of the PS
qualification and get it aligned to NSQF through NSQC approval route. However, in
the LTT ecosystem, an AB may develop a single qualification for ToA comprising of
both the domain & platform skills and get it approved by NCVET.

Note: In any of the cases, a learner need not undertake a DS or PS Qualification again if
he/she has already been certified for the same.

8.7 NSQF Alignment & Approval of ToA Qualification

The alignment & approval of ToA qualifications is same as any other qualification submitted by
Awarding Bodies. The awarding bodies may submit their information in a template called Qualification
File with the supporting documents like model curriculum, industry validations from small, medium
and large industries, accreditation and assessment norms, occupational map and evidence of the
need for the qualification. The process for the qualification approval is explained below:
The process for the qualification approval is explained below:

The qualification will be scrutinized for compliances to various principles as

STEP 1 indicated under NSQF and comments will be shared with the submitting body.

NCVET will share the qualification with the industrial experts and subject
STEP 2 matter experts for comments and feedback on the content. NCVET will hold
consultative sessions with relevant stakeholders to address the file.

Feedback received from stakeholders will be addressed by the submitted

STEP 3 body.

Final proposals will be tabled at the NSQC meeting by NCVET for approval.
STEP 4 Approved qualifications become part of the National Qualification Register
(NQR) and rest will be returned to the submitting body with comments.

8.8 Adoption of Qualification

Qualifications developed by an AB may also be adopted by the other AB if it meets the requirements
of that AB as per the NCVET Adoption Guidelines. This shall eliminate both the duplication of efforts
and duplicity of qualifications. ABs are suggested to follow Adoption as a preferred route while
designing & developing ToA qualifications.

18
8.9 Alignment of Existing ToA Qualifications
Some of the existing ABs already have ToA mechanism in place along with the ToA qualifications
e.g., the Crafts Instructor Training Scheme (CITS) is a type of long run ToA program of DGT. These
ABs are largely Government Bodies implementing LTT programs. ToA Qualifications of such ABs
may continue to be implemented subject to fulfilment of the following conditions:
a. Such Qualifications are aligned to NSQF
b. Such Qualifications cover the domain & pedagogical components as prescribed in the
NCVET ToA guidelines
c. In such Qualifications, the duration may be aligned and will be as per the ToA guidelines

8.10 Progression Path for Assessor(s):

The qualification for ToA will have a progression path for it, which the assessors can take for their
career enhancement.

8.11 Digital Tools and Techniques for Imparting Assessment: Animation, Simulators,
XR, Digital Twins, Metaverse, Gaming, Special Tools for Divyangs

Technology based assessment processes are becoming popular for the following reasons:
i. Technology can be leveraged to tackle the impartial assessment.
ii. Technology itself can be used for observing & recording of process of assessment.
iii. Students’ behaviour /body gestures can also be clearly observed and described using the
embedded AI tools.
iv. Automatic evaluation & summarizing of results can be created by the tool.
v. Menial usage of material, hence saving cost of training and assessment.

Details suggestions of features expected as part of technology tools to be used for Assessment are
specified in the NCVET guidelines on Blended Learning. Refer Section 7 of the blended learning
guidelines (https://ncvet.gov.in/wp-content/uploads/2023/01/Guidelines-for-Blended-
Learning-for-Vocational-Education-Training-Skilling.pdf )

8.12 Assessment Methods, Aids & their Applicability:

Assessment Method Assessment Aids Applicability

Online Method of 1. Internet connection 1. Applicable to check IT skills

Assessment 2. Electronic device such as laptop, 2. Applicable to check practical
computer or smartphone, tablet knowledge of computer.
3. Online assessment tools as per
the need of the assessment
4. Tools for assessing practical
assessment

19
Offline Method of 1. Adequate space for the conduct 1. Applicable in the areas with
Assessment of assessment limited/ low internet
2. Print material connectivity.
3. Answer sheets 2. Applicable when enough staff
4. Tools and equipment for is available to conduct the
assessing the practical/ hands on assessment smoothly.
assessments. 3. Applicable to conduct lab
tests.
4. Applicable in field-based job
roles that require on-the-job-
assessment. For example,
assessing the skills of a tailor
and beautician.

Assessment method 1. Electronic devices such as 1. Applicable with no/low

combining both laptop, computer or smartphone internet connectivity in
online and offline to record the response of remote areas when internet
mode learners. connectivity is not there.
2. Online assessment tools and
software that are necessary for
the assessment are used to
safeguard responses until they
enter the network zone. The tool
should ensure that:
a. All attempted questions
should be simultaneously
saved automatically.
b. Once attempted, no further
changes can happen in the
submitted assessment to
avoid any malpractice.

