EVIDENCE

Evidence refers to proof that a learner has demonstrated a specific competency — meaning they
can perform a task or apply knowledge, skills, and attitudes to a required standard in a real or
simulated setting.
Evidence is the information or documentation that shows a learner has achieved a competency as
outlined in the occupational standards or curriculum.
Forms of evidence
Type of Evidence Description Examples
Direct Evidence First-hand evidence of a - Live demonstration
learner performing a task - Practical assessment
under observation. - Oral questioning
Indirect Evidence Tangible products or - Completed project
outcomes produced by the - Portfolio of work
learner. - Photographs/videos
Supplementary Evidence Third-party or documented - Supervisor/employer
evidence from external testimonials
sources supporting - Observation reports
competence. - Training certificates

The three types of evidence are complementary. Together they give a balanced picture of the
candidate's level of competency. To ensure that assessment can be kept manageable and cost-
effective, it is necessary to pursue an appropriate mix of the three types of evidence.
RULES OF EVIDENCE
Rule Description
Valid Relates to the unit or units of competency
appropriately; reflects all four dimensions
of competency; provides evidence of the
broad skills included in the Key
Competencies; appropriate to the KNQF
level being assessed.
Authentic Is the candidate’s own work (i.e.,
procedures have been developed to ensure
this).
Consistent Shows competency over a period of time
suggesting sustained performance (i.e.,
not just a ‘one-off’).
Sufficient Provides enough evidence to make a
judgement about the competency of the
individual in relation to all four
 dimensions of competency. Covers the
full range of the performance criteria and
meets all the evidence requirements.
Current Recent enough to show that the skills and
knowledge are still in practice and able to
be applied to a current work situation.

Advantages of involving the candidate in the assessment process

 Assessment is a cooperative venture between the assessor and the assessor. This helps to
build candidate confidence.
 The candidate becomes a better operator by gaining a full and accurate picture of his or her
own level of competence.
 Candidates take as much responsibility as possible for gathering and organising evidence;
 Candidates participate in assessing their own performance this way they are able to identify
the next steps in their learning and development.
Principles of Assessment
Assessments should be valid, reliable, fair and flexible.
Assessments should be valid, reliable, fair, and flexible.
Principle Description
Validity Assessment measures what it is intended to measure and aligns with performance
criteria and learning outcomes.
Reliability Assessment yields consistent results across different learners, assessors, and
contexts.
Flexibility Assessment methods are adaptable to various learning needs, delivery modes,
and contexts.
Fairness Assessment provides equal opportunity for all learners without bias and supports
their learning process.

