Performance Criteria in CBET: How Technical Trainers Assess Trainees Effectively

 

In Competency-Based Education and Training (CBET), a technical trainer’s main goal is to transfer practical skills that make trainees job-ready. This process relies on assessing learners against specific performance criteria (PC).

Summary: 

Performance Criteria (PC) in Competency-Based Education and Training (CBET) are measurable standards used by trainers to assess a trainee’s skills, knowledge, and attitudes against workplace expectations. PCs are derived from course elements in the Occupational Standard (OS) and are weighted to ensure fair, job-relevant evaluations of trainee competence.

What are Performance Criteria (PCs)?

Performance criteria are the measurable standards, benchmarks, or metrics used to evaluate how well a trainee performs a task. In CBET, they guide trainers in determining competency levels and ensuring that trainees meet industry standards. Therefore, by utilizing PCs effectively, a technical trainer can align instruction with job market expectations and enhance overall training outcomes.

Understanding elements and how they are related to Performance Criteria

It is essential to have a clear understanding of an Element in CBET before exploring PCs. The performance criteria are constructed out of elements. An element may be a combination of multiple PCs, which can determine the capability of a trainee to execute a particular task in the workplace.

What is an element in CBET?

An element is a basic result that characterizes a basic role of a job or a task. Each of them identifies what a trainee must be able to do upon completing a given unit of learning. The Occupational Standard (OS) produces elements and performance criteria, and other support variables; a formal document that outlines the minimum skills, knowledge, and attitudes that an employee must possess in order to perform a job effectively. The knowledge of the OS can assist the trainers in making the assessments reflect the expectations of the industry.

Performance Criteria Weighting in CBET

What is PC Weighting?

PC Weighting refers to the distribution of relative weight or emphasis to some of the performance criteria in an element. An example is that an element will have three PCs, yet one of them will be more important since it represents an important skill or outcome. When this occurs, the trainer will give such a PC a higher weight during evaluation, so that the evaluation will capture its significance in the real world. PC weighting enables the allocation of a fair mark between the theoretical and practical elements.

Five Key Factors for Assigning Weights to PCs

The following are factors that a technical trainer must take into mind when coming up with a PC weighting tool:

1. Critical vs. Non-Critical PCs- Which PCs do one need to be competent?

2. Performance-Based vs. Knowledge-Based PCs – Find out whether the task is of practical expertise or of theoretical knowledge.

3. Level of Creativity required -measures the level of innovation or problem-solving to accomplish the work.

4. Task Count involved- There are PCs that involve more than one step or process, hence warranting a weight increase.

5. Type of Output - Determine whether PC is a process or a product, or both.

Developing an Effective PC Tool

Teachers should use the Element Rating Checklist and the Element Rating Table to come up with a functional PC weighting tool. These resources will make sure that everything and PCs are checked in a similar way and based on their significance. Furthermore, with the help of common tools, the technical trainer will be able to bring the results of the assessment to a transparent and objective level, and also to correspond to the standards of CBET, which will also contribute to a fair process of assessment and improved monitoring of trainee performance.

After understanding the concept of PC, how do we develop or create a performance criteria tool? Let us use an example of a unit consisting of three elements, which have a distinctive number of PCs. The unit (Perform Chemistry Techniques) is obtained from the National Occupational Standard for Laboratory Technician, KNQF LEVEL 6 (Pg. 98-104). The focus here is on the elements and Evidence Guide (Critical Aspects of Competency) parts. 

The first element has three PCs, the second consists of four PCs, and the third one also contains four PCs.  The Evidence Guide part helps in rating and weighing the critical aspects of the competency of the PCs. The tables (vary based on specific institutions) below assist in rating and weighing these elements and PCs based on the five criteria weighting factors.  

The next step is populating these tables (Element Rating Checklist) and Weighting of PCs with the information from the OS, as demonstrated below. 

Table 1: Element rating checklist

ELEMENT	Performance criteria	Criteria Weighting Factors					Rating
		Critical or Non-critical PCs	Knowledge-based PC or Performance-based PCs	Creativity level required to accomplish a task	Number of tasks involved in the PC	PC requires a Product or a Process or both.
1.       Carry out pH measurement	1.1.     pH apparatus and equipment are assembled as per the work requirements
	1.2. A sample pH measurement is performed as per the chemistry laboratory manual
	1.3. The sample pH result is reported in the chemistry laboratory manual
	Sub-total 1
2.       Analyze the chemical sample	2 .1Chemical analysis apparatus and equipment are assembled as per the work requirements
	2.2 Chemical samples and reagents are prepared as per the chemistry laboratory manual
	2.3 Chemical analysis is performed as per the chemistry laboratory manual
	2.4 Chemical analysis results are reported as per the chemistry laboratory manual
	Sub-total 2
3.       Carry out the separation technique	3.1    Separation technique apparatus and equipment are assembled as per the work requirement
	3.2 The chemical sample and separation reagent are prepared as per the work requirements
	3.3   Sample separation is performed as per the chemistry laboratory manual
	3.4 The separation result is reported as per the chemistry laboratory manual
	Sub-total 3