8.13 Placement of the Assessor after attaining ToA certificate

i. For Existing Assessors:
a. The incumbent is already a ‘certified Trainer’ and if individuals pass the certification with a
minimum score specified in the Q file on both domain skills and pedagogical skills.
b. Declaration of results and issue of letters/certificate (as applicable) to be completed within
seven days of assessments.
c. After getting certification, the assessors shall be placed to conduct quality assessment in
Assessment Agencies.
d. AAs hire these certified assessors based on their qualification & experience and also ensure
the fair selection and quality control.

20
9. IMPLEMENTATION OF TOA PROGRAM

9.1 Infrastructural Requirements for ToA

i. Each Awarding Body will identify an adequate number of training centres across their jurisdiction
as mandated by NCVET to get designated Training of Assessor (ToA) centers. AB to ensure
that lack of such centres does not become a bottleneck in conducting the activity.
ii. The purpose of the ToA centers is to provide training to individuals who will act as assessors
for various assessments or qualifications. These assessors play a crucial role in evaluating and
judging the competence or performance of candidates seeking certifications or qualifications.
iii. To avoid any hindrances or delays in conducting the ToA activity, the Awarding Body shall takes
responsibility for identifying a sufficient number of training centers across their jurisdiction as
mandated by NCVET. The centers shall be selected based on their ability to meet the
requirements and standards set by the Awarding Body. The goal is to have a wide geographic
distribution of these centers to ensure accessibility for potential assessors.
iv. By designating a network of ToA centers, the Awarding Body ensures that aspiring assessors
have convenient access to training and certification opportunities. This approach helps to
mitigate the risk of a shortage of trained assessors and ensures the smooth execution of the
assessment processes conducted by the Awarding Body.

9.2 Undertaking Assessment

i. During the process of assessment, the following should be maintained:
a. The AAs shall depute a qualified assessors and confirm their availability to ABs. (Name/
addresses and phone numbers need not be conveyed)
b. Ideally, the deputed assessors should be able to reach the place of assessment within 24
hours (travel time).
c. The assessor shall verify the availability of assessment tools and equipment in the training
centres, conduct assessment in the scheduled language, wherever required etc. The same
will be a part of the Service Level Agreement (SLA) to be signed between the ABs and AAs
that must be adhered to.
d. The AA must ensure that they hire a sufficient number of proctors, wherever necessary in line
with the requirement of the qualification to be specified by the AB concerned. The AA shall
clearly ensure the Job Description of the proctors and make sure that only certified proctors
are engaged in the invigilation of assessment.
e. The AA shall align proctors for online and blended assessments that are conducted:
1. Face-to-face at a physical assessment centre
2. Online proctored for a virtual assessment at the candidate’s own place/ assessment
centre.
3. Remote auto proctored at the candidate’s own place/ station
4. In the case of a completely online assessment process, in line with the blended
learning guidelines of NCVET, the technology platform should be capable enough to
detect & avoid any kind of fraud.
5. The AA shall ensure that assessors and proctors are trained and certified and are
provided any need-based bridge training for new qualifications. The AA shall provide
data relating to the number of assessors and proctors trained by them to NCVET.
Continuous Professional Development (CPD) courses must be undertaken for all other
staff for enhancing their functional performance including the assessors and proctors.

21
ii. The AA shall ensure that assessment tools to be used for the assessment delivery for various
qualifications are approved by the concerned AB before the assessment delivery.
a. The AA shall ensure that all assessors and proctors are trained to use the assessment
tools and assessment guides appropriately.
b. The AA shall be responsible for preparing multiple sets of support material for the
students. It includes multiple sets of question banks, practice assessment exams,
sample papers, and other study material for the better understanding and practice of
the students.
c. The AA shall ensure proper use of appropriate technology viz, Artificial Intelligence
(AI)/ Machine Learning based test engine, computers, tablets, mobile applications,
video communication tools, etc. to deliver domain specific assessments. ICT tools and
processes to be used by the AA for the assessment delivery shall be approved by the
concerned AB and /or NCVET. ICT/ technology tools to be used for assessment
delivery should be aligned to the competencies as defined by the AB in its qualification.
There should also be technology tools available for disabled-friendly assessments.
d. The AA must follow the assessment norms prescribed by the ABs for each qualification
based on the performance criteria (PCs) laid in the qualifications.
e. The AA should ensure that assessment, whether online or offline/ physical mode is
structured in such a way that it assesses the competencies as per the ‘Assessment
Criteria’ outlined in the qualification concerned.
f. The AA should be able to conduct assessment based on individual NOS and PCs
within a NOS and provide the assessment results NOS and PCs wise as well.

