TeBeVAT Assessor Profile (TeBeVat) (Q37)
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No description defined
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | TeBeVAT Assessor Profile | No description defined |
Statements
a set of competences that describe an generic occupation, a professional profile or a coherent part of it.
An assessor for prior learning measures the existing competences, skills and knowledge of a candidate against a given qualification or certificate, according to a pre-defined standard or procedure, and judges objectively if the candidate reaches the corresponding performance criteria. (English)
Apart from the specific skills needed to assess candidates, the assessor also needs a profound understanding of • The field, and the occupations • The qualifications and standards for the targeted occupations • The different standards, assessment methods and procedures of the targeted occupations Assessors need to have substantial demonstrable experience in the targeted occupations they are assessing. This is not further developed in this profile, as it depends on the type of field, education and assessment. (English)
the unique identifier of the ESCO item
Validation of informal learning in the professional field of event technicians (European project)
Familiarise the candidate with the assessment situation and guide them through the process of assessment of their prior learning.
Monitor the assessment process in the workplace, educational context or in validation situation.
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.
Interchange observations and negotiate a final rating with other assessors. Align different views and reach consensus on the performance of the candidate.
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.
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.
ESCO description
Sectoral layer
Essential knowledge
| ED 60 10 TEassessment processes |
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Underlaying attitudes
Underlaying knowledge
Rows Per Page:
| Basic knowledge about human psychology |
| Basic knowledge of mental and physical diseases |
| Has a general understanding of the sector structure, associations and stakeholders |
| Knowledge about constructive negotiation |
| Knowledge about conversation strategies |
| Knowledge about human emotions |
| Knowledge about information analysis methodology |
| Knowledge about relevant guidelines and special standards |
| New evolutions in relation to the own function and the organisation |
| Understands networking techniques |
| knowledge about accepted principles of right or wrong |
| knowledge about active and passive ways of recognising transformations in specific fields |
| knowledge about assessment process guidelines |
| knowledge about assessment process structure |
| knowledge about assessment strategies incorporating objective criteria and methods |
| knowledge about common and specific frames of reference |
| knowledge about common and specific templates to protocol answers and information collected |
| knowledge about different file storing systems (analog and digital) |
| knowledge about documentation needs of company-related matters |
| knowledge about ethical standards in assessment situations |
| knowledge about evaluation standards and procedures |
| knowledge about formulation and formatting of summative statements |
| knowledge about general and organisation-specific document distribution channels and strategies |
| knowledge about general and specific assessment strategy |
| knowledge about handling psychological factors (e.g. stress) in assessment situations |
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Optional competences
| 90 20 00 05 20 TE monitor assessment |
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Essential competences
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