COMPETENCY STANDARDS & ASSESSMENT GUIDE

FOR

WEB DESIGN

Skills for Employment Investment Program (SEIP)

Finance Division, Ministry of Finance
 Copyright

The Competency Standards for Web Design is a document for the development of curricula, teaching
and learning materials, and assessment tools. It also serves as the document for providing trainings
consistent with the requirement of industry in order for individuals who passed through the set
standard via assessment would be qualified and settled for a relevant job.

This document is owned by the Finance Division of the Ministry of Finance of the People’s Republic of
Bangladesh, developed under the Skills for Employment Investment Program (SEIP).

Public and private institutions may use the information contained in this standard for activities
benefitting Bangladesh.

Other interested parties must obtain permission from the owner of this document for reproduction of
information in any manner in whole or in part of this Skills Standard, in English or other languages.

This document is available at:

Skills for Employment Investment Program (SEIP) Project, Finance Division, Ministry of Finance,
Probashi Kallyan Bhaban (Level – 16), 71‐72 Old Elephant Road, Eskaton Garden, Dhaka 1000
Phone:+8802‐ 55138753‐55, Fax: 88 02 55138752
Website: www.seip‐fd.gov.bd

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INTRODUCTION:

The Skills for Employment Investment Program (SEIP) Project of the Finance Division of the
Ministry of Finance has embarked on a project which aims to qualitatively and quantitatively expand the
skilling capacity of identified public and private training providers by establishing and operationalizing a
responsive skill eco system and delivery mechanism through a combination of well‐defined set of funding
triggers and targeted capacity support.

Among the many components of the project, one is to promote a Market Responsive Inclusive
Skills Training Delivery program. Key priority economic growth sectors identified by government have
been targeted by the project to improve current job skills along with up‐skilling of the existing workforce
to ensure ‘required skills to industry standards’. Training providers are encouraged and supported to work
with the industry to address identified skills to enable industry growth and increased employment through
the provision of market responsive inclusive skills training programs. Priority sectors were identified to
adopt a demand driven approach to training with effective inputs from Industry Skills Councils (ISCs),
Employer Associations and Employers.

This document is developed to improve skills in accordance with the job roles and skill sets of the
occupation and ensure that the required skills are aligned to industry requirements.

The document details the format, sequencing, wording and layout of the Competency Standard
for an occupation which comprised Units of Competence and its corresponding Elements.

OVERVIEW:

A Competency Standard is a written specification of the knowledge, skills and attitudes required
for the performance of a job or occupation or trade corresponding to the standard of performance
required in the workplace.
Competency standard:
 provides a consistent and reliable set of components for training, recognizing and assessing
people’s skills, and may also have optional support materials.
 enables industry recognized qualifications to be awarded through direct assessment of
workplace competencies
 encourages the development and delivery of flexible training which suits individual and
industry requirements
 encourages learning and assessment in a work‐related environment which leads to verifiable
workplace outcomes.

Competency Standards are developed by a working group who comprised national and
international process experts and the participation of experts from the industry to identify the
competencies required of an occupation in a particular sector.

Competency Standards describe the skills, knowledge and attitude needed to perform effectively
in the workplace. Competency Standards acknowledge that people can achieve vocational and technical
competency in many ways by emphasizing what the learner can do, not how or where they learned to do
it.

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 With Competency Standards, training and assessment may be conducted at the workplace or at
training organization or any combination of these.

A Unit of Competency describes a distinct work activity that would normally be undertaken by
one person in accordance with industry standards.

Units of Competency are documented in a standard format that comprises:

 Reference to Industry Sector, Occupational Title and Occupational Description
 Unit code
 Unit title
 Unit descriptor
 Unit of Competency
 Elements and performance criteria
 Variables and range statement
 Evidence guides

Together all the parts of a Unit of Competence:

 Describe a work activity
 Guide the assessor in determining whether the candidate is competent.

Identification and validation of units of competency and elements for this occupation were made
by expert of various IT companies through an industry consultative workshop held at the Bangladesh
Association of Software and Information Services (BASIS)20TH of March 2016.
Profile of experts and facilitators who participated in the Competency Verification and Validation
Workshop are given below.

Competency Verification‐Validation Experts:

Name Company Job Position
Mr. Md. Mokhlesur Rahman SPONDON CEO
Mr. MdFaruk Hossain Bording Vista Ltd. Team Leader, Graphic Design
Mrs. Sayma Begum BITM Asst. Trainer
Mr. ZohirulAlamTiemoon Nerd Castle, Ltd CEO
Mr. Tayabur Rahman Masud BITM Asst. Trainer
Mr. MianZadidRusdid BITM Lead Trainer
Mr. Khondoker Ali Asgor Pavel BitBirds Solution CEO
Md. Hasib BITM Executive, IT
Sifat‐E‐Tanzim Liveoutsource,LTd. Software Engineer

Workshop Facilitators:

Md. Mohiuzzaman SEIP Course Specialist

Emeterio Cedillo, Jr. SEIP International Specialist
Mr. Muhammad Mofizur Rahman SEIP National Consultant

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 The ensuing sections of this document comprise a description of the respective occupation with
all the key components of a Unit of Competency:

 An overview of all Units of Competency for the occupation and their corresponding
duration required for completion of training.

 The Competency Standards that include the Unit of Competency, Unit Descriptor,
Elements and Performance Criteria, Range of Variables, Curricular Content Guide and
Assessment Evidence Guide.

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 COMPETENCY PROFILE/ CHART

for WEB DESIGN

UNITS OF ELEMENTS
COMPETENCY

Generic (Basic) Competencies

Perform Computations Identify calculation Select appropriate Use tool/instrument to

Using Basic requirements in the mathematical perform calculations
Mathematical Concepts workplace. methods/concepts for
(SEIP-IT-WDN-1-G) the calculation

Apply Occupational Health Identify OHS policies Apply personal health Report hazards and Respond to
and Safety (OH&S) and procedures and safety practices risks emergencies
Practices in the Workplace
(SEIP-IT-WDN-2-G)

Communicate In English Read and understand Write simple Listen and Perform
in the Workplace Workplace workplace written comprehend to conversations in
(SEIP-IT-WDN -3-G) documents in English communications in English conversation English language
English.

Identify team goals Communicate and Work as a team Solve problems as a

Operate In a Self-Directed cooperate with team member team member
and processes.
Team members.
(SEIP-IT-WDN -4-G)

Sector Specific (Common) Competencies

Operate a Personal Start and shut down Access basic system Work with files, Print documents
Computer and Use Office the computer information folders and user
Applications application programs
(SEIP-IT-GRA-1-S)

Type Documents in Install the application Select appropriate Type document using
Bangla and English tools and keyboard different style format
(SEIP- IT-GRA-2-S) layout

Send and Retrieve Access the internet Search the internet Research and apply Organize and send
Information Using Email, ‘netiquette’ principals message
Web Browsers,
Video/Audio Tools
(SEIP- IT-GRA-3-S)

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Comply to Ethical Uphold the interests Deliver quality Demonstrate Obey workplace code
Standards in IT Workplace of clients products and professionalism at of conduct.
(SEIP- IT-GRA-4-S) services work

Occupation Specific (Course) Competencies

Recognize the Web Identify client server Identify the browser Use web design tools Explain role of web
(SEIP-IT-WDN-1-O) architecture server

Explain role of
database server

Setup Development Install local Web Work with the tools of Install FTP clients
Environment server Web server
(SEIP-IT-WDN-2-O)

Work with HTML Recognize HTML Work with HTML Apply the
(SEIP-IT-WDN -3-O) fundamentals of
typography

Work with Cascading Style Explain CSS Apply CSS Explain Media Query Work with SASS
Sheets (CSS)
(SEIP-IT-WDN -4-O)

Perform Graphic Design Install and work with Create and/or work Carryout layout
Aesthetic Photoshop with image design
(SEIP-IT-WDN -5-O)

Develop with Java Script & Identify JavaScript Introduce BOM & Work with JavaScript
JQUERY Core DOM
(SEIP-IT-WDN-6-O)

Apply Web Design Tools Apply web design Apply web design
(SEIP-IT-WDN -7-O) platform or editor software and CMS

Work with Bootstrap Understand Work with bootstrap

Framework responsive website components to
(SEIP-IT-WDN -8-O) develop a responsive
website

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 Units & Elements at Glance:

Generic (Basic) Competencies (46 hrs.)

Code Unit of Competency Elements of Competency Duration

(Hours)

SEIP‐IT‐WDN‐1‐G Perform 1. Identify calculation requirements in 14

Computations Using the workplace
Basic Mathematical 2. Select appropriate mathematical
Concepts methods/concepts for the calculation.
3. Use tool/instrument to perform
calculations
SEIP‐IT‐WDN‐2‐G Apply Occupational 1. Identify OHS policies and procedures 10
Health and Safety 2. Apply personal health and safety
(OH&S) Practices in practices
the Workplace 3. Report hazards and risks
4. Respond to emergencies
SEIP‐IT‐WDN‐3‐G Communicate in 1. Read and understand workplace 14
English in the documents in English
Workplace 2. Write simple workplace
communications in English
3. Listen and comprehend to English
conversations
4. Perform conversations in English
language
SEIP‐IT‐WDN‐4‐G Work in a Self‐ 1. Identify team goals and work 8
Directed Team processes
2. Communicate and cooperate with
team members.
3. Work as a team member.
4. Solve problems as a team member
Total Hour 46

Sector Specific (Common) Competencies (64 hrs.)