Code of Practice for Assessors

The Code of Practice below is based on the international standards:
 The differing needs and requirements of the person(s) being assessed, the local
enterprise(s) and/ or industry are identified and handled with sensitivity.
 Potential forms of conflict of interest in the assessment process and/ or outcomes are
identified and appropriate referrals are made, if necessary.
 All forms of harassment are avoided throughout the planning, conduct, reviewing and
reporting of the assessment outcomes.
  Assessments are conducted within the boundaries of the assessment system policies and
procedures.
 Formal agreement is obtained from both the candidate(s) and the assessor that the
assessment was carried out in accordance with agreed procedures.
 Assessment tools, systems, and procedures are consistent with equal opportunity
legislation.
 The candidate(s) is informed of all assessment reporting processes prior to the assessment.
 The candidate(s) is informed of all known potential consequences of decisions arising from
an assessment, prior to the assessment.
 Confidentiality is maintained regarding assessment results.
 Results are only released with the written permission of the candidate(s).
 The assessment results are used consistently with the purposes explained to the candidate.
 Self- assessments are periodically conducted to ensure current competencies against the
Assessment and Workplace Training Competency Standards.
 Professional development opportunities are identified and sought.
 Opportunities for networking amongst assessors are created and maintained.
 Opportunities are created for technical assistance in planning, conducting and reviewing
assessment procedures and outcomes.
Assessment methods
An assessment method is a way of collecting evidence that will demonstrate competency.
Below is a table which lists a number of assessment methods.
 ASSESSMENT PLANNING IN CBET
THE PROCESS OF COMPETENCY-BASED ASSESSMENT
In order to carry out effective competency-based assessment, the following phases are critical:
 Planning for competency-based assessment
 Conducting competency-based assessment
 Reviewing competency-based assessment
Planning for assessment
Planning for assessment is a process that allows for clarification of the structure of the assessment,
what is involved and the assessment criteria candidates will be assessed against.
The essential tools for assessment planning include:
1. Assessment requirements
2. Assessment plan
3. PC weighting
4. PC evaluation tool
5. Assessment tools
1. ASSESSMENT REQUIREMENTS
Assessment requirements are guidelines that specify:
 Performance evidence
 Knowledge evidence
 Assessment Conditions and required conditions under which a unit of competency is
conducted.
 The benchmark for the assessment requirements is the Occupational Standard.
Performance evidence:
It specifies the ability to complete tasks, processes or products whose evidence needs to be
collected by an assessor to determine performance competency as outlined in elements and
performance criteria of the particular unit of competency.
It specifies the number of times a trainee should demonstrate the ability to complete a particular
task.
Performance evidence demonstrates what a learner can do.
Knowledge evidence:
The trainee must be able to demonstrate the essential knowledge required to effectively complete
tasks outlined in elements and performance criteria of this unit of competency including managing
tasks and managing contingencies in the context of the work role.
Knowledge evidence demonstrates what a learner knows.
Planning for assessment results in the development of an assessment plan
Assessment conditions describe:
 Assessment resources
 Assessment environment
 Standards and Legal requirements for the specific unit of competency
 Assessors requirements
Users of Assessment Requirements
Quality Assurance officers: They can use the document to check whether the assessment met the
requirements.
Assessors and verifiers: It guide in variables to assess, the number of assessments, resources
required and the environment of conducting the assessment.
Trainees: It guides the trainees in the areas of assessment.
Purposes of Assessment Requirements
 To ease competency-based assessment
 To specify requirements which trainees need to meet:
 For quality assurance
 It guides on who should conduct assessment in a particular unit of competency.
 It guides on the number of assessments to be conducted for the trainee to be judged
competent.
 It guides on the environment and resources required for conduct of assessment.
 To direct development of PC Weighting/Evaluation tool
 To direct development of assessment tools.
As an example let’s use the unit of competency as Apply environmental literacy
 APPLY ENVIRONMENTAL LITERACY

UNIT CODE: 0712 541 03A

UNIT DESCRIPTION
This unit covers the competencies required to apply environmental literacy. It involves
controlling environmental hazards, controlling environmental pollution, managing environmental
waste and practicing sustainable resource use.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the required
outcomes which make up level of performance for each of the elements.
workplace function. Bold and italicized terms are elaborated in the Range
1. Control environmental 1.1 PPEs are identified and used as per work procedure.
hazards 1.2 Hazardous wastes are stored as per the Environmental
Management and Coordination Act.
1.3 Hazardous wastes are disposed in accordance with the
EMCA.
2. Control environmental 2.1 Water pollutants are controlled as per the EMCA.
Pollution 2.2 Land pollutants are controlled in accordance with
EMCA.
2.3 Noise pollution sources are controlled as per the EMCA.
2.4 Air pollutants are controlled as per the EMCA
3. Manage environmental 3.1 Waste is refused in accordance with Sustainable Waste
waste Management Act.
3.2 Waste is reduced as per the Sustainable Waste
Management Act.
3.3 Waste is reused as per Sustainable Waste Management
Act.
3.4 Waste is segregated as per different waste streams in line
with Sustainable Waste Management Act.
3.5 Waste is recycled in line with Sustainable Waste
Management Act.
3.6 Waste is treated as per Industrial standards operating
procedures.
3.7 Waste is disposed in accordance with Sustainable Waste
Management Act.
4. Practice sustainable 4.1 Resources categorization is performed based on EMCA.
resource use 4.2 Resource inventory is developed as per EMCA.
4.3 Resource usage is monitored as per working procedure.
4.4 Resource wastage minimization is identified as per work
environment.
4.5 Environmental conservation measures are identified as
per work environment.