Table 2:Weighting of PCs

ELEMENT	Rating of the Elements Scale of 1- 3	Weighting of Element	Conversion to %	Weighting of Element by a Factor of 3	Weighting of Element (Ratio of 4:6)		Performance criteria	Weighting of PCs
					Theory	Practical		Theory Marks	Practical Marks
1.       Carry out pH measurement							1.1  pH apparatus and equipment are assembled as per the work requirements
							1.2   Sample pH measurement is performed as per the chemistry laboratory manual
							1.3  Sample pH result is reported in the chemistry laboratory manual
							Subtotal 1
2.       Analyze the chemical sample							2.1  Chemical analysis apparatus and equipment are assembled as per the work requirement
							2.2  Chemical samples and reagents are prepared as per the chemistry laboratory manual
							2.3   Chemical analysis is performed as per the chemistry laboratory manual
							2.4  Chemical analysis results are reported as per the chemistry laboratory manual
							Sub-total 2
3.       Carry out the separation technique							3.1    Separation technique apparatus and equipment are assembled as per the work requirement
							3.2 The chemical sample and separation reagent are prepared as per the work
							3.3     Sample separation is performed as per the chemistry laboratory manual
							3.4 The separation result is reported as per the chemistry laboratory manual
							Sub-total 3
							TOTAL MARKS

In the Element Rating Checklist, there are four columns (Element, Performance Criteria, Criteria Weighting Factors, and Rating). Moreover, the column with “Criteria Weighting Factors) has five sub-columns, corresponding to five criteria weighting factors. The transfer of information from the OS to this table is direct. For instance, one takes “Elements” the way they are in the OS, and transfers them to the Element Rating Checklist as shown in Table 1. Consequently, after that is done, PCs of each element are rated based on the five Weighting Factors. The first column (Critical or Non-critical PCs) under “Criteria Weighting Factors” is the easiest part to fill because all of the information is available in the Evidence Guide part.

For this reason, one just checks and decides whether the PCs of that element are critical or non-critical. If the PC in question is critical, you fill the section with “1”. On the other hand, if it is a non-critical PC, you fill the part with “0”. Subsequently, one proceeds to the next the weighting factors with appropriate values. For example, if PC is performance-based, but not knowledge-based, you fill it with “1”. This is the same with knowledge-based PCs, but not performance-based. Nonetheless, if the PCs are both performance-based and knowledge-based, you fill the section with “2”. For the next columns, except the last one under “Criteria Weighting Factors”, where you fill with “1” or “2”, depends on the specific numbers based on those criteria weighting factors (“Creativity level required to accomplish a task”, and “Number of tasks involved in the PC).

Upon completing this activity, one sums all the figures under each PC of that particular element and under each five criteria weighting factors, and gets the sub-total, which is used in rating the element. The element with more critical aspects takes more weight (takes the first preferences) than those with less with critical aspects. If, after analyzing the elements based on critical aspects of their PCs, they “tie” or “have the same number,” then one proceeds to scrutinize them until all of them are rated. This is illustrated in Table 3, where the second element on the table “Analyze chemical sample” takes the first preference, followed by the third “Carry out separation technique”, and then the first one “Carry out pH measurement.”

Table 3: Rating of the elements based on the five factors 

ELEMENT	Performance criteria	Criteria Weighting Factors					Rating
		Critical or Non-critical PCs	Knowledge-based PC or Performance-based PCs	Creativity level required to accomplish a task	Number of tasks involved in the PC	PC requires a Product or a Process or both.
1. Carry out pH measurement	1.1.     pH apparatus and equipment are assembled as per the work requirements	0	1	0	1	2
	1.2. A sample pH measurement is performed as per the chemistry laboratory manual	1	1	0	1	2
	1.3. The sample pH result is reported in the chemistry laboratory manual	1	1	0	1	2
	Sub-total 1	2	3	0	3	6	3
2. Analyze the chemical sample	2.1 Chemical analysis apparatus and equipment are assembled as per the work requirements	0	1	0	1	2
	2.2 Chemical samples and reagents are prepared as per the chemistry laboratory manual	1	1	0	1	2
	2.3 Chemical analysis is performed as per the chemistry laboratory manual	1	1	0	1	2
	2.4 Chemical analysis results are reported as per the chemistry laboratory manual	1	1	0	1	2
	Sub-total 2	3	4	0	4	8	1
3. Carry out the separation technique	3.1    Separation technique apparatus and equipment are assembled as per the work requirement	0	1	0	1	2
	3.2 The chemical sample and separation reagent are prepared as per the work requirements	0	1	0	1	2
	3.3   Sample separation is performed as per the chemistry laboratory manual	1	1	0	1	2
	3.4 The separation result is reported as per the chemistry laboratory manual	1	1	0	1	2
	Sub-total 3	2	4	0	4	8	2

Table 4 consists of eight columns, in which some of the columns have the same information as in Table 3. The contents of these columns encompass “Element”, “Rating of the element (scale of___)”, “Weighting of Element”, “Conversion to %)”, “Weighting of Element by a Factor____,” “Weighting of Element by Ratio______,” “Performance criteria,” and “Weighting of PCs). Under “Weighting of element by ratio____,” there are two sub-columns, namely “Theory” and “Practical”. Under the last column, there are two sub-columns, “Theory marks” and “Practical marks.” “Theory” and “Practical” under these columns demonstrate how the trainer distributes theory and practical marks according to the rating.