Code Unit of Competency Elements of Competency Duration
(Hours)

SEIP‐IT‐WDN‐1‐S Operate a Personal 1. Start and shut down the computer 24

Computer and Use 2. Access basic system information
Office Application 3. Work with files, folders and user
application programs
4. Print documents

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SEIP‐IT‐WDN‐2‐S Type Documents in 1. Install the application 12
Bangla and English 2. Select appropriate tools and keyboard
layout
3. Type document using different style
format
SEIP‐IT‐WDN‐3‐S Send and Retrieve 1. Access the internet 16
Information Using 2. Search the internet
Email, Web Browsers, 3. Research and apply ‘netiquette’
Video/Audio Tools principals
4. Organize and send message
SEIP‐IT‐WDN‐4‐S Comply to Ethical 1. Uphold the interests of clients 12
Standards in IT 2. Deliver quality products and services
Workplace 3. Demonstrate professionalism at work
4. Obey workplace code of conduct.

Total Hours 64

Occupation Specific (Core) Competencies (250 hrs.)

Code Unit of Competency Elements of Competency Guided
Learning
Hours

SEIP‐IT‐WDN‐1‐O Recognize the Web 1. Identify client server architecture 12

2. Identify the browser
3. Use web design tools
4. Explain role of web server
5. Explain role of database server
SEIP‐IT‐WDN‐2‐O Setup Development 1. Install local Web server 10
Environment 2. Work with the tools of Web server
3. Install FTP clients
SEIP‐IT‐WDN‐3‐O Work with HTML 1. Recognize HTML 42
2. Work with HTML
3. Apply the fundamentals of typography

SEIP‐IT‐WDN‐4‐O Work with Cascading 1. Explain CSS 40

Style Sheets (CSS) 2. Apply CSS
3. Explain Media Query
4. Work with SASS

SEIP‐IT‐WDN‐5‐O Perform Graphic 1. Install and work with Photoshop 40

Design Aesthetic 2. Create and/or work with image
3. Carry‐out layout design

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SEIP‐IT‐WDN‐6‐O Develop with Java 1. Identify JavaScript Core 26
Script & JQUERY 2. Introduce BOM & DOM
3. Work with JavaScript
SEIP‐IT‐WDN‐7‐O Apply Web Design 1. Apply web design platform or editor 32
Tools 2. Apply web design software and CMS

SEIP‐IT‐WDN‐8‐O Work with Bootstrap 1. Understand responsive website 48

Framework 2. Work with bootstrap components to
develop a responsive website
Total Hours 250

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 COMPETENCY STANDARD: WEB DESIGN

A. The Generic (Basic Competencies)

Unit of Competency: Nominal Duration: Unit Code:
PERFORM COMPUTATIONS USING BASIC 14 hrs. SEIP‐IT‐WDN‐1‐G
MATHEMATICAL CONCEPTS
Unit Descriptor:
This unit of competency requires the knowledge, skills and attitude to perform computations using
basic mathematical concepts in the workplace. It specifically includes the tasks of identifying calculation
requirements in the workplace, selecting appropriate mathematical method/concept for the
calculation and using appropriate instruments tools to carry out calculation.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Identify calculation requirements 1.1 Calculation requirements are identified from workplace
in the workplace information.
2. Select appropriate mathematical 2.1 Appropriate method is selected to carry out the
methods/concepts for the calculation requirements.
calculation.
3. Use tool/instrument to perform 3.1 Calculations are completed using appropriate tools and
calculations instruments.

Range of variables:

Variable Range
May include but not limited to:
1. Calculation requirements. 1.1 Area
1.2 Height
1.3 Length/Breadth/thickness
1.4 Diameter
1.5 Weight
1.6 Capacity
1.7 Time
1.8 Temperature.
1.9 Material usage
1.10 Speed
1.11 Costing
2. Workplace information 2.1 Project Documents
2.2 Graphs
2.3 Charts
2.4 Tables
2.5 Spread Sheets
2.6 Manuals

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 2.7 Work order
3. Appropriate method 3.1 Addition
3.2 Subtraction
3.3 Division
3.4 Multiplication
3.5 Conversion
3.6 Percentage and ratio calculation
3.7 Simple equation
4. Tools/instruments 4.1 Calculator
4.2 Computer

Curricular Content Guide

1. Underpinning Knowledge 1.1 Calculation requirements in the workplace

1.2 Basic mathematical methods such as addition, subtraction,
multiplication and division and percentage.
1.3 Mathematical language, symbols and terminology.
1.4 Application of measuring units
1.5 Workplace information
2. Underpinning Skills 2.1 Adding numbers
2.2 Subtracting numbers
2.3 Multiplying numbers
2.4 Dividing numbers
2.5 Measuring of linear
2.6 Using of mathematical language, symbols, terminology and
technology
2.7 Measuring of different physical parameter
2.8 Ability to use arithmetic processes to find solution
2.9 Ability to calculating geometrical parameters: angle,
parallelism, perpendicularity, area and volume
3. Underpinning Attitudes 3.1 Commitment to occupational health and safety practices
3.2 Promptness in carrying out activities
3.3 Tidiness and timeliness
3.4 Respect to peers, sub‐ordinates and seniors in workplace
3.5 Environmental concern
3.6 Sincerity and honesty
4. Resource Implications The following resources must be provided:
4.1 Stationeries
4.2 Consumables
4.3 Calculators
4.4 Computers
4.5 Measuring tape

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Assessment Evidence Guide

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

Competency 1.1 Identified calculation requirements from workplace information
1.2 Selected appropriate method to carry out the calculation
requirements
1.3 Completed calculations using appropriate tools/instruments
2. Methods of Assessment Methods of assessment may include but not limited to:
2.1 Written test
2.2 Oral questioning
2.3 Demonstration.
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
APPLY OCCUPATIONAL HEALTH AND SAFETY 10 hrs. SEIP‐IT‐WDN‐2‐G
(OHS) PRACTICES IN THE WORKPLACE
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to apply occupational health and safety
(OH&S) practices in the workplace. It specifically includes the tasks of identifying OHS policies and
procedures, applying personal health and safety practices, reporting hazards and risks and responding
to emergencies.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Identify OHS policies and 1.1 OHS policies and safe operating procedures are read and
procedures understood.
1.2 Safety signs and symbols are identified and followed.
1.3 Emergency response, evacuation procedures and other
contingency measures are determined.
2. Apply personal health and 2.1 OHS policies and procedures are followed and practiced.
safety practices 2.2 Personal Protective Equipment (PPE) is selected and used.
2.3 Personal hygiene is maintained.
3. Report hazards and risks 3.1 Hazards and risks are identified, assessed and controlled.
3.2 Incidents arising from hazards and risks are reported to
authority.
3.3 Corrective actions are implemented to correct unsafe
conditions in the workplace.
4. Respond to emergencies 4.1 Alarms and warning devices are responded.
4.2 Emergency response plans and procedures are implemented.
4.3 First aid procedure is applied during emergency situations.

Range of Variables

Variable Range
May include but not limited to:
1. OHS policies 1.1 International OHS requirements
1.2 Bangladesh standards for OHS
1.3 Fire Safety Rules and Regulations
1.4 Industry Guidelines
2. Hazards and risks 2.1 Chemical hazards.
2.2 Biological hazards.
2.3 Physical Hazards.
2.3.1 Machine hazards.
2.3.2 Materials hazards.
2.3.3 Tools and Equipment hazards.
3. Emergency response plans 3.1 Firefighting procedures
and procedures 3.2 Earthquake response procedures

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 3.3 Evacuation procedures
3.4 Medical and first aid
4. First aid procedure 4.1 Washing of open wound
4.2 Washing chemically infected area
4.3 Applying bandage
4.4 Tourniquet
4.5 Applying CPR (Cardiopulmonary Resuscitation)
4.6 Taking appropriate medicine

Curricular Evidence Guide:

1. Underpinning Knowledge 1.1 OHS workplace policies and procedures.
1.2 Work safety procedures.
1.3 Emergency procedures.
1.3.1 Firefighting.
1.3.2 Earthquake response.
1.3.3 Explosion response.
1.3.4 Accident response.
1.4 Types of hazards (biological, chemical and physical) and their
effects.
1.5 PPE types and uses.
1.6 Personal hygiene practices.
1.7 OHS awareness.
2. Underpinning Skills 2.1 Identifying OHS policies and procedures
2.2 Following personal work safety practices
2.3 Reporting hazards and risks
2.4 Responding to emergency procedures
2.5 Maintaining physical well‐being in the workplace
2.6 Performing first aids.
2.7 Performing basic firefighting accessories using fire extinguishers
2.8 Applying basic first aid procedures
3. Underpinning Attitudes 3.1 Commitment to occupational safety and health
3.2 Communication with peers, sub‐ordinates and seniors in
workplace.
3.3 Promptness in carrying out activities.
3.4 Tidiness and timeliness.
3.5 Respect of peers, sub‐ordinates and seniors in workplace.
3.6 Environmental concern.
3.7 Sincere and honest to duties
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 PPEs
4.3 Firefighting equipment
4.4 Emergency response manual
4.5 First aid kits

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Assessment Evidence Guide:

4. Critical Aspects of Assessment required evidence that the candidate:

Competency 1.1 Followed OHS policies and procedures
1.2 Selected and used personal protective equipment (PPE)
1.3 Reported incidents arising from hazards and risks to authority
1.4 Emergency response plans and procedures are implemented
1.5 Applied basic first aid procedure
2. Methods of Assessment Methods of assessment may include but not limited to:
2.1 Written test
2.2 Demonstration.
2.3 Oral questioning
2.4 Interview.
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
COMMUNICATE IN ENGLISH IN THE WORKPLACE 14 hrs. SEIP‐IT‐WDN‐3‐G
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to apply communication in English in the
workplace. It specifically includes work tasks of reading and understanding workplace documents in
English, writing simple workplace written communications in English, listening and comprehending to
English conversations and performing conversations in English.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Read and understand 1.1 Workplace documents are read and understood.
workplace documents in
1.2 Visual information is interpreted.
English
2. Write simple workplace 2.1 Simple routine workplace documents are prepared using key
communications in English words, phrases, simple sentences and visual aids are prepared.
2.2 Key information is written in the appropriate places in standard
forms.
3. Listen and comprehend to 3.1 Active listening is demonstrated.
English conversations
4. Perform conversations in 4.1 Conversation is performed in English with peers, customers and
English language management to the required workplace standard.

