Competence-based examinations are events arranged in practical work for the student to demonstrate his/her skills.
The instructions for the assessment of skills are renewed from 1 January 2018. The page will be updated soon.
Units are completed flexibly in overlap with work tasks and are usually implemented at the workplace. Depending on the scope of the qualification, there can be two to seven competence-based examinations.
The implementation and schedules of competence-based examinations are designed in collaboration with the student and the workplace. The result is a plan for the completion of the qualification, including the preliminary schedule for competence-based examinations, identifying the assessors and describing the way skills are demonstrated.
Planning by the student
Before the student takes the competence-based examination, he/she plans how to demonstrate his/her skills in the examination. The student prepares the plan one unit at a time. The teacher must approve the competence-based examination plan for the student to attend the competence-based examination. Often, the student must complement the plan before it is approved.
Organising competence-based examinations at the workplace
Competence-based examinations are organised at the student’s workplace, in everyday work tasks, whenever it is possible. The competence-based examination lasts for a certain time period, during which working is assessed. The time period may vary from a couple of days to a week depending on the content and the work tasks. The skills of the student are assessed in various ways, and the assessment is based on the skills requirements, targets of assessment and criteria of the qualification requirements.
The workplace instructor has the best opportunities to monitor the development of the student’s skills. Before the competence-based examination, the teacher of the educational institute confirms with the instructor that the student has sufficient skills for the competence-based examination.
Selection of assessors
The instructor and the teacher cannot act as assessors of the student because they have a large role in the student’s learning and instruction and are therefore disqualified from assessing it. For this reason, the teacher, the instructor and other representatives of the workplace must negotiate about who would be suitable assessors as early as the planning stage of the studies.
The assessment is always a tripartite assessment with representatives of the educational institute, the employer and the employees as the assessors. Educational institutes organise competence-based examination assessor training for representatives of the workplace.