Assessors of prior learning measure the existing competences, skills and knowledge of a candidate against a given qualification or certificate, according to a pre-defined standard or procedure, and judge objectively if the candidate reaches the corresponding performance criteria.
No competences in this bucket.
No competences in this bucket.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Follow established procedures which prevent errors in the conception and implementation of an assessment.
Evaluate the candidates’ vocational competences, skills and knowledge through tests, interviews, simulations, and evidence of prior learning according to a pre-defined standard or procedure. Formulate summative statements of the displayed competences in comparison to set expectations.
Interchange observations and negotiate a final rating with other assessors. Align different views and reach consensus on the performance of the candidate.
Observe a performance and use existing templates to protocol answers and information collected during tests, interviews, or simulations. Adhere to a pre-defined frame of reference and structure the protocol comprehensible for others. Ensure that pre-defined templates and procedures are clear, comprehensible, and unambiguous.
Carry out interviews, tests, simulations and assessment of evidence of prior learning according to accepted principles of right or wrong, including fairness, transparency, objectivity, safety, privacy and impartiality in assessment practices and conduct towards candidates
Agree upon competencies that are to be assessed. Establish the assessment protocol and develop templates to record the assessment decisions. Establish a communication plan. Distribute relevant assessment documents to authorities, clients, or colleagues according to this plan.
Familiarise the candidate with the assessment situation and guide them through the process of assessment of their prior learning.
Use different questioning techniques such as semi-structured interviews, open and closed questions, or STARR interviews, adapted to the type of information to be gathered.
Evaluate the candidates’ vocational competences, skills and knowledge through tests, interviews, simulations, and evidence of prior learning according to a pre-defined standard or procedure. Formulate summative statements of the displayed competences in comparison to set expectations.
Recognize ones own and other people`s emotions, distinguish correctly between them and observing how they can influence one`s environment and social interaction and what can be done about it.
Assess candidates based on objective criteria and methods according to a pre-defined standard or procedure, taking into account prejudice or bias, to make or facilitate objective and transparent decisions.
Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.
Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
File and organise personal administration documents comprehensively.
Give attention to what other people say, patiently understand points being made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or others, and provide solutions accordingly.
File and organise professional administration documents comprehensively, keep customer records, fill in forms or log books and prepare documents about company-related matter.
Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders. Pursue a cycle of self-improvement and develop credible career plans.
Monitoring the assessment process in the workplace or educational context.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
No competences in this bucket.
No competences in this bucket.
Instruction targeted at adult students, both in a recreational and in an academic context, for self-improvement purposes, or to better equip the students for the labour market.
Help students or adults in their search to find a profession by identifying career options, building a curriculum vitae, preparing them for job interviews, and locating job vacancies.
Improve the chances of individuals to find a job, by teaching the required qualifications and interpersonal skills, through training and development programs, workshops or employment projects.
Work with a variety of target groups based on age, gender and disability.
Provide information on possible training options or qualifications and available funding resources, depending on the needs and educational background of the individual.
Actively help clients to improve their strengths and confidence. Propose courses and workshops or coach them yourself.
Solve problems which arise in planning, prioritising, organising, directing/facilitating action and evaluating performance. Use systematic processes of collecting, analysing, and synthesising information to evaluate current practice and generate new understandings about practice.
Analyse the training problems and identify the training requirements of an organisation or individuals, so as to provide them with instruction tailored to their prior mastery, profile, means and problem.
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.