Range of Variables

Variable Range
May Include but not limited to:
1. Routine workplace 1.1 Agenda
documents 1.2 Simple reports such as progress and incident reports
1.3 Job sheets
1.4 Operational manuals
1.5 Brochures and promotional material
1.6 Visual and graphic materials
1.7 Standards
1.8 OSH information
1.9 Signs
2. Visual aids 2.1 Maps
2.2 Diagrams
2.3 Forms
2.4 Labels
2.5 Graphs
2.6 Charts

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Curricular Evidence Guide:
1. Underpinning Knowledge 1.1 Read workplace documents in English
1.2 Write simple routine workplace documents in English
1.3 Listen to conversation in English.
1.4 Perform conversation in English.
1.5 Interaction skills (i.e., teamwork, interpersonal skills, etc.).
1.6 Job roles, responsibilities and compliances.
2. Underpinning Skills 2.1 Ability to read and understand workplace documents in English
by using appropriate vocabulary and grammar, standard
spelling and punctuation
2.2 Ability to write simple routine workplace documents in English
such as: Schedules and agenda, job sheets, operational manuals
and brochures and promotional material.
2.3 Ability of listening in English and interpreting
2.4 Ability to perform conversation in English with peers, customers
and management to the required workplace standard.
2.5 Work effectively with others.
2.5.1 Listening and questioning skills
2.5.2 Ability to follow simple directions

3. Underpinning Attitudes 3.1 Commitment to occupational health and safety practices

3.2 Promptness in carrying out activities.
3.3 Tidiness and timeliness.
3.4 Respect of peers, sub‐ordinates and seniors in workplace.
3.5 Environmental concern.
3.6 Sincere and honest to duties.
4. Resource Implications The following resources must be provided:
4.1 Work place Procedure
4.2 Materials relevant to the proposed activity
4.3 All tools, equipment, material and documentation required.
4.4 Relevant specifications or work instructions

Assessment Evidence Guide:

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

Competency 1.1 Converse in English with peers and customers.
1.2 Made reports of workplace documents in English.
2. Methods of Assessment Methods of assessment may include but not limited to:
2.1 Written test
2.2 Demonstration
2.3 Oral questioning
2.4 Interview
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
WORK IN A SELF‐DIRECTED TEAM 8 hrs. SEIP‐IT‐WDN‐4‐G
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to work in a self‐directed team. It
specifically includes tasks of identifying team goals and work processes, communicating and
cooperating with team members, working and solving problems as a team member.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Identify team goals and 1.1 Team goals and collaborative decision making processes are
work processes identified.
1.2 Roles and responsibilities of team members are identified.
1.3 Relationships within team and with other workers are
identified.
2. Communicate and 2.1 Effective interpersonal skills are used to interact with team
cooperate with team members and to contribute to activities and objectives.
members.
2.2 Formal and informal forms of communication are used
effectively to support team achievement.
2.3 Diversity in character is respected and valued in team
functioning.
2.4 Views and opinions of other team members are understood and
valued.
2.5 Workplace terminology is used correctly to assist
communication.
3. Work as a team member. 3.1 Duties, responsibilities, authorities, objectives and task
requirements are identified and clarified with team.
3.2 Tasks are performed in accordance with organizational and
team requirements, specifications and workplace procedures.
3.3 Team member’s support with other members are made to
ensure team achieves goals, awareness and requirements.
3.4 Agreed reporting lines are followed using standard operating
procedure.
4. Solve problems as a team 4.1 Current and potential problems faced by team are identified.
member 4.2 A solution to the problem is identified.
4.3 Problems are solved effectively and the outcome of the
implemented solution is evaluated.

Range of Variables

Variable Range
May Include but not limited to:
1. Forms of communication 1.1 Agenda
1.2 Simple reports such as progress and incident reports.
1.3 Job sheets.
1.4 Operational manuals.

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 1.5 Brochures and promotional material.
1.6 Visual and graphic materials.
1.7 Standards.
1.8 OSH information.
1.9 Signs.

Curricular Evidence Guide:

1. Underpinning Knowledge 1.1 Team goals and collaborative decision making processes
1.2 Roles and responsibilities of team members
1.3 Relationships within team and with other workers
1.4 Effective interpersonal skills to interact with team members
1.5 Effective formal and informal forms of communication
1.6 Value of diversity in team functioning.
1.7 Correct use of workplace terminology
1.8 Team’s duties, responsibilities, authorities, objectives and task
requirements
1.9 Support mechanism to other members of team to ensure
achievements of goals.
1.10 Methods of identifying current and potential problems faced by
a team
1.11 Effectively problems solving methods and evaluation of
outcomes
2. Underpinning Skills 2.1 Identifying team goals and collaborative decision making
processes
2.2 Identifying roles and responsibilities of team members
2.3 Identifying relationships within team and with other workers
2.4 Using effective interpersonal skills to interact with team
members and to contribute to activities and objectives
2.5 Using formal and informal forms of communication
2.6 Understanding and valuing views and opinions of other team
members
2.7 Performing tasks in accordance with organizational and team
requirements, specifications and workplace procedures.
2.8 Supporting other members of the team to ensure team achieves
goals, awareness and requirements.
2.9 Identifying current and potential problems faced by the team
2.10 Identifying solutions to the problem
2.11 Solving problems effectively and evaluating the outcome of the
implemented solution
3. Underpinning Attitudes 3.1 Teamwork
3.2 Promptness in carrying out activities.
3.3 Tidiness and timeliness.
3.4 Respect of peers, sub‐ordinates and seniors in workplace.
3.5 Sincere and honest to duties
4. Resource Implications The following resources must be provided:
4.1 Workplace (simulated or actual)

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 4.2 Pens
4.3 Papers
4.4 Work books
4.5 Learning manuals

Assessment Evidence Guide:

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

Competency 1.1 Identified team goals and work processes.
1.2 Communicated and cooperated with team members.
1.3 Worked as a team member.
1.4 Solved problems as a team member.
2. Methods of Assessment Methods of assessment may include but not limited to:
2.1 Written test
2.2 Demonstration
2.3 Oral questioning
2.4 Interview
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the training
module.

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B. The Sector Specific (Common) Competencies
Unit of Competency: Nominal Duration: Unit Code:
OPERATE A PERSONAL COMPUTER AND USE 24 Hrs. SEIP‐IT‐WDN‐1‐S
OFFICE APPLICATIONS
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to operate a personal
computer and use office applications. It specifically includes the tasks of starting and shutting down the
computer, accessing basic system information, working with files and folders and user application
programs and printing documents.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Start and shut down the 1.1 Peripheral devices are checked for correct connection, position
computer and usability.
1.2 Input electrical parameters of the device are checked in
accordance with peripheral device specification.
1.3 Power of computer and other peripheral devices are switched
on.
1.4 All open applications programs are logged out in accordance
with standard application procedure.
1.5 All open files/documents are exited.
1.6 Personal computer is shut down in accordance with standard
shut off procedure.
1.7 The computer and other peripherals are switched off and
unplugged power supply in accordance with standard
procedure.
2. Access basic system 2.1 User name and password as prompted and note access, privacy,
information security and related conditions of use displayed on introductory
screens are inserted.
2.2 PC desktop environment/Graphical User Interface (GUI)
settings is arranged and customized.
2.3 The operating system information is identified.
2.4 System configuration and application versions in operation are
navigated.
2.5 On‐line help functions are used as required.
3. Work with files, folders and 3.1 Desktop environment is navigated and manipulated.
user application programs 3.2 Desktop icons are selected, opened and closed to access
application programs.
3.3 Application windows and return to desktop original condition are
manipulated.
3.4 Basic directory and sub‐directories are created and named.
3.5 Attributes of directories are identified.
3.6 Files for user and organization requirements are created and
organized

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 3.7 Data are entered into the desired office application in
accordance with work requirements
3.8 Files are copied and saved to available data storage/disk drives
4. Print documents 1.1 Printer settings, if required, are entered into the program
1.2 Default printer is changed where necessary
1.3 Print command is entered to effect printing of documents
1.4 Adjust document print output where necessary