9.2.1 Future/Emerging/Niche Skilling areas

Training of Assessors (ToAs) is an important aspect of ensuring that individuals possess the
necessary skills and competencies for emerging job roles. As technology continues to evolve
rapidly, it is important to develop new methods for training assessors in future and emerging
skills. The respective AB/AA are required to develop the modules wrt future/emerging/ niche
skilling areas.

9.2.2 Traditional and Heritage (Rare) skills

a. Recognition of Prior Learning (RPL) would require trained master assessors and assessors
along with a well-defined, credible, objective, reliable, rational and established assessment
processes. Such assessment shall also have to be carried out through credible assessors and
must be evidence based.

b. In a few traditional and heritage skill areas, ToA may be carried out using traditional/ heritage
methods like relying on the Guru Shishya Parampara. Respective Awarding Bodies can
directly empanel assessors based on the feedback of reputed industry bodies, who are the
big consumer of the output of the skilling ecosystem.

22
 9.2.3 Cross-Sectoral/Multi Skilling areas
Current job roles require skill sets in cross sectoral (CS) and multi sectoral (MS) disciplines to
acknowledge the new and emerging skills and technologies to develop resources. NCVET has
developed a mechanism in which the respective AB can submit CS/MS qualifications/NOS/Micro
credential. The ABs are required to develop modules of ToA on CS/MS job roles to equip the
assessors to assess the learners in these areas.

9.2.4 Employability Skills

The assessment of employability skills (ES) is an important component of the ToA program. The
assessor is expected to assess the employability skills as ES modules are required to be a part
of every qualification.

10. FINANCIALS

10.1 Indicative Remuneration/Honorarium for the Assessors and Master Assessors

i. The payout to an assessor depends on the sector, schedule of the batch, job role, and
geographic location of the assessor and assessment centre. The average payout made to
assessors shall be based on prevalent rates and existing policies/ schemes guidelines.
ii. There may be cases where the payout is higher depending on the sensitivity of the
assessment batch and level. The travel cost may be high when the assessments are
scheduled at the last moment, or the assessment is in remote locations. In such scenarios all
the unexpected costs are to be borne by the Assessment agencies.

11. REFRESHER COURSES AND UPSKILLING OF ASSESSORS AND MASTER

ASSESSORS

New-age enterprising roles need continuous upskilling and cross sectoral skills to enable a person to
perform efficiently and independently. This in turn requires a workforce trained and upskilled regularly
in the multiple skills within and across the sectors. The skill training in these jobs will require
qualifications that have learning outcomes addressing the various aspects of different sectors relevant
for the job. The Credentials shall also enable imparting employability skills, digital skills, soft skills
among many others. A micro-credential certifies achievement of a coherent set of skills and
knowledge; and is specified by a statement of purpose, learning outcomes, and strong evidence of
need by industry, employers, Government or the community.

12. ASSESSMENT AND CERTIFICATION

12.1 Assessment of learners undergoing ToA: Process, Question Bank, Skill

Assessment Exam, Pass Percentage

i. The AA shall be responsible for preparing multiple sets of questions, assessment exam, and
other practice study material. These Question banks shall be prepared in consultation with the
concerned AB. A process for periodic review of question banks must be defined by the AA
and every cycle of review should be done in consultation with the concerned AB. Question

23
 banks should be available in local vernaculars and dialects also, as per requirement. Sample
questions should be readily available on the website of concerned AB and the AA.
ii. The question banks should have a proportional mix of easy, medium and hard questions as
guided by the AB and should be reviewed and changed/ upgraded periodically (say after every
2-3 cycles). The assessment platform of the AA should be able to handle all types of multiple-
choice and short answers questions.
iii. Schedule of ToA shall be uploaded on the website of AB with the information to NCVET atleast
5 days beforehand.