RANGE
This section provides work environments and conditions to which the performance criteria apply.
It allows for different work environments and situations that will affect performance.

Variable Range

1. PPEs may include but are not  Mask

limited to:  Gloves
 Goggles
 Helmets
 Protective clothing
 Hearing protector
 Safety boots
2. Hazardous waste may include  Explosives
but are not limited to:  Flammable liquids
 Flammable solids and substances
 Oxidizing substances and organic peroxides
 Toxic and infectious substances
 Radioactive materials
 Corrosive substances
3. Water pollutants may include  Industrial waste
but not limited to:  Sewage
 Wastewater
 Mining activities
 Marine Dumping
 Oil leakages
 Burning fossil fuels
 Chemical fertilizers
 Pesticides
 Herbicides
 Detergents
4. Land pollutants may include but  Plastics
not limited to:  Papers
 Scrap metals and chips
 Wooden chips
 Clothes
 Grease
 Oil
 Animal waste
5. Noise pollution sources may  Air traffic
include but not limited to:  Construction sites
 Bars and restaurants
 Night clubs
 Machinery
 Vehicles
 Industries
6. Air pollutants may include but  Carbon dioxide
not limited to:  Carbon monoxide
 Oxides of Sulphur
 Oxides of nitrogen
 Volatile organic hydrocarbons
 Methane
 Ozone
 7. Resources may include but not  Natural resources
limited to:  Human resources
 Environmental resources
 Mineral resources
 Water resources
 Vegetation resources

8. Resource wastage minimization  Resources reuse

may include but not limited to:  Resources recycle
 Quality control improvement
 Process monitoring
 Optimization of resources
9. Environmental conservation  Green energy technologies
measures may include but are  Tree planting
not limited to:  Public awareness and sensitization
 Waste management
 Ecosystems conservation
 Energy conservation

Required knowledge and skills

This section describes the knowledge and skills required for this unit of competency.
Required Knowledge
The individual needs to demonstrate knowledge of:
 Types and use of PPEs
 Environmental pollution control measures
 10Rs principles
 Workplace environmental hazards
 Environmental regulations
 Environmental conservation activities

Required Skills
The individual needs to demonstrate the following skills:
 Analytical
 Problem solving
 Planning
 Conflict resolution
 Communication
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the performance
criteria, required knowledge and skills and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 PPEs are identified and used as per work procedure.
1.2 Waste is segregated as per different waste streams in line with
Sustainable Waste Management Act.
1.3 Resource inventory is developed as per EMCA.
1.4 Resource wastage minimization is identified as per work
environment.
1.5 Environmental conservation measures are identified as per
work environment.
2. Resource Implications The following resources should be provided:
2.1 Appropriately simulated environment where assessment can
take place.
2.2 Access to relevant assessment environment.
2.3 Resources relevant to the proposed assessment activity or tasks.
2 Methods of Competency in this unit may be accessed through:
Assessment 2.1 Practical
2.2 Project
2.3 Portfolio of evidence
2.4 Third party report
2.5 Written tests
2.6 Oral Questioning
3 Context of Assessment This competency may be assessed in a work place or in an
assimilated work place
4 Guidance information Holistic assessment with other units relevant to the industry sector,
for assessment workplace and job role is recommended
Assessment requirement sample
APPLY ENVIRONMENTAL LITERACY
ASSESSMENT REQUIREMENTS
UNIT CODE: 0712 541 03A