Range of Variables
Variable Range (Includes but not limited to:)
1. Peripheral devices 1.1 Input Devices
1.1.1 keyboard , MIDI keyboard
1.1.2 mouse
1.1.3 touch screen
1.1.4 Digitizer tablet
1.1.5 joystick
1.1.6 scanner
1.1.7 digital camera
1.1.8 video camera
1.1.9 microphone
1.2 Output Devices
1.2.1 monitor
1.2.2 projector
1.2.3 tv screen
1.2.4 printer
1.2.5 plotter
1.2.6 speakers
1.3 Both input/output
1.3.1 external hard drives
1.3.2 USB drives
1.3.3 media card readers
1.3.4 digital camcorders
1.3.5 digital mixers
1.3.6 MIDI equipment
2. Electrical parameters 2.1 Voltage
2.1.1 AC volts
2.1.2 DC volts
2.2 Current (Ampere)
2.3 Phase
2.4 Hz( Cycle/sec )
3. Applications programs 3.1 Office programs
3.2 Database programs
3.3 Word processors
3.4 Email interface
3.5 Internet browsers
3.6 System browsers

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 3.7 Spreadsheets
4. Graphical User Interface 4.1 Desktop
(GUI) 4.2 Pointer
4.3 Icons
4.4 Menus
4.5 Dialog boxes
4.6 Scroll bars
4.7 Toolbars
4.8 Folders
4.9 Wall papers
4.10 Widgets
5. Operating system 5.1 Microsoft Windows
5.2 Apple Mac OS
5.3 Ubuntu Linux
5.4 Google android
5.5 iOS
6. Data storage 6.1 Random Access Memory (RAM)
6.2 Floppy disk
6.3 Hard disk
6.4 CD disk
6.5 DVD disk
6.6 Flash drive
6.7 External hard disk
7. Printer settings 7.1 Default Printer Brand and model
7.2 Pages
7.3 Printing sides
7.4 Collate
7.5 Page orientation
7.6 Paper size
7.7 Margins
7.8 Number of pages per sheet

Curricular Content Guide

1. Underpinning Knowledge 1.1 Basic software operation

1.2 Methods and procedure of checking input electrical
parameters
1.3 Steps/procedure n switching on the power of computer and
other peripheral devices
1.4 Computer functions
1.5 Basic parts of a computer and various hardware components
1.6 Organizational benchmarks for minimum typing skills,
including speed and accuracy
1.7 Creating and opening documents
1.8 Formatting documents
1.9 Inserting tables and images
1.10 Saving, printing and closing documents

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 1.11 Mail merge function
1.12 Basic keyboarding skills
1.13 Storage devices and basic categories
1.14 Exiting procedure for open files/documents
1.15 Methods and procedure in switching on and off the computer
and other peripherals
1.16 Selection, opening and closing procedures of desktop icons to
access application programs
1.17 Method of creating and organizing files for user and
organization requirements
1.18 Data inputting techniques in accordance with standard typing
procedure and office application
1.19 Printing procedure and commands
2. Underpinning Skills 2.1 Checking input electrical parameters of the device in
accordance with peripheral device specification.
2.2 Switching on power of computer and other peripheral devices
2.3 Exiting all open files/documents
2.4 Switching off the computer and other peripherals and
unplugging power supply in accordance with standard
procedure
2.5 Arranging, customizing and manipulating PC desktop
environment/graphical user interface (GUI) settings
2.6 Selecting, opening and closing desktop icons to access
application programs
2.7 Creating and organizing Files for user and organization
requirements
2.8 Entering data into the desired office application in accordance
with work requirements
2.9 Entering print command to effect printing of documents
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Patience
3.3 Orderliness
3.4 Observance to OHS requirements
4. Resource Implications 1.5 Workplace (simulated or actual)
1.6 Personal Computer and peripherals
1.7 Software
1.8 Pens
1.9 Papers
1.10 Work sheets

Assessment Evidence Guide

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

Competency 1.1 Checked input electrical parameters of the device in accordance
with peripheral device specification.
1.2 Switched on power of computer and other peripheral devices.
1.3 Exited all open files/documents.

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 1.4 Switched off the computer and other peripherals and
unplugged power supply in accordance with standard
procedure.
1.5 Arranged, customized and manipulated PC desktop
environment/graphical user interface (GUI) settings.
1.6 Selected, opened and closed desktop icons to access application
programs
1.7 Created and organized files for user and organization
requirements.
1.8 Entered data into the desired office application in accordance
with work requirements
1.9 Entered print command to effect printing of documents
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module

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 Unit of Competency: Nominal Duration: Unit Code:
TYPE DOCUMENTS IN BANGLA AND 12 hrs. SEIP‐IT‐WDN‐2‐S
ENGLISH
Unit Descriptor:
This unit covers the skills, knowledge and attitudes required of a worker to type documents in Bangla
and English. It specifically includes the tasks of installing the application, selecting appropriate tools and
keyboard layout, typing document using different style format in both Bangla and English.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Install the application 1.1 Specialized utilities for typing Bangla and English are installed
and available.
2. Select appropriate tools 2.1 Appropriate tools are selected for typing.
and keyboard layout 2.2 Appropriate keyboard layout is selected.

3. Type document using 3.1 Document content is typed with different format.
different style format 3.2 Document is typed at a minimum speed in English and in Bangla
in accordance with workplace requirements.

Range of Variables
Variable Range (Includes but not limited to:)
1. keyboard layout 1.1 QWERTY
1.2 Munir
1.3 Bijoy
1.4 Unijoy
1.5 Phonetics
1.6 Inscript
1.7 Avro

Curricular Content Guide

1. Underpinning Knowledge 1.1 Procedure for Installing specialized utilities on the computer
1.2 Selection of tools used for typing
1.3 Types of keyboard layout
1.4 Techniques and procedure of Typing
1.5 Standard typing speeds
2. Underpinning Skills 2.1 Installing specialized utilities for typing Bangla and English
2.2 Selecting appropriate tools for typing
2.3 Selecting appropriate keyboard layout
2.4 Typing document at a minimum speed of 40wpm in English and
30wpm in Bangla
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals

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 3.4 Orderliness
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Software
4.4 Pens
4.5 Papers
4.6 Work sheets

Assessment Evidence Guide

1. Critical Aspects of Assessment required evidence that the candidate:
Competency
1.1 Installed specialized utilities for typing Bangla and English.
1.2 Selected appropriate tools for typing.
1.3 Selected appropriate keyboard layout.
1.4 Typed document content.
1.5 Typed document at a minimum speed of 40 wpm in English and
30 wpm in Bangla.
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
SEND AND RETRIEVE INFORMATION USING 16 Hrs. SEIP‐IT‐WDN‐3‐S
EMAIL, WEB BROWSERS, VIDEO/AUDIO TOOLS
Unit Descriptor:
This unit covers the skills, knowledge and attitudes required of a worker to send and retrieve
information using e‐mail, web browsers and video/audio tools. It specifically includes the tasks of
accessing the internet, searching in the internet, researching and applying ‘netiquette’ principals and
organizing and sending messages.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in the range
of variables).
Elements of Competency Performance Criteria
1. Access the internet 1.1 Internet browser is opened and a home page is set.

2. Search the internet 2.1 Search engine is located and selected.

2.2 Search engine is used to search for information.
3. Research and apply 3.1 Netiquette’ (or web etiquette) principles are applied when
‘netiquette’ principals working with emails and browsing.
3.2 Rules of good online manners from at least two netiquette sites
are reviewed.

4. Organize and send message 4.1 Email application package is used to create a new Email.
4.2 Email message is sent.
4.3 Email messages are replied to and forwarded as appropriate,
using the carbon copy and forward features.
4.4 Attachment and/or email is opened and saved to relevant
folders.
4.5 Email message is deleted as required.
4.6 Inbox is sorted according to sender's name and date received.