12.2 Certification and Issue of Certificate

All the assessors need to undergo assessments after completion of the training and their certificate
shall be issued by the Awarding Body clearly mentioning the NSQF level achieved.
a. Certificate Issuing Authority: NCVET and the Awarding Body shall jointly issue the certificates
of completion of training to the Successful learners. Learners also need to register themselves
to get an APPARID.
b. Attendance criteria for issuing of certificate: Attendance shall be recorded by the Awarding
Body. It should be mandatory for candidates to attend all theory sessions. For practical
sessions, candidates should have minimum 80% of attendance to be eligible for receiving the
Certificate of Completion of Training.
c. Validity of the certificate: The certificate shall be valid for the period of three years from the
date of issue for a particular Job role. Reissue of certificate is subjected to assessment.
d. Maintaining of Database: Awarding Bodies must maintain ToA database as per the template
provided by NCVET and share the data on ToA batches with NCVET on monthly basis.
e. The assessor shall get recertified 6 months before the expiry of the certificate.
f. Any person who has covered PS in one qualification may not be required to cover the same
again while undergoing training in another ToA program comprising of same PS Qualification.
g. Along with the certificates, Awarding Bodies shall share the detailed assessment results with
learners to enable them to do introspection and identify the weak points to work upon.

13. MONITORING & EVALUATION

13.1 Quality Assurance and Quality Control (QA/QC)

The guideline focuses on standardising the assessment process which caters assessment framework
and assessment methodology across all assessments. It clearly defines roles and responsibilities of
various stakeholders, which works in the direction of strengthening the monitoring and evaluation
process.
i. AAs should comply with the conditions of recognition with respect to assessment of NSQF
aligned approved qualifications, NOS/micro credential-based qualifications, multi-skill and
cross-sectoral skill qualifications including for training of assessors (ToA) with respect to each
sector and the qualifications for which it has been granted recognition, at all times.
ii. NCVET may call for any information related to assessors, proctors, and SMEs associated with
the AA like their qualifications, work experience etc and the AA shall provide such information
to NCVET. NCVET will, however, ensure the confidentiality of such information as per the data
privacy & other concerned laws.
iii. The AAs shall ensure that they have a ready repository of the tools and aids which are aligned
to the needs of the qualifications. The tools developed for assessing the qualifications should
be able to map the skills, knowledge and competencies of the learners, and should be able to

24
 assess the learning outcome of NOS/Qualifications and should be able to commensurate to
the learner’s needs. AAs shall also ensure that the tools of assessment adequately support
the delivery of assessments for learners with disability.
iv. The assessment exercise must happen within the stipulated timeline of the assessment as
defined by the NCVET guidelines. The AA would be responsible for the planning and seamless
delivery of all the assessment processes before, during and after the assessment as specified
of the Assessment Agency Guidelines.
v. The AA must put in place proper safeguards to ensure that only those who are authorized to
see the results can access the same. The AA shall undertake the process of re-evaluation/re-
assessment, as applicable, as per the decision of the AB concerned.
vi. The AA (the independent examination vertical of AB in case of bodies with dual recognition),
must submit the results to the ABs concerned as per the timelines given in the Operational
Manual.
vii. The AA must ensure that Grievance Redressal Mechanism as per the Grievance Redressal
Guidelines of NCVET.
viii. The AA must gather and disseminate assessment related information, research, and
developments from both national and international sources.
ix. The AA must take all reasonable steps to prevent the occurrence of any malpractice or mal-
administration in the assessment process. The AA must establish and maintain, up to date
written procedures for the investigation of suspected or alleged malpractice or
maladministration, and ensure that such investigations are carried out rigorously, effectively,
and by persons of appropriate competence who have no personal interest in their outcome.
The AA shall submit a copy of such report to the AB concerned. In case of the cases of serious
nature, a copy of the report shall be submitted to NCVET.
x. Any AA which is using online mode for assessment must also provide a link for real time
monitoring of the assessment process. Others using offline or blended mode of assessment
must also provide video clips & pictures of the batch being assessed. This should cover:
a. Ensure gender parity and affirmative action for marginalized sections as for as its staff
including assessors and proctors.
b. Ensure establishment of a system to solicit, record, analyze and act upon feedback
received from stakeholders like trainees, employers, assessors, training entities and
other agencies.
c. Furnish the desired evidence of conformity to the continuation criteria in the stipulated
time frame to NCVET as prescribed under the Assessment Agency Operational Manual.
d. Facilitate the inspection as per the process laid down by the NCVET as prescribed under
section 8 of the Assessment Agency Operational Manual.
e. Conform to the self-regulation, continuous monitoring and annual review
recommendations as prescribed under the Assessment Agency Operational Manual.
f. Maintain the repository of learners’ assessment data either through its own inhouse team
or through an agency mandated by NCVET.
g. Ensure adherence to data confidentiality & privacy laws, related provisions of signed
agreements or contracts.