1. PERFORMANCE EVIDENCE
There must be demonstrated evidence that the candidate has:
1. Control environmental hazards
1.1 PPEs are identified and used as per work procedure.
1.2 Hazardous wastes are stored as per the Environmental Management and Coordination
Act.
1.3 Hazardous wastes are disposed in accordance with the EMCA.
2. Control environmental Pollution
2.1 Water pollutants are controlled as per the EMCA.
2.2 Land pollutants are controlled in accordance with EMCA.
2.3 Noise pollution sources are controlled as per the EMCA.
2.4 Air pollutants are controlled as per the EMCA
3. Manage environmental waste
3.1 Waste is refused in accordance with Sustainable Waste Management Act.
3.2 Waste is reduced as per the Sustainable Waste Management Act.
3.3 Waste is reused as per Sustainable Waste Management Act.
3.4 Waste is segregated as per different waste streams in line with Sustainable Waste
Management Act.
3.5 Waste is recycled in line with Sustainable Waste Management Act.
3.6 Waste is treated as per Industrial standards operating procedures.
3.7 Waste is disposed in accordance with Sustainable Waste Management Act.
4. Practice sustainable resource use
4.1 Resources categorization is performed based on EMCA.
4.2 Resource inventory is developed as per EMCA.
4.3 Resource usage is monitored as per working procedure.
4.4 Resource wastage minimization is identified as per work environment.
4.5 Environmental conservation measures are identified as per work environment.
2. KNOWLEDGE EVIDENCE
This includes knowledge of:
• Types and use of PPEs
• Environmental pollution control measures
• 10Rs principles
• Workplace environmental hazards
• Environmental regulations
• Environmental conservation activities
3. ASSESSMENT CONDITIONS
Assessment resources required includes:
1. Appropriately simulated environment where assessment can take place.
2. Access to relevant assessment environment.
3. Resources relevant to the proposed assessment activity or tasks.
4. Assessment conditions:
This competency may be assessed in a work place or in an assimilated work place.
1. Assessors must meet the following requirements:
4.1 For those training in a TVET institution they must be:
4.1.1 Licensed by TVET Authority as trainers.
4.1.2 Registered by TVET CDACC as assessors/verifier in this unit of competency.
4.2 For industry experts they must be registered by TVET CDACC as assessor/verifiers in this
unit of competency.
 2. ASSESSMENT PLAN
An assessment plan is a document developed by an assessor that includes:
 the elements and units of competency to be assessed,
 when the assessment will occur,
 how the assessment will occur,
 the assessment methods to be used and
 the criteria for the assessment decision.
The following activities are essential at the planning stage:
1. Assessment is requested/scheduled in the training plan
2. Evidence required is identified
3. Assessment methods and tools are established
4. Assessment procedure is trialled

ESSENTIAL STEPS FOR PLANNING

Task definition:
Identify the candidates, what will be assessed, any special requirements of candidates and where
the assessment will take place
Benchmarks identification:
Identify the appropriate competency standards and the performance criteria against which
assessment will be done.
Planning validation:
Determine who will be consulted and who will be informed
Reflection:
Develop an outline of the plan and identify any potential problems
Evaluation:
Evaluate the assessment plan and make any necessary changes

CONTENTS OF THE ASSESSMENT PLAN

Assessment Plans should contain the following information:
 What will be assessed (ie elements or units of competency)
 How assessment will occur (ie what tools will be used)
 When assessment will occur
 Where assessment will occur (ie the context of the assessment)
 The criteria for decision making (ie performance criteria)
 And, where appropriate, any supplementary criteria used to make a judgement on the level
of performance
TEMPLATE FOR ASSESSMENT PLAN

ASSESSMENT PLAN
Qualification
This assessment plan is to be completed with the assessor. Your assessor will discuss the following areas with you:
 Purpose and outcomes of the assessment process
 Relevant units of competency
 Appeals process
 Confidentiality and security of information
 Special needs/Additional information
Candidate’s Name
Phone No.
& Reg. No.
Candidate’s
Phone no:
second contact
Assessor’s Name
Phone No.
& Id Code
Employer Contact
Details (where Phone No.
applicable)
Location of
Assessment
Assessment Date Time
Industry Specialist
if required.
Purpose of Assessment:
This assessment is meant determine whether the candidate is competent in ---------------------------- so that a trainee found not yet
competent is advised on how to improve in their weak areas.
Unit(s) of Competency:
Element Performance Criteria to be assessed are:

5.
Conditions of Assessment (Context):
Assessment is to be conducted in the ___________________________________

Assessment Instructions to the candidate:

During the assessment, you will be required to demonstrate competence in the unit of competency
______________________________

You will also answer some written questions to demonstrate knowledge. You will also carry out practical tasks to demonstrate your
ability to prepare sauces.