Range of Variables
Variable Range (Includes but not limited to):
1. Internet browser 1.1 Microsoft Internet
1.2 Mozilla firefox
1.3 Google chrome
1.4 AOL explorer
1.5 Apple safari
1.6 Opera
1.7 Rockmelt
1.8 Maxthon
1.9 Deepnet explorer
2. Search engine 2.1 Google
2.2 Bing
2.3 Yahoo search
2.4 Ask

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 2.5 Aol Search
2.6 Wow
2.7 Webcrawler
2.8 Infospace
2.9 Info
2.10 DuckDuckGo
2.11 Dogpile
2.12 Ahea
2.13 ixQuick
3. Good online 3.1 Respecting others opinions
manners/netiquette 3.2 Tone down your language
3.3 Picking the right tone
3.4 Keeping a straight face
3.5 Considering others’ privacy
3.6 Avoiding inappropriate material
3.7 Be forgiving
3.8 Thinking before hitting the send button
3.9 Testing for clarity
3.10 Conciseness is best
3.11 Sticking to the point
3.12 Thoughtless email
3.13 Read first, write later
3.14 Netspeak (DO NOT TYPE IN ALL CAPS)

Curricular Content Guide

1. Underpinning Knowledge 1.1 Procedure for opening internet browser and setting a home
page
1.2 Method of Locating and selecting search engine
1.3 Procedure for searching for information Using search engine
1.4 Principles of netiquette’ or web etiquette
1.5 Procedure for Replying to received email messages and
forwarding
1.6 Steps in opening attachment and saving to relevant folders
2. Underpinning Skills 2.1 Opening internet browser and setting a home page
2.2 Locating and selecting search engine
2.3 Using search engine to search for information
2.4 Applying netiquette’ (or web etiquette) principles when
working with emails and browsing
2.5 Replying to received email messages and forwarding as
appropriate, using the carbon copy and forward features
2.6 Sending Email message
2.7 Opening and saving attachment and/or email to relevant
folders
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals

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 3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Software
4.4 Pens
4.5 Papers
4.6 Work sheets

Assessment Evidence Guide

1. Critical Aspects of Assessment required evidence that the candidate:
Competency
1.1 Opened internet browser and set as a home page.
1.2 Located and selected search engine.
1.3 Used search engine to search for information.
1.4 Applied netiquette’ (or web etiquette) principles when
working with emails and browsing.
1.5 Replied to Email messages and forwarded as appropriate,
using the carbon copy and forward features.
1.6 Sent Email message.
1.7 Opened and saved attachment and/or email to relevant
folders.
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
COMPLY TO ETHICAL STANDARDS IN IT 12 Hrs. SEIP‐IT‐WDN‐4‐S
WORKPLACE
Unit Descriptor:
This unit covers the skills, knowledge and attitudes required of a worker to comply to ethical standards
in it workplace. It specifically includes the tasks of upholding the interests of clients, delivering quality
products and services, demonstrating professionalism at work and obeying workplace code of conduct.

Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Uphold the interests of 1.1 Customers/clients views are respected at all times.
clients 1.2 Confidentiality of information is upheld in accordance with
organizational policies, national legislation and workplace
policies.
1.3 Potential conflicts of interest are identified and involved parties
of potential conflicts are notified.
1.4 Proprietary rights of client/customer is asserted.
2. Deliver quality products 2.1 Products and services are provided that match the operational
and services and financial needs of clients.
2.2 Work is completed to industry and international standards.
2.3 Quality processes are implemented when developing products
and services.
3. Demonstrate 3.1 Work processes are delivered effectively and efficiently within
professionalism at work known standards.
3.2 Skills, knowledge and qualifications are presented in a
professional manner.
3.3 Services and products developed by self and others are
correctly delivered.
3.4 Unbiased and objective information are provided to clients.
3.5 Realistic estimates for time, cost and delivery of outputs are
presented during negotiation.
4. Obey workplace code of 4.1 Workplace code of conduct is followed.
conduct.

Range of Variables
Variable Range (Includes but not limited to:)
1. Customers/clients 1.1 Interdepartmental offices
1.2 External establishments
1.3 Individual customers
1.4 Co‐employees
1.5 Contractual workers
1.6 Trainees/apprentices
1.7 Department heads
1.8 Superiors

Web Design 31
 1.9 Employer and internal employees.
2. National legislation 2.1 Occupational Health and Safety Requirements
2.2 Industry/ sectoral code of ethics
2.3 International and national guidelines for consumer protection
2.4 International and national copyright laws
2.5 Intellectual property rights law
2.6 Legal and regulatory policies in the information technology
sector
3. Work processes 3.1 Encoding
3.2 Printing
3.3 Web designing
3.4 Graphic designing
3.5 Technical support
3.6 Business system analysis
3.7 Data base administration
4. Standards 4.1 ISO standards
4.2 IEC standards
4.3 AS standards
4.4 DIN standards
4.5 Bangladesh standards

Curricular Content Guide

1. Underpinning Knowledge 1.1 Corporate code of confidentiality of information
1.2 organizational policies, national legislation and workplace
policies in relation to IT sector
1.3 Law and regulations pertaining to proprietary rights
1.4 International standards related to Information Technology
1.5 Quality processes for products and services
1.6 Procedure of provided to client information
1.7 Method of estimating for time, cost and delivery products and
services
1.8 Workplace code of conduct in IT sector
2. Underpinning Skills 2.1 Upholding confidentiality of information in accordance with
organizational policies, national legislation and workplace
policies
2.2 Asserting proprietary rights of client/customer
2.3 Completing work in accordance with industry and international
standards
2.4 Implementing quality processes when developing products
and services
2.5 Delivering correctly services and products developed by self
and others
2.6 Providing unbiased and objective information are to clients.
2.7 Presenting realistic estimates for time, cost and delivery of
outputs during negotiation
2.8 Following workplace code of conduct

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3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Software
4.4 Pens
4.5 Papers
4.6 Work sheets

Assessment Evidence Guide

1. Critical Aspects of Assessment required evidence that the candidate:
Competency
1.1 Upheld confidentiality of information in accordance with
organizational policies, national legislation and workplace
policies.
1.2 Asserted proprietary rights of client/customer.
1.3 Completed work to industry and international standards.
1.4 Implemented quality processes when developing products and
services.
1.5 Delivered services and products developed by self and others.
1.6 Provided unbiased and objective information to clients.
1.7 Presented realistic estimates for time, cost and delivery of
outputs during negotiation.
1.8 Followed workplace code of conduct.
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center or in
an actual or simulated work place after completion of the
training module.

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C. Occupation Specific (Core) Competencies
Unit of Competency: Nominal Duration: Unit Code:
RECOGNIZE THE WEB 12 Hrs. SEIP‐IT‐WDN‐1‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to recognize the web. It
specifically includes the tasks of identifying client server architecture/structure, identifying the
browser, using web design tools, explaining role of web server & database server and also explaining
the role of data base server.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Identify client server architecture 1.1 Client server architecture/structure is identified.
1.2 Different types of network and their functionality is
identified.
1.3 Different type of websites are categorized.
2. Identify the browser 2.1 Web browser is identified
2.2 Different types of web browser is introduced.
2.3 Installation and usage of different web browsers is
demonstrated.
2.4 Working with a web browser is explained.
2.5 Features/options of different web browsers are
recognized.
2.6 Cross browser compatibility of websites is practiced.
3. Use web design tools 3.1 Web design language is understood.
3.2 Web design platform is used.
3.3 Web design software is used.
4. Explain role of web server 4.1 Web server is identified.
4.2 Local web server is defined.
4.3 Role of web server is explained.
5. Explain role of database server 5.1 Database server is defined.
5.2 Roles of database server are identified.
5.3 Role of database server is explained.

Range of Variables
Variable Range (Includes but not limited to):
1. Network 1.1 Personal Area Network
1.2 Local Area Network
1.3 Campus Area Network
1.4 Metropolitan Area network
1.5 Wide Area Network
1.6 Virtual Private Network
2. Websites 2.1 Personal websites

Web Design 34
 2.2 Information websites
2.3 Web portals
2.4 Webmail
2.5 Social networking websites
2.6 Blogs
2.7 Forums
2.8 Wiki websites
2.9 Search engines
2.10 Community websites
2.11 News websites
3. Web browser 3.1 Internet explorer
3.2 Mozilla Firefox
3.3 Google Chrome
3.4 Safari
3.5 Opera
3.6 Netscape
3.7 Lynx
4. Software 4.1 Adobe Photoshop
4.2 Adobe Illustrator
4.3 Macromedia Dreamweaver
4.4 Microsoft FrontPage
4.5 Microsoft Publisher
4.6 Adobe Flash

Curricular Content Guide

1. Underpinning Knowledge 1.1 Web browser identification
1.2 Different types of web browser
1.3 Recognize features/options of different web browsers
1.4 Web design language
1.5 Definition and identification of web server
1.6 Web server roles
1.7 Database server
1.8 Roles of database server
1.9 Definition of local web server
2. Underpinning Skills 2.1 Identifying client server structure
2.2 Demonstrating installation and usage of different web
browsers
2.3 Working with a web browser
2.4 Recognizing features/options of different web browsers
2.5 Practicing cross browser compatibility of websites
2.6 Using web design platform
2.7 Using web design software
2.8 Explaining role of web server
2.9 Explaining role of database server
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness

Web Design 35
 3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal computer and peripherals
4.3 Software (System & application)
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspects of Competency Assessment required evidence that the candidate:
1.1 Identified client server architecture
1.2 Demonstrated installation and usage of different web
browsers
1.3 Recognized features/options of different web browsers
1.4 Used web design platform
1.5 Used web design software
1.6 Explained role of web server
1.7 Explained role of database server
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training
center or in an actual or simulated work place after
completion of the training module.