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14. MISCELLANEOUS

14.1 Dual role as Trainer and Assessors

In order to ensure the quality training, both the trainers and assessors are expected to perform their
respective roles and responsibilities as mentioned below:

14.1.1 Dual role of Assessor as a Trainer:

a. An assessor having the domain specific knowledge along with the requisite hands
on skills with the respective ToT certification shall act as a trainer subject to fulfilling
the entry criteria set in these guidelines and by the respective Awarding Bodies for
the qualifications.
b. As a matter of practice, the Assessor has to be different from the instructor who has
taught/ trained the batch. However, in exceptional cases, for reasons to be recorded,
where the qualification/ skill being assessed is of rare type and there are no
assessors available in that rare qualification, such instructors may also be given this
responsibility with adequate checks and balances, subject to such provision being
available in the assessment methods in the NSQF aligned and approved
Qualification itself. For the training/ Recognition of Prior Learning (RPL) in dying skill
qualifications/ rare traditional/ heritage skills the instructors who have been duly
awarded or recognized by Central/ State government(s) for that special skill(s) can
be entrusted with the dual responsibility of training and assessments, in view of the
exceptional/ rare skill levels involved.

14.2 Considering International Qualification as Entry qualification for Assessors

Assessors with international qualifications are required to give equivalent examination and get
the required certificates for the equivalence as the entry requirements of the respective
qualifications.

14.3 Consideration for Assessors holding a higher NSQF Level

Assessor holding a higher NSQF level qualification can assess lower NSQF levels within the
same occupation and LTT Assessor imparting assessments in STT and vice versa. Field
assessors holding a higher NSQF level shall conduct assessments for the lower NSQF job
roles within the same occupation. For example, a level 4 certified field assessor should be
competent in assessing level 3 job roles within the same occupation. While certain Awarding
Bodies (AB’s) have already adopted this approach, it is recommended that it becomes a
standard practice and be universally adopted by all awarding bodies within the ecosystem .

14.4 Continuous Professional Development of Assessors

The ToA Guidelines underline the importance of Continuous Professional Development (CPD)
of Assessors to facilitate continuous and lifelong learning process for them. The CPD will
enable an assessor to stay updated with the latest industry trends, regulations, and best
practices, thereby leading to an expansion in their knowledge base, empowerment, and all
overall strengthening of the assessment mechanism.
The Continuous Professional Development of Assessors may be carried out by the
Assessment Agency through the following indicative routes:
a. Facilitate online learning of Assessors by utilizing the e-learning content, digital videos,
lectures etc. available on online platforms such as Swayam portal, National Digital

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 Library (NDL), e-PG Paathshala, e-Yantra, National Programme on Technology
Enhanced Learning (NPTEL) etc.
b. Self-assessment questionnaires for assessors to analyse their skills and knowledge.
c. Analysis of the needs of industry, learners, and Awarding Bodies and undertaking
measures to plug in the gaps
d. Participation of assessors in workshops, seminars, and conferences.
e. Any other means that contributes towards the holistic development of assessors
It is to be noted that the Continuous Professional Development initiatives undertaken by the
Assessment Agency are over and above the prescribed ToA programmes. The CPD initiatives
should aim towards the holistic development and overall skill enhancement of the assessors
and should not be accounted for as a substitute for the ToA.

14.5 Inter-rater reliability

The Assessment Agency has to ensure that for the assessment of viva and practical of the
learners, a standard assessment rubric is followed. To identify the inconsistencies in the
assessment methods, the assessment agency may resort to the following approach:
i. For the purpose of these Guidelines, Inter-rater reliability is the degree of agreement/ similarity
in assessment results given by two or more assessors assessing the same qualification for
different batches. This is a new and emerging concept to be infused in the skill ecosystem and
addresses the issue of consistency in the assessment mechanism.
ii. To implement it, an assessment agency having multiple assessors for the same qualification,
the Assessment Agency can conduct a comparative analysis of the average pass percentage
across the same qualification assessed by different assessors. If the pass percentage has
lesser variations and is similar for different assessors, then it indicates towards a consistent
assessment approach followed by the assessors. However, if the pass percentage have high
variations, then the Assessment Agency may analyse the issue in detail and take appropriate
measures for its rectification.
iii. This reflects the result analysis using Bell Curve to determine the standard deviation in the
assessment results. Through the bell-shaped curve, deviation in assessment results can be
measured and conclusion can be made whether there is consistency in assessment approach
or not. When the graph of a group of scores makes a bell curve, a large rounded peak tapering
away at each end, we have a normal distribution.
iv. This approach may also be used to know if the test was too easy or too difficult as different
assessor may have different though process and understanding of considering a question as
difficult or easy.

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