Assessment tasks: Brief description of tasks required during the gathering of evidence or
during assessment.
Practical assessment consists of three (3) tasks:

1.
Methods of Assessment Please tick ()
Portfolio of evidence

Written Assessment
Questionnaire - Oral or written to assess underpinning
knowledge
 Observation/Performance Checklists for demonstration
of practical skills
Supplementary Evidence (Third party & Workplace
Documents. When and if applicable)
Other (specify)

Resource requirements for assessment:

During the assessment, the following resources may be required:

1.
2.
3
Supplementary Evidence (to be provided by candidate as agreed upon)

Allowable Adjustments:

Date of assessment:
Assessment will take place at a mutually agreed time between the candidate and the assessor.
DATE: ( Future Date) TIME:

Assessor’s signature: DATE: (Today’s Date)

………………………
In signing this form the candidate acknowledges that s/he is ready for assessment and that the assessment process has been fully
explained. Candidate signature confirms understanding and agreement with the assessment process.

Assessment Complaint/Appeal Procedure

Candidates have the right to challenge the assessment decision made by the assessor. The following steps are to be followed if a
candidate wishes to exercise this right.

1. The candidate should first discuss his/her opinions with the assessor.
2. If still not satisfied, the candidate fills the prescribed Appeals Form and submits to assessment center manager.
3. The appeal is heard and determined by the assessment center appeals committee.
4. If the candidate is dissatisfied with the resolutions of the assessment center appeals committee, then he/she should appeal to the
Council using the prescribed Appeals Form
5. The Council panel meets, and the final verdict is communicated to the candidate and the assessment centre.

Candidate’s signature: Date: ……Todays date…

……………………
The process noted above is suitable for all forms of competency-based assessment, including
Recognition of Current Competencies or Prior Learning assessments, and other modes of flexible
delivery such as distance and online assessments.
As an assessor, you will need to make a decision or series of decisions about whether the person
being assessed has achieved the required competence. To do this you may be involved in deciding
what evidence is required. Whether you have this task or not you will probably have to provide
feedback to the candidate about the suitability of the evidence.
Evidence can be collected on a wide range of measurable aspects of performance. These may
include:
 products that have been made,
 processes that have been carried out,
 underpinning knowledge and understanding,
 underlying attitudes.
3. PC WEIGHTING TOOL

Weighting of performance criteria guides on evaluation of specific observable standards

by which candidate’s performance or products will be assessed based on their
importance.
The observable standards are specific and measurable statements defining performance
required to meet learning outcomes.
Importance of Performance Criteria Weighting
 It ensures the critical Performance Criteria are given more weight compared to those that
are non-critical.
 It ensures standardization in development of assessment tools i.e., allocation of marks to
various performance criteria.
 It guides on scoring the achievement of candidate against performance criteria.
Factors Considered in PC RANKING
 Critical or Non critical PC
 Knowledge based PC or Performance based PC
 Creativity level required to accomplish a task
 Number of tasks involved in the PC
 Whether the PC requires a Product or a Process or both.
STEPS IN PC RANKING
 Rank the elements based on the factors in PC ranking
 Calculate the weight of each element using the ranking
 Then multiply the elements based on the number of PC based on that element
  Distribute the weight for each element to theory and practical assessment using TVET
CDACC weighting for each level.
 After weighting the elements, you proceed to weight Performance criteria in each element
using the factors mentioned
Example using the sample unit of competency Apply Environmental literacy
We start by developing a PC checklist using the factors listed above
 2.
1.
ELEMENT

3.1
2.4
2.3
2.2
2.1
1.5.
1.4.
1.3.
1.2.
1.1.