Web Design 36
 Unit of Competency: Nominal Duration: Unit Code:
SETUP DEVELOPMENT ENVIRONMENT 10 Hrs. SEIP‐IT‐WDN‐2‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to setup development
environment. It specifically includes the tasks of installing local web server, working with the tools of
web server and installing FTP clients.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Install local Web server 1.1 Tools and OS Platform needed to install for Local web
server is identified.
1.2 Local Web server is installed.
1.3 Local Web server is recognized
1.4 Local web server to test website performance is
started.
2. Work with the tools of Web 2.1 Debugger is defined.
server 2.2 IDE (Integrated Development Environment), debugger,
source control, source code is explained.
3. Install FTP clients 3.1 FTP (File Transfer Protocol) client is installed.
3.2 FTP client is recognized.
3.3 FTP clients is used to upload or move files to web server

Range of Variables
Variable Range (Includes but not limited to );
1. Local Web server 1.1 XAMPP
1.2 WAMP
1.3 LAMP

Curricular Content Guide

1. Underpinning Knowledge 3.4 Tools and OS Platform
3.5 Local Web server installation
1.1 Local web server testing website performance
1.2 Procedure of testing website performance by starting
Local Web server
1.3 Definition of debugger
1.4 FTP installation procedure
2. Underpinning Skills 2.1 Installing tools and OS platform as needed by Local web
server
2.2 Installing Local Web server
2.3 Installing FTP client
2.4 Starting or opening FTP clients when needed to upload
or move files to web server

Web Design 37
 2.5 Working with IDE, debugger, FTP clients, source control,
source code
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Different Operating Software, Local web server, FTP clients
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspects of competency Assessment required evidence that the candidate:
1.1 Installed tools and OS platform as needed by Local web
server.
1.2 Installed local web server.
1.3 Installed and operated FTP client
1.4 Recognized Debugger and source code
1.5 Used FTP clients to upload or move files to web server
1.6 Worked with IDE
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.

Web Design 38
 Unit of Competency: Nominal Duration: Unit Code:
WORK WITH HTML 42 Hrs. SEIP‐IT‐WDN‐3‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to work with HTML. It
specifically includes the tasks of understanding HTML, working with HTML and understanding and
applying the fundamentals of typography.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Recognize HTML 1.1 Entities & attributes of HTML (Hypertext Mark‐up
Language) is explained.
1.2 HTML of a website is written.
1.3 HTML concepts is implemented.
1.4 HTML is implemented in software.
2. Work with HTML 2.1 HTML forms are identified.
2.2 HTML form elements are used.
2.3 HTML input types are used.
2.4 HTML input attributes are used.
2.5 HTML Graphics are used.
2.6 HTML Media is used.
3. Apply the fundamentals of 3.1 Typography is defined.
typography 3.2 Different lettering styles are described.
3.3 Guidelines for print typography is described and applied.
3.4 The role of typography on the web is described.
3.5 Guidelines for web typography is described and applied.

Range of Variables
Variable Range (Includes but not limited to:)
1. Entities & attributes 1.1 HTML Introduction 1.13 HTML Images
1.2 HTML Editors 1.14 HTML Tables
1.3 HTML Attributes 1.15 HTML Lists
1.4 HTML Headings 1.16 HTML Blocks
1.5 HTML Paragraphs 1.17 HTML Classes
1.6 HTML Styles 1.18 HTML Layout
1.7 HTML Formatting 1.19 HTML Iframes
1.8 HTML Quotations 1.20 HTML Head
1.9 HTML Comments 1.21 HTML Entities
1.10 HTML Colors 1.22 HTML Symbols
1.11 HTML CSS 1.23 HTML URL Encode
1.12 HTML Links
2. HTML concepts 2.1 Elements 2.12 Layout
2.2 HTML Editors 2.13 Forms
2.3 Attributes 2.14 I‐Frames

Web Design 39
 2.4 Headings 2.15 Colors
2.5 Paragraphs 2.16 Entities
2.6 Formatting 2.17 URL Encode
2.7 Links 2.18 Form
2.8 Head 2.19 Media
2.9 Images Tables 2.20 Object
2.10 Lists 2.21 Audio
2.11 Block 2.22 Video
3. Software 3.1 Macromedia Dreamweaver
3.2 Microsoft Front page
4. HTML Graphics 4.1 HTML Canvas
4.2 HTML SVG
5. HTML Media 5.1 HTML Video
5.2 HTML Audio
5.3 HTML Plug‐ins
5.4 HTML YouTube

Curricular Content Guide

1. Underpinning Knowledge 1.1 HTML (Hypertext Mark‐up Language) on a website
1.2 HTML forms
1.3 Defining typography
1.4 Different lettering styles
1.5 The role of typography on the web
2. Underpinning Skills 1.1 Explaining entities & attributes of HTML
1.2 Implementing HTML concepts
1.3 Using HTML form elements
1.4 Using HTML input types
1.5 Using HTML input attributes
1.6 Using HTML Graphics
1.7 Using HTML Media
1.8 Describing and applying guidelines for print typography
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.7 Different Operating Software, Local web server
4.3 Internet
4.4 Pens
4.5 Papers

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Assessment Evidence Guide
1. Critical Aspect of Assessment Assessment required Evidence that the candidate:
1.1 Explained entities & attributes of HTML (hypertext mark‐
up language)
1.2 Implemented HTML concepts
1.3 Used HTML form elements
1.4 Used HTML input types
1.5 Used HTML input attributes
1.6 Used HTML Graphics
1.7 Used HTML Media
1.8 Describe the role of typography on the web.
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.

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 Unit of Competency: Nominal Duration: Unit Code:
WORK WITH CASCADING STYLE SHEETS (CSS) 40 Hrs. SEIP‐IT‐WDN‐4‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to work with CSS. It specifically
includes the tasks of understanding CSS, applying CSS, explaining media query and working with SASS.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Explain CSS 1.1 CSS (Cascading Style Sheets) is understood.
1.2 Role of CSS is explained.
2. Apply CSS 2.1 CSS is applied.
2.2 Basic concepts of CSS is implemented.
2.3 CSS box model and positioning is explained.
2.4 CSS transition and gradients are explained.
2.5 2D/3D transformation and animation is applied.
3. Explain Media Query 3.1 Media Query is explained with CSS.
4. Work with SASS 4.1 SASS (Syntactically Awesome Style Sheets )
or style sheet language (LESS) is explained.
4.2 Variables and nesting is demonstrated
4.3 Related tools is used

Range of Variables
Variable Range (Includes but not limited to:)
1. Basic concepts 1.1 CSS Introduction 1.17 CSS Box model
1.2 CSS Syntax 1.18 CSS Outline
1.3 CSS Colors 1.19 CSS Display
1.4 CSS Color HEX 1.20 CSS Max‐width
1.5 CSS Backgrounds 1.21 CSS Position
1.6 CSS Borders 1.22 CSS Float
1.7 CSS Margins 1.23 CSS Inline‐block
1.8 CSS Padding 1.24 CSS Align
1.9 CSS Height/ Width 1.25 CSS Navigation Bar
1.10 CSS Text 1.26 CSS Dropdowns
1.11 CSS Fonts 1.27 CSS Image gallery
1.12 CSS Links 1.28 CSS Image opacity
1.13 CSS Lists 1.29 CSS Image sprites
1.14 CSS Id & Class 1.30 CSS Forms
1.15 CSS Dimension 1.31 CSS Counters
1.16 CSS Tables
2. Tools 2.1 Sassmeister
2.2 Scout
2.3 The SASS Way

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 2.4 Bourbon
2.5 Compass
2.6 Bourbon Neat
2.7 Bootstrap Sass
2.8 SUSY
2.9 Breakpoints
2.10 Koala

Curricular Content Guide

1. Underpinning Knowledge 1.1 Procedure of implementing the basic concepts of CSS
(Cascading Style Sheets)
1.2 CSS defined
2. Underpinning Skills 2.1 Explaining role of CSS
2.2 Applying CSS
2.3 Explaining CSS box model and positioning
2.4 Explaining CSS transition and gradients
2.5 Applying 2D/3D transformation and animation
2.6 Explaining Media query with CSS
2.7 Explaining SASS (Syntactically Awesome Style Sheets )
Or style sheet language (LESS)
2.8 Working with variables and nesting
2.9 Using related tools
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Different Operating Software, Local web server
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspect of Assessment Assessment required Evidence that the candidate:
1.1 Explained CSS and its role
1.2 Applied CSS
1.3 Explained CSS transition and gradients
1.4 Applied 2D/3D transformation and animation
1.5 Explained media query with CSS
1.6 Described the application of SASS (Syntactically Awesome
Style Sheets) or Style Sheet Language (LESS)
1.7 Displayed proper use of related tools

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2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.

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 Unit of Competency: Nominal Duration: Unit Code:
PERFORM GRAPHIC DESIGN AESTHETIC 40 Hrs. SEIP‐IT‐WDN‐5‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to perform graphic design
aesthetic. It specifically includes the tasks of installing and working with Photoshop, Creating and/or
working with image and carrying‐out layout design.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Install and work with 1.1 Photoshop is installed.
Photoshop 1.2 Photoshop environment is introduced.
1.3 Images are added and transformed.
1.4 Layers are recognized.
1.5 Smart objects vs normal layers is introduced.
2. Create and/or work with 2.1 Basic shape is created using the pen tool of the selected
image application.
2.2 Desired color is selected and applied.
2.3 Desired shadow is selected where applicable.
2.4 Text is added in accordance with project design requirement.
2.5 Background gradient is added where desirable.
2.6 Logo, icon & banner design are completed and used.
3. Carry‐out layout design 3.1 The “mysteries” behind screen size and resolution is
decoded.
3.2 Images as JPEG, GIF, or PNG files Optimized.
3.3 Layout design is carried‐out.

