Key takeaways
- CBET assessment is criterion-referenced: trainees are judged against the OS performance criteria.
- The result is Competent or Not Yet Competent, with reassessment after more practice.
- Good assessment combines written (knowledge) and practical (skills and attitudes) evidence.
- Every tool needs clear guidance: a marking scheme, an observation checklist or an assessor guide.
- Evidence is kept in the trainee's portfolio of evidence.
Assessment is where CBET is most different from the old system. Instead of one big exam that ranks trainees, CBET collects evidence, often over time and in several forms, and asks one question: has this trainee met the standard? This guide explains how competency-based assessment works, the main types of assessment tools, how to write them, and what a portfolio of evidence is.
What competency-based assessment is
Competency-based assessment is the process of gathering evidence and making a judgement about whether a trainee can perform the tasks described in a unit of competency, to the standard set out in its Occupational Standard.
It is criterion-referenced. A trainee is compared with the performance criteria, never with classmates. If every trainee meets the criteria, every trainee is competent. If none do, none are yet, however they compare with each other.
Competent and Not Yet Competent
CBET results are recorded as:
- Competent (C): the evidence shows the trainee meets all the required criteria.
- Not Yet Competent (NYC): one or more criteria haven't been met yet.
A trainee who is NYC is told precisely which criteria were not met, gets further training and practice on those, and is reassessed. This is one of CBET's key ideas: the goal is that every trainee reaches the standard, and assessment is part of getting them there.
Principles of good assessment
Assessment decisions affect trainees' qualifications and livelihoods, so the tools and the process should meet four principles:
| Principle | What it means in practice |
|---|---|
| Valid | It assesses what the unit actually requires, the performance criteria, range and required knowledge, not something else. |
| Reliable | Different assessors using the same tool would reach the same decision. Clear marking schemes and checklists make this possible. |
| Fair | No trainee is disadvantaged; trainees know how they'll be assessed and can appeal a decision. |
| Flexible | It can be adapted to different settings and learners, while still meeting the standard. |
The evidence collected should also be valid (relevant to the criteria), sufficient (enough to make a confident decision), authentic (the trainee's own work) and current (showing what the trainee can do now).
Types of assessment
By purpose
- Formative assessment happens during training (learning checks, quizzes, practice tasks) to guide learning. It doesn't decide competence; it shows what to work on.
- Summative assessment confirms competence at the end of a unit or module.
By who runs it
- Internal assessment: run by trainers and the institution throughout training, using tools aligned to the OS.
- External assessment: run by TVET CDACC, leading to national certification.
By method
- Written assessment: tests knowledge (short-answer, structured and multiple-choice questions, calculations).
- Practical assessment: the trainee performs a real or simulated task while the assessor observes against a checklist.
- Oral questioning: checks understanding, often alongside a practical ("why did you choose that cable size?").
- Projects and assignments: extended tasks that produce a product or report.
- Third-party reports and logbooks: for example, from an industrial attachment supervisor.
The main assessment tools
Written paper and marking scheme
A written paper tests the required knowledge for the unit or module. Each question should map to a learning outcome or performance criterion. The marking scheme gives the expected answers and how they're judged, so any assessor marking the paper reaches the same result.
Practical assessment tool
A practical assessment sets a realistic task, for example "Connect, test and fault-find a series-parallel lighting circuit." It includes instructions to the candidate, the time allowed, the tools, materials and equipment provided, and safety requirements.
Observation checklist
The assessor's record for a practical. It lists the steps and criteria to watch for, drawn from the performance criteria, with a column to record whether each was met and space for comments.
Criterion · Met? · Comment
Correct PPE selected and worn · ☐ Yes ☐ No
Circuit connected according to the diagram · ☐ Yes ☐ No
Measurements taken with correct meter range · ☐ Yes ☐ No
Fault identified and explained · ☐ Yes ☐ No
Work area left clean and safe · ☐ Yes ☐ No
Assessor guide
Instructions for the assessor: how to prepare the venue and materials, how to brief candidates, what to observe, how to judge borderline cases, and how to record and report results.
How to write a good assessment, step by step
- Start from the Occupational Standard
List the elements, performance criteria, range and critical aspects of competency from the evidence guide.
- Choose methods that fit
Written for knowledge; practical and observation for skills; oral questions to probe understanding.
- Map every criterion
Make sure each key performance criterion is tested by at least one question or task, and note which.
- Write realistic tasks
Practical tasks should look like real work, with the actual tools and conditions of the workplace.
- Write the marking guidance
A marking scheme for written work and a checklist for practical work, clear enough that another assessor would agree.
- Plan the logistics
Time, venue, materials, safety, and how results and evidence will be recorded.
- Review before use
Ideally have a colleague check the tool against the standard before trainees sit it.
The portfolio of evidence
A portfolio of evidence (POE) is the organised collection of each trainee's proof of competence. It typically includes:
- Marked written assessments and marking records
- Completed observation checklists from practical assessments
- Work samples, photos or videos of practical work
- Project reports and assignments
- Industrial attachment logbooks and supervisor reports
- Records of feedback and any reassessment
Portfolios are reviewed during the term (many learning plans schedule POE review sessions) and are available for verification by quality assurance and external assessors.
How assessment links to your other documents
- Your Learning Plan schedules assessment sessions after the outcomes they test.
- Each Session Plan includes small learning checks (formative assessment).
- Your Record of Work confirms the content was covered before it was assessed.
- Your notes, flashcards and quizzes help trainees prepare.
Generating assessments with CBET Planner
CBET Planner Assessments generates module-based assessments in TVET CDACC format: written papers with marking schemes, practical assessment tools, observation checklists and assessor guides. An assessment costs KES 50, or KES 80 for written and practical together (Modules 3–8). Modules 1 and 2 use your Learning Plan so the assessment matches what you taught. Review and adjust every tool before you use it.
Next: how to make every session active. Continue with Part 8: Active learning in CBET.
Frequently asked questions
What is competency-based assessment?
Competency-based assessment is the process of collecting evidence and judging whether a trainee can perform the tasks in a unit to the standard set in the Occupational Standard. It is criterion-referenced: each trainee is measured against the performance criteria, not against other trainees, and the result is Competent or Not Yet Competent.
What happens when a trainee is Not Yet Competent?
The assessor gives feedback on exactly which criteria were not met, the trainee gets further training and practice on those areas, and is then reassessed. Not Yet Competent is a stage in learning, not a final fail.
What is the difference between a marking scheme and an observation checklist?
A marking scheme sets out the expected answers and how marks or judgements are awarded for a written assessment. An observation checklist lists the steps, criteria and safety points an assessor watches for while a trainee performs a practical task, with a column to record whether each was met.
What are the principles of assessment in CBET?
Assessment should be valid (it assesses what the standard requires), reliable (different assessors would reach the same decision), fair (no trainee is disadvantaged) and flexible (it suits different contexts and learners). Evidence should be valid, sufficient, authentic and current.
Who sets CBET assessments in Kenya?
Trainers and institutions run continuous internal assessment during training using tools aligned to the Occupational Standard. TVET CDACC conducts the assessment that leads to national certification.
Can CBET Planner create assessments?
Yes. CBET Planner generates module-based assessments in TVET CDACC format, including written papers with marking schemes, practical assessment tools, observation checklists and assessor guides, from KES 50, or KES 80 for written and practical together for Modules 3 to 8.