Sub-total 2
Sub-total 1
Performance criteria

Critical or Non critical

PCs

Ranking

Knowledge based PC or
Performance based PCs
Ranking
UNIT CODE: 0712 541 03A

Creativity level required

ELEMENT RATING CHECKLIST

to accomplish a task
Ranking

Number of tasks involved

in the PC
UNIT OF COMPETENCE: APPLY ENVIRONMENTAL LITERACY

Ranking
Criteria Weighting Factors

PC requires a Product or
a Process or both.
Final rating /ranking
Rating
3. 3.2
3.3
3.4
3.5
3.6
3.7
Sub-total 3
4. 4.1
4.2
3.3
4.4
4.5
Sub-total 4
 PERFORMANCE CRITERIA WEIGHTING TOOL
UNIT OF COMPETENCE: APPLY ENVIRONMENTAL LITERACY
UNIT CODE: 0712 541 03A
Rating Weightin Conversion Weightin Weighting of Weighting of
of the g of to % g of Element PCs
ELEMENT Elements Element Element Performance
(Ratio of 1:1)
by a criteria
Scale of
Factor of Theory Practical Theor Prac
1- 4
2 y tical
Mark Mar
s ks
1.1
1. 1.2
1.3
Subtotal 1
2. 2.1
2.2
2.3
2.4
Sub-total 1
3. 3.1
3.2
 3.3
3.4
3.5
3.6
3.7
Sub-total 2
4. 4.1
4.2
4.3
4.4
4.5
Sub-total 4

TOTAL MARKS
 ASSESSMENT TOOLS
Assessment tool
Materials for collecting and analyzing evidence are often described as assessment tools or
instruments. In general, the term assessment tool is used to describe a document that contains
both:
• the instructions for gathering and interpreting evidence – ie the material that
helps set up an assessment event, including the instructions for the assessor
and
• the assessment instrument – ie the material that describes, measures and
records outcomes or evidence for each assessment event or activity.
Assessment tools also enable the assessor to justify that the assessment has been valid, reliable,
flexible and fair. The content of assessment tools includes the following:
• Specific instructions given to the candidate.
• Sets of verbal/written/ computer-based questions to be asked.
• Performance checklists.
• Log books (mentoring tool)
• Description of competent performance
A number of these tools may be used in combination in order to provide enough evidence to
make a judgement. Having instructions and instruments means that assessment tools can be
used by other assessors, saves time and helps eliminate personal biases.
The assessment tools include the following:
1. Candidates tool
a. Written paper
b. Practical paper
2. Assessors tools
a. Written guide (marking scheme)
b. Observation checklist

Page 26 of 33
EXAMPLE: QUESTION PAPER

APPLY ENVIRONMENTAL LITERACY

CODE:

SERIES: JULY 2025

Instructions
1. Answer question ALL question in section A and any ONE questions in section B in
the answer booklet provided.
2. Hand in both the question paper and the answer booklet.
3. Do not use mobile phones in the exam room
4. Do not leave the examination room while the examination is in progress.

QUESTION PAPER

SECTION A (COMPLUSARY)

1. As a trainee in XYZ technical training institute, list FOUR protective clothing you
would wear in an electrical workshop. (4marks)
2. You have been employed as a technician at IMANI TTI and on of your roles is to
make sure that the workshop is clean, name FOUR waste you would find in this
workshop. (4marks)
SECTION B (ANSWER ONLY ONE QUESTION)

3. Explain FIVE importance of recycling waste in a workshop. (10 marks)

4. Describe the correct way to dispose of a broken fluorescent lamp. (8 marks)
Page 27 of 33
 APPLY ENVIRONMENTAL LITERACY

CODE:

SERIES: JULY 2025

WRITTEN GUIDE

Instructions
1. Answer question ALL question in section A and any ONE questions in section B in the
answer booklet provided.
2. Hand in both the question paper and the answer booklet.
3. Do not use mobile phones in the exam room
4. Do not leave the examination room while the examination is in progress.