Range of Variables
Variable Range (Includes but not limited to):
1. Basic shape 1.1 Circle
1.2 Triangle
1.3 Square
1.4 Rectangle
1.5 Rhombus
1.6 Trapezoid
1.7 Pentagon
1.8 Hexagon
1.9 Octagon
1.10 Pyramid
1.11 Oval

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Curricular Content Guide
1. Underpinning Knowledge 1.1 Photoshop installation procedure
1.2 Photoshop environment introduction
1.3 Procedure of adding and transforming images
1.4 Layers recognition procedure
1.5 Smart objects vs normal layers
1.6 Basic shape creation using the pen tool of selected
application.
1.7 Selection and application of desired color
1.8 Desired shadow selection
1.9 Adding text in accordance with project design requirement.
1.10 Adding background gradient where desirable.
1.11 Logo, icon & banner design
1.12 Decoding screen size and resolution
1.13 JPEG, GIF, or PNG Images
1. Underpinning Skills 1.1 Installing Photoshop
1.2 Adding and transforming images
1.3 Understanding layers
1.4 Creating Basic shape using the pen tool of the selected
application
1.5 Selecting and applying Desired color and shadow
1.6 Adding Background gradient where desirable
1.7 Completing and using Logo, icon & banner design
1.8 Decoding the mysteries behind screen size and resolution
1.9 Optimizing images as JPEG, GIF, or PNG files
2. Underpinning Attitudes 2.1 Eagerness to learn
2.2 Tidiness and timeliness
2.3 Concern to proper use computer and peripherals
2.4 Orderliness
2.5 Observing netiquette
3. Resource Implications 3.1 Workplace (simulated or actual)
3.2 Personal Computer and peripherals
3.3 Different Operating Software, Local web server
3.4 Internet
3.5 Pens
3.6 Papers

Assessment Evidence Guide

1. Critical Aspect of Assessment Assessment required evidence that the candidate:
1.1 Distinguished smart objects vs normal layers.
1.2 Installed photo shop.
1.3 Applied layers.
1.4 Selected and applied desired color.
1.5 Selected desired shadow where applicable.

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 1.6 Completed and used logo, icon & banner design.
1.7 Optimized images as JPEG, GIF, or PNG files.
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.

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 Unit of Competency: Nominal Duration: Unit Code:
WORK WITH JAVA SCRIPT & JQUERY 26 Hrs. SEIP‐IT‐WDN‐6‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to WORK with JAVA SCRIPT &
JQUERY. It specifically includes the tasks of understanding JavaScript core, introducing BOM & DOM
and working with JavaScript.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Identify JavaScript Core 1.1 JavaScript core components are identified.
1.2 The basic Java Scripting concepts are explained.
2. Introduce BOM & DOM 2.1 BOM (Browser Object Model) & DOM (Document Object
Model) is described.
2.2 BOM & DOM are applied.
3. Work with JavaScript 3.1 JavaScript is written and debugged.
3.2 JavaScript library is used.
3.3 Navigation skill is displayed.

Range of Variables
Variable Range (Includes but not limited to):
1. Core components 1.1 Variables
1.2 Functions
1.3 Loops
1.4 Conditions
1.5 Switches
1.6 Objects
1.7 Arrays
1.8 Output
1.9 Comments
1.10 Data Types
1.11 Functions
1.12 Operators
1.13 Comparisons
1.14 Breaks
1.15 Errors
1.16 Validation
2. JavaScript library 2.1 jQuery
2.2 MooTools
2.3 Prototype
2.4 Dojo and YUI
2.5 wForms
2.6 $fx()
2.7 JSTweener

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 2.8 JS charts
2.9 C3DL
2.10 ImageFX
2.11 Taffy DB
2.12 Datejs

Curricular Content Guide

1. Underpinning Knowledge 1.1 Javascript core components
1.2 Basic java scripting concepts
1.3 BOM & DOM concepts
1.4 BOM & DOM application
1.5 Javascript library
1.6 Javascript concepts
1.7 Navigation improvement
2. Underpinning Skills 2.1 Understanding Javascript core components
2.2 Implementing the basic java scripting concepts
2.3 Understanding BOM & DOM
2.4 Applying BOM & DOM
2.5 Using Javascript library
2.6 Displaying navigation skills
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Different Operating Software, Local web server
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspect of Assessment Assessment required Evidence that the candidate:
1.1 Identified Javascript core components.
1.2 Implemented basic java scripting concepts.
1.3 Described BOM (browser object model) & DOM
(document object model).
1.4 Applied BOM & DOM.
1.5 Used Javascript library
1.6 Displayed navigation skills
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning

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 2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.2 Competency assessment must be done in a training
center or in an actual or simulated work place after
completion of the training module.

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 Unit of Competency: Nominal Duration: Unit Code:
APPLY WEB DESIGN TOOLS 32 Hrs. SEIP‐IT‐WDN‐7‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to apply web design tools. It
specifically includes the tasks of applying web design platform or editor and applying web design software &
CMS.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Apply web design platform or editor 1.1 Notepad is used.
1.2 Effective use of MS FrontPage is displayed.
1.3 Macromedia Dream Weaver is introduced.
1.4 Web design platform or editor is applied.
2. Apply web design software and 2.1 Joomla is introduced.
CMS 2.2 Drupal is introduced.
2.3 Wordpress is introduced.
2.4 Effective use of Joomla/ Drupal/ Wordpress is explained.
2.5 CMS (Content Management System) is applied.

Range of Variables
Variable Range (Includes but not limited to):
1. Dream Weaver 1.1 Code highlighting
1.2 Code suggestion
1.3 Code and design view
1.4 Code validation and accessibility checks
1.5 Properties bar and insert images
1.6 File manager
1.7 Dreamweaver templates
1.8 Tabs and connected files

Curricular Content Guide

1. Underpinning Knowledge 1.1 Introduction to Joomla
1.2 Introduction to Drupal
1.3 Introduction to Wordpress
2. Underpinning Skills 2.1 Using Notepad
2.2 Introducing MS FrontPage
2.3 Introducing Macromedia Dream Weaver
2.4 Demonstrating Joomla/ Drupal/ Wordpress
2.5 Applying CMS (Content Management System).
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness

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 3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Different Operating Software, Local web server
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspects of Competency Assessment required evidence that the candidate:
1.1 Used Notepad.
1.2 Display effective used of MS FrontPage.
1.3 Introduced Macromedia Dream Weaver.
1.4 Display effective used of Joomla/ Drupal/ Wordpress.
1.5 Applied CMS (Content Management System).
2. Methods of Assessment Competency should be assessed by:
2.6 Written examination
2.7 Demonstration
2.8 Oral questioning
2.9 Workplace observation
2.10 Portfolio
3. Context of Assessment 3.3 Competency assessment must be done in a training center or
in an actual or simulated work place after completion of the
training module.

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 Unit of Competency: Nominal Duration: Unit Code:
WORK WITH BOOTSTRAP FRAMEWORK 48 Hrs. SEIP‐IT‐WDN‐8‐O
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to work with bootstrap
framework. It specifically includes the tasks of understanding responsive website and working with
bootstrap components to develop a responsive website.

Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the range of
variables).
Elements of Competency Performance Criteria
1. Understand responsive 1.1 Responsive website is understood.
website 1.2 Advantages of responsive website is described.
1.3 Advantages of bootstrap in responsive website is described.
2. Work with bootstrap 2.1 Bootstrap is installed.
components to develop a 2.2 Bootstrap basic is described.
responsive website 2.3 Thumbnail gallery and tabs are created and activated.
2.4 Bootstrap components is used to develop a responsive
website.
2.5 Mockup is created and presented.

Range of Variables
Variable Range (Includes but not limited to:)
1. Advantages 1.1 Easy to use
1.2 Responsive features
1.3 Mobile‐first approach
1.4 Browser compatibility
2. Bootstrap components HTML and CSS based design templates:
2.1 Typography
2.2 Forms
2.3 Buttons
2.4 Tables
2.5 Navigation
2.6 Modals
2.7 Image carousels
2.8 Optional javascript plugins

Curricular Content Guide

1. Underpinning Knowledge 1.1 Understanding Responsive website
2. Underpinning skills 2.1 Installing bootstrap
2.2 describing advantages of bootstrap
2.3 Understanding Bootstrap basic
2.4 Using bootstrap components to develop a responsive
website

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 2.5 Making and presenting mockup
3. Underpinning Attitudes 3.1 Eagerness to learn
3.2 Tidiness and timeliness
3.3 Concern to proper use computer and peripherals
3.4 Orderliness
3.5 Observing netiquette
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 Personal Computer and peripherals
4.3 Different Operating Software, Local web server
4.4 Internet
4.5 Pens
4.6 Papers

Assessment Evidence Guide

1. Critical Aspects of Competency Assessment required evidence that the candidate:
1.1 Described advantages of responsive website
1.2 Dscribed Advantages of bootstrap
1.3 Described Bootstrap basic
1.4 Used bootstrap components to develop a responsive
website
1.5 Create and presented mockup
2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral questioning
2.4 Workplace observation
2.5 Portfolio
3. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.
End of Competency Standard

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 Assessment Guide

A Framework for Effective Assessment

Web Design

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 How to Use this Assessment Guide

 This Assessment Guide presents need‐to‐know information for Assessors and

others who want to know more about the assessment process. A handy Table of
Contents Guide on the next page shows you where to look.

 If you want the basics of assessment, its key terms and definitions, in a Question
& Answer (Q&A) format, see Section One.

 If you want a knowledge of who does what, the key roles and responsibilities
involved in assessment, see Section Two.

 If you want a “toolbox” of tools and templates, that you can select from
depending on your assessment need, see Section Three.

