Putting the candidate at ease
What does the candidate need to know?
This is an opportunity to decide what the candidate needs to know. It is important that they are well informed, but not overwhelmed.
In order to work out what to say to the candidate, you need to be able to identify the purpose, the context, the process and the needs of the candidate.
These are the basic steps for carrying out an assessment.
· Brief the candidate
· Gather evidence
· Evaluate evidence
· Make decision
· Give feedback
Consider:
1. What does the assessor have to do at each step?
2. What information does the assessor need for each step?
What does the candidate need to know about the assessment?
A workplace assessment requires good planning and organisation, and part of that planning is that the candidate knows exactly what is going to happen before, during and after the assessment.
Tick which of these should be included in the briefing session for the candidate:
YES/NOThe purpose of the assessment
The relevant competency standards
Qualification outcomes
Details about the Registered Training Organisation
The VET sector
What happens if the candidate is competent
What happens if the candidate is not yet competent
Details about other candidates
The appeals process
The assessor’s qualifications
What evidence is needed
How the evidence will be collected
What records are kept
Who has access to the records
Workplace assessment policies
Communication
In the briefing session the assessor needs to:
• Encourage participation from the candidate
• Explain the process carefully
• Put the candidate at ease
• Explain the purpose, context and process of the assessment
A participatory process
In traditional assessment the candidate is told when they are going to be assessed and how they are to be assessed. They have no power over the process.
Competency based assessment is very different. It is not a test. It is meant to confirm that the candidate can do the job, that they are competent. That means that the candidate participates in the process they should not feel scared by the process.
A new concept
Some assessors can’t help but behave as their teachers did at school. Some assessors even enjoy the opportunity to assert their power! Power should be used wisely and not used to make the assessment uncomfortable and unfair.
Giving instructions
In order to give clear instructions and explain the assessment procedure in detail there are a number of steps that you can follow. It is important that instructions and procedures are explained clearly in a manner that is appropriate to the candidate's abilities.
1. Analyse the procedure of assessment and prepare your explanations
Break the assessment procedure into small comprehensible parts. Start thinking about how you will explain each section.
2. Be clear and accurate in speaking or writing your instructions
Instructions need to be clear so that there is no confusion or misinterpretation about the assessment process.
3. Avoid negative words
Write instructions so the candidate knows what to do, not what they shouldn’t be doing.
4. Use the "you" approach
Instructions and procedures are for the candidate, write to them not at them.
5. Use the active voice and action words
Instructions and procedures should be directed to the candidate performing the task using verbs to indicate what they need to do.
6. Sequence the information correctly
Arrange procedures in an ordered sequence so that they are easy to follow.
7. Test your instructions or explanations with a colleague or another assessor
Give procedures and instructions to a colleague or another assessor to receive feedback and check for clarity and/or any changes that need to be made.
8. Prepare the candidate by putting them at ease
It is important that candidates feel comfortable and at ease before the assessment takes place. This will ensure a better assessment, as they will be more relaxed and attentive.
9. Give full and complete instructions
Explain not only what they are required to do but also:
• where it will take place
• when it will take place
• how they will be assessed
• why they are being assessed
• which tasks they will be required to perform
10. Ask for ideas or questions and feedback
By asking for ideas, questions and feedback you are involving the candidate. This will indicate that they are listening and participating fully.
11. Confirm full understanding
Confirm with the candidate that they understand all procedures and clarify any uncertainties.
12. Use common sense
Do not include any unnecessary information that may confuse the candidate or make them nervous.
A participatory process
As an assessor it is not up to you to completely control the assessment procedure but rather to encourage the candidate to be involved and take more responsibility for their own assessment. If the candidate actively participates in their own assessment, they gain a more accurate picture of their own competence.
This means that they take more interest in their own assessment and self-assess their performance before formal assessment. This ensures they are assessed when they feel confident and ready. Assessment situations can be stressful and tense for the candidate. They often experience a range of feelings that need to be acknowledged.