Elements and PCs are entered in the same way as in Table 3. Rating of the element in the specific scale requires the trainer to rate the element based on its weight (five weighting factors). In Table 4, elements are rated on a scale of 1-3 because there are three elements (“Carry out pH measurement”, “Analyze chemical sample”, and “Carry out separation technique”). This information is retrieved from Table 3 and transferred to Table 4. 

Table 4: Weighting of the elements based on the five factors 

ELEMENT	Rating of the Elements Scale of 1- 3	Weighting of Element	Conversion to %	Weighting of Element by a Factor of 3	Weighting of Element (Ratio of 4:6)		Performance criteria	Weighting of PCs
					Theory	Practical		Theory Marks	Practical Marks
1. Carry out pH measurement	3	1	16.67	50.01	20	30	1.1  pH apparatus and equipment are assembled as per the work requirements	4	6
							1.2   Sample pH measurement is performed as per the chemistry laboratory manual	8	12
							1.3  Sample pH result is reported in the chemistry laboratory manual	8	12
							Subtotal 1	20	30
2. Analyze the chemical sample	1	3	50	150	60	90	2.1Chemical analysis apparatus and equipment are assembled as per the work requirements	6	18
							2.2  Chemical samples and reagents are prepared as per the chemistry laboratory manual	18	24
							2.3 Chemical analysis is performed as per the chemistry laboratory manual	18	24
							2.4  Chemical analysis results are reported as per the chemistry laboratory manual	18	24
							Sub-total 2	60	90
3. Carry out the separation technique	2	2	33.33	99.99	40	60	3.1    Separation technique apparatus and equipment are assembled as per the work requirement	8	12
							3.2 The chemical sample and separation reagent are prepared as per the work	8	12
							3.3     Sample separation is performed as per the chemistry laboratory manual	12	18
							3.4 The separation result is reported as per the chemistry laboratory manual	12	18
	6                   100                 300             120       180						Sub-total 3	40	60
							TOTAL MARKS	120	180

Weighting of the element is the opposite of rating. For instance, element number 1 is given the highest weight (a weight of 3), the second one, a weight of two, and the third one, a weight of 1, as illustrated in Table 4.

The conversion to % requires the trainer to convert the weight of the elements into a percentage. This is achieved by adding all the assigned weights to the element and calculating them as follows:

(Weight of Element 1 + Weight of Element 2 + Weight of Element 3) = Total weights of the elements

(1+3+2)= 6 (total weights of elements, which is equivalent to 100%)

Conversion to Percentage (%)

Element 1: 1/6*100 = 16.67%

Element 2: 3/6*100 = 50%

Element 3: 2/6*100 = 33.33%

Weighting of Elements by a Factor (in this case, a factor of 3)

This means giving weights to elements by using a specific factor. This factor represents the number of times the trainer will assess the learners. For instance, if it is a factor of 3, it means a trainer will assess the trainees three times. In Table 4, a factor of 3 is used (multiplying the percentage of each element by 3):

Element 1: 16.67%* 3 = 50.01%

Element 2: 50%*3 = 150%

Element 3: 33.3*3 = 99.9%

After multiplying the weights of the elements by a factor of 3, the total percentage of weights becomes 300 %( See Table 4).

Weighting of Element by a Ratio

This involves assigning the weights to elements based on a specific ratio (Levels). According to TVET CDACC, the weighting between theory and practical for Level 6 is 40:60 (4:6). This implies 40% of the total assessment questions should be 40%, while 60% should be practical. Based on this, the calculation of the percentage between theory and practical for the three elements becomes:

Theory Part

Element 1: 40/100*50.01 = 20%

Element 2: 40/100*150= 60%

Element 3: 40/100*99.99= 40%

Practical Part

Element 1: 60/100*50.01= 30%

Element 2: 60/100*150 =90%

Element 3: 60/100*99.99= 60%

The total for theory gives 120%, while that of practical gives 180%, giving a total of 300% as demonstrated in Table 4.

Weighting of PCs

This part requires analytical and creative skills to distribute marks between theory and practical based on the calculated percentage. There is no specific approach for a trainer to apply to distribute marks. Nonetheless, the trainer must ensure the theory and practical marks for all PCs under question must be equal to the calculated marks (See Table 4). Furthermore, the distribution marks among PCs should be guided by the “Five Weighting Factors.” The PCs with more weight are given more marks than those with less weight.

 Conclusion:

Understanding these aspects aids technical trainers in creating or developing effective performance criteria that ensure that the trainees are assessed comprehensively. A well-prepared performance criteria are essential in developing candidate tools as well as assessor tools. Therefore, it is a document that a competent technical trainer should strive to have.