MARKING SCHEME

1. PPEs used in Electrical workshop

a. Safety shoes
b. Dust coat
c. Gloves
d. Helmet
e. Reflector jacket
Award 1 mark for each correct answer total 4marks

2. Waste in electrical workshops

a. Copper wires
b. Fluorescent tubes

Page 28 of 33
 c. Dead batteries
d. PVC conduits
Award 1 mark for each correct answer total 4marks
3. FIVE importance of recycling waste in a workshop
a. Reduces Environmental Pollution – Recycling prevents harmful materials from
ending up in landfills or polluting soil and water sources. (2 marks)
b. Conserves Natural Resources – Recycling materials like copper from wires
reduces the need for mining new resources. (2 marks)
c. Promotes Cost Savings – Reusing or recycling materials can reduce the cost of
purchasing new materials and managing waste disposal. (2 marks)
d. Enhances Workplace Safety – Removing waste materials promptly and properly
reduces the risk of injuries and accidents. (2 marks)
e. Supports Legal Compliance – Recycling helps meet environmental regulations
such as the Environmental Management and Coordination Act (EMCA). (2
marks)
Award 2 marks for the correct reason, total 10 marks

Page 29 of 33
 CANDIDATE (PRACTICAL) TOOL

Qualification Code :
Qualification : Electronics Technician level 6
Unit Code : APPLY ENVIRONMENTAL LITERACY
Unit of Competency : : Service and repair consumer electronics product and
systems

INSTRUCTIONS TO CANDIDATE:
You are required to perform the following tasks:
1. Identify and wear appropriate PPEs
2. Identify and sort electrical waste
3. Dispose electrical waste
You are allocated 1 hour to complete all the tasks.

Name of the candidate: ……………………………………………………………….

Registration code: ……………………………………………………………………..
Date: ……………………………………………………………………………………
Signature: ………………………………………………………………………………

You are provided with the following resources:

Used electrical wires, broken tube light, old battery, Gloves, Dustcoat, Helmet, safety shoes,
3 waste bins, labels (recyclable, hazardous, non-hazardous)

Page 30 of 33
 PRACTICAL ASSESSMENT ASSESSOR’S TOOL

Qualification Code:

Qualification:

Unit Code:

Unit of Competency:

INSTRUCTIONS TO THE ASSESSOR

In this assessment, the candidate will be required to carry out the following task:
i. Identify and use PPEs used in Electrical workshop
ii. Store waste appropriately
iii. Dispose hazardous waste appropriately

Allocate 1hours to the candidate to perform all the tasks

Note: The assessor should check each step as the candidate proceeds to the next step

The student has been provided with the following resource

Page 31 of 33
 Used electrical wires, broken tube light, old battery, Gloves, Dustcoat, Helmet, safety shoes, 3
waste bins, labels (recyclable, hazardous, non-hazardous)

OBSERVATION CHECKLIST
Candidate’s name & Registration No.
Assessor’s name & Reg. code
Unit(s) of Competency
Venue of Assessment
Date of assessment
Award marks to the candidate as he/she carry on the practical. The maximum marks for every performance
criterion are indicated as marks awarded. Write a comment that supports the marks scored in every
performance criteria.
Marks Marks
Items to be evaluated: Comments
awarded scored
TASKS 1 : IDENTIFIED AND USED PPES
Dust coat 2
Safety shoes 2
Gloves 1
SUB TOTAL
5

TASK 2: STORED HAZARDOUS ELECTRICAL WASTE APPROPRIATELY

Broken tube light 2

Dead battery 3
SUBTOTAL 5

TASK 3: DISPOSED HARZADOUS WASTE APPROPRIATELY

Broken tube light 2

Page 32 of 33
 Dead Battery a) Acid 1
b) Lead plates 1
c) Plastic casing 1
SUBTOTAL 5

TOTAL 25

ASSESSMENT OUTCOMES
(The candidate is competent if he/she gets 20/25 or more)
The candidate was found to be: (Please tick as appropriate)
Competent Not yet competent

Feedback from candidate:

Feedback to candidate:
Candidate’s signature: Date:

Assessor’s signature: Date:

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