Respecting the candidate’s rights to have views that may differ from your own, and recognising their feelings by showing consideration and regard, are two steps on the path to becoming a credible assessor.
To what extent should candidates participate?
Encourage the candidate to participate as much as possible. The context and circumstances in which the assessment is carried out will determine how much the candidate participates. It needs to be stated clearly which aspects the candidate is to be involved in and which they are not. For example, the organisation may have procedures or policies that form part of assessment, which are not open to negotiation or participation from the candidate.
It is essential that all information is prepared and discussed clearly and concisely with the candidate. The aim of this discussion is to involve the candidate as much as possible and clarify all aspects of the assessment such as:
• The purpose of the assessment.
• The performance criteria.
• The conditions under which the assessment will take place.
• The time and place of assessment.
• The method and type of assessment.
You should arrange an information session with the candidate to discuss these issues. If it is not possible to meet the candidate face to face before the assessment, find some other way, such as telephone, fax, e-mail or a video conference.
This information session provides the opportunity for candidates to ask questions and seek any additional information. This first meeting is perhaps the most important of all. Your task is to create a safe and comfortable environment right from the start. Candidates will often have many questions about assessment requirements. As an assessor you need to answer these questions and begin to develop a level of trust, mutual respect and honesty with the candidate.
Although your information session should be well planned, be prepared for surprise questions, ones that may challenge the processes you are proposing. To be an effective assessor you need to deal with these questions and negotiate solutions. You need to be flexible and responsive to the individual and prepared to change, as you both work through any issues.
How should an assessor use power?
As an assessor you are in a position of power compared to the candidate. Some assessors abuse this power by making candidates feel uncomfortable, intimidating them, trying to trick them and so on. It is a serious breach of the Code of Practice for Assessors to use power incorrectly or intimidate the candidate. You can, however, use the power that you have to benefit the assessment process by empowering the candidate and helping them get the most out of the assessment. Involving the candidate, and allowing them to participate, means letting go of parts of the assessment process. Some assessors may feel anxious about doing this, that they are losing control and authority. Rather than being an authority figure, the assessor's role is to assist the learner to achieve competence. The learner needs to be in control of his/her own
learning and progress.
What attitudes and behaviours does the assessor need?
Assessment is a participatory process between the assessor and the candidate. In order to carry out a successful assessment you need effective communication and interpersonal skills. This is essential in order to relay information, which candidates need, clearly and effectively.
As an assessor you need to show empathy. This means entering into the feelings of the candidate and understanding what they are going through before, during and after assessment. Don't try to intimidate or scare the candidate as this may affect performance and give an inaccurate assessment result.
Listening and responding are also important skills for an assessor. Active listening shows that you are interested in the candidate and what they are saying. Your response can create positive or negative feelings for the candidate and influence their performance.
As an assessor, the judgements you make will affect the candidate. You have a responsibility to ensure that candidates' rights are observed. These rights include free consent and confidentiality.
Free consent means that candidates should:
• Be informed if an assessment is planned.
• Be given details of the assessment.
• Only participate when ready.
Confidentiality means that information about the candidate’s assessment should:
• Be made available only to appropriate personnel.
• Be kept secure.
How can you support the candidate before the
assessment?
Before the assessment candidates are likely to be nervous so you need to provide a supportive environment that reassures them. You should consider their comfort and ways they can be put at ease.
• Make sure the environment is suitable for the assessment you are conducting.
• Create a positive atmosphere and pay attention to the surroundings.
• Ensure that candidates are relaxed and not apprehensive.
• Greet the candidate, welcome them and establish rapport. Remember to make eye contact.
• Allow candidates time to settle in and feel comfortable. Chat to them about something unrelated to the assessment for a minute or two.
• Give a brief overview of the assessment process in terms that are easily understood.
• Advise candidates on the time allowed for the assessment.
• Invite candidates to ask questions.
• Advise candidates when they can begin the assessment task.
Gail Smith