 If you want to look at working samples of completed assessment tools, see the
Appendices.

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 Table of Contents

Section One: Q&A linked to Key Terms & Definitions

Page
No.
1.1 Define assessment.
1.2 Give an example of assessment.

1.3 What is the purpose of assessment?

1.4 What is Assessment based on?

1.5 Define the term “competency.”

1.6 Describe what makes up a competency standard.

1.7 Define the term “assessment tool.”

1.8 Describe the difference between Conventional & Competency Based Assessment.

1.9 Describe briefly what makes up an assessment system

1.10 Define the purpose of the Assessor role.

1.11 Describe the basic questions that an Assessor must ask when planning an
Assessment
1.12 Give some Assessor Requirements/Competencies.

1.13 Define the challenges of the Assessor Role.

1.14 Review some basic need‐to‐know elements concerning assessment.

1.15 Describe the trainer role in the assessment process.

1.16 Discuss the importance of principles of assessment and what is involved.

1.17 What are the different forms of evidence that can be collected?

1.18 Describe and outline what is involved in “rules of evidence” and why they are
important.
1.19 Give the purpose of evidence gathering tools.
1.20 What is the Purpose of evidence gathering tools?

1.21 State the use of the evidence guide.

1.22 State why assessment evidence is important

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1.23 Describe the kinds of Assessment Methods that can be used for Evidence gathering
purposes
1.24 What kinds of Assessment Methods can be used for Evidence gathering

1.25 Define the term “evidence gathering tools” giving examples

1.26 Define the term “portfolio.”
1.27 Outline a 6‐step method for preparing an evidence plan.

1.28 Outline the steps (sequence of activities) involved in developing an assessment tool.
1.29 Describe the four dimensions of competency.

Section Two: Roles and Responsibilities

Page No.
2.1 The Assessment System: Planning Guide for the Assessor
2.2 Assessor Role and Responsibilities
2.3 Trainer Role and Responsibilities
2.4 Candidate Role and Responsibilities

Section Three: Tools and Templates

Page
No.
3.1 Demonstration Checklist
3.2 Observation Checklist
3.3 Oral Questions Checklist
3.4 Evidence Plan (Overall Summary)
3.5 Assessor Job Sheet and Specifications (Spec) Form
3.6 Competency Assessment Results
3.7 Assessor Planning Checklist Tool
3.8 General Guidelines for Effective Questioning
3.9 Assessor Guide to Conducting Competency Assessments
3.10 Assessor’s Quick Start

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 Assessment Guide

Section One: Objectives linked to Key Terms & Definitions

Define assessment.

Assessment is a systematic process of collecting proof or evidence on whether or not a candidate has
demonstrated competence in the performance of a work‐related activity/task that is directly linked to a
performance standard. The assessment confirms that the individual can perform to the standard expected
in the workplace and/or the nationally approved competency standard.

Give an example of assessment.

A helpful example in this regard is the driving test. The driver must prove his competence to drive by
demonstrating to the driving assessor his ability to do so. The driving assessor uses a checklist to assess
the candidate and make the necessary recommendations, based on the evidence he has collected in
observing the candidate’s driving. S/He either records/recommends that the candidate is competent or
not yet competent.

What is the purpose of assessment?

The Purpose of Assessment is to confirm that a trainee can perform competently to the standards
expected in the workplace.

What is Assessment based on?

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  An effective Assessment is based on a Competency Standard.
 A Competency Standard describes the skills, knowledge, and attitudes needed to perform
effectively in the workplace, not the classroom.

Define the term “competency.”

Competency is the ability to do a task successfully. Aspects of competency include:

 The capacity to perform tasks to the required standard consistently

 The ability to respond to different needs in the workplace
 The ability to plan and integrate a variety of tasks to attain a work outcome

Describe what makes up a competency standard.

It must be noted that a competency standard is made up of individual units of competency that include
elements of competency as well as the performance criteria needed to accomplish them.

Define the term “Assessment tool.”

An assessment tool is, in effect, an evidence‐gathering tool. It contains both the instrument used for the
assessment and instructions for gathering evidence in the assessment process. As an assessment
instrument it contains the context and conditions for the assessment; tasks to be administered to the
learner; an outline of the evidence to be gathered for the learner; the criteria for judging the evidence;
and the necessary housekeeping records for recording and reporting requirements.

Describe the difference between Conventional Testing & Competency Based

Assessment.

Conventional Testing CBT Assessment

 Emphasis on knowledge/memorization  Based on competency standards

 Teachers/Training Providers have main role  Involve industry partners in crucial role

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  Theory & practical Tests can become outdated  Assessment based on demonstration of work
 High cost & central control skills rather than classroom knowledge
 Relatively inflexible  Flexible delivery
 Competencies widely recognized
 Guidelines & Templates used

Describe briefly what makes up an assessment system.

An Assessment System must be understood as a well‐coordinated set of documented policies and

procedures, including assessment materials and tools, that ensure assessments are consistently valid,
reliable, flexible, fair, and safe.

Define the purpose of the Assessor role.

The role of Assessor is the heart and soul of effective competency based assessment. Without this pivotal
role, determining the competency of the trainee is mere guesswork.

Note:

 The Industry Assessor will be asked to provide specs and practical demonstration tests from his
workplace that will provide the evidence for determining competency.
 The importance of this input cannot be overemphasized for it best matches and tests the required
performance criteria from the Standard.

Describe the basic questions that an Assessor must ask when planning an
Assessment.

Planning an Assessment: What Needs to Happen?

 Determine which Units of Competency need to be assessed?

 Determine what Assessment Methods will be used?

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  Determine what evidence‐based tools (specs) need to be developed by the Assessor to guide
the assessment?
 Determine how long it will take?
 Determine when the assessment will occur?
 Determine where the assessment will take place?
 Determine how it will be recorded?

Give some Assessor Requirements/Competencies.

Requirements/Competencies of an Assessor‐

 The ability to use assessment tools to gather evidence effectively is essential, adjusting the
language where necessary to reflect the language/literacy/numeracy levels of the workplace and
not to exceed them in order to ensure learner understanding. This will also entail an ability to
respond to learner needs such as responding to learner disability.

 The skill to develop specifications and practical tests, based on performance criteria, that provide
evidence of competency that will fast track the assessment process.
 The ability to clearly demonstrate current industry skills and competencies relevant to the
Standard.

 The Assessor is selected/appointed by Industry to act as an Assessor because of his proven

competencies.
 Knows what needs to be done to assess the performance criteria
 Demonstrates a high level of expertise in the technical area to be examined
 Can provide constructive feedback

Define the challenges of the Assessor Role.

Assessor Role: Challenges

 Needs to be objective and unbiased

 Must have interpersonal skills to relax nervous candidates or deal with those who are aggressive
or emotional
 Must have ability to deal with those who have literacy problems or difficult dialect

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Review some basic need‐to‐know elements concerning assessment.

Assessment Basics: Need to Know Elements

 Assessment to be conducted by Industry Assessor selected by industry

 Industry assessor must be familiar with units of competency outlined in the course standards
 Industry Assessor should drafts specs that reflect industry requirements for trainees and that are
based on critical aspects of competency
 Industry assessor is responsible for making final judgment of competent or not yet competent
 Trainer will assist industry assessor
 Trainees must demonstrate competence based on the units of competency outlined in the
standards
 All resources related to units of competency must be made available prior to the assessment
event, e.g., tools, equipment, materials

Describe the trainer’s role in the assessment process.

The Trainer acts as a primary resource for the Assessor and acts as a Facilitator.

Trainer ensures:

 All industry required tools, equipment, and materials are available for the assessment
 The training venue is booked and has sufficient space for demonstrations/tasks
 That all logistics such as admission slips, signature sheets, and records are readily available for
distribution and collection
 That all teaching materials and Standard documents and Assessment tools are ready for the
Assessor

Discuss the importance of principles of assessment and what is involved.

Principles of Assessment Table

Key Principles Relevance/Meaning

Valid Ensures assessment aligned with the Unit of Competency and is based
on evidence that shows the learner can demonstrate skills and
knowledge in other similar contexts (workplace)

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 Reliable Evidence presented for assessment is consistently interpreted
regardless of the Assessor

Flexible Assesses competencies held by the learner regardless of where they

have been acquired; reflects the individual learner’s needs

Fair The individual learner’s needs or disability is considered in the

assessment process; the learner is provided with information about
the assessment process and given the opportunity to challenge the
result of the assessment if warranted

Safe The assessor has inspected the venue for assessment and determined
that it is safe for all involved and that emergency evacuations are in
place if needed

Define the term “evidence.”

Evidence is information that is gathered and matched against a Unit of Competency to provide proof of
competency.

State the different forms of evidence that can be collected.

Different forms of evidence that can be collected are‐

 Direct such as demonstration test, or observation of Candidate

 Indirect such as Candidate’s self‐assessment or third party reports such as an employer interview

Describe and outline what is involved in “rules of evidence” and why they are
important.
Rules of Evidence Table

Rules of Evidence Meaning

Valid

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 The assessor is given assurance that the learner possesses the skills,
knowledge, and attitudes described in the Unit of Competency and
related assessment requirements

Sufficient The assessor is assured that the quality, quantity, and relevance of the
evidence is sufficient to enable a judgment to be made on the learner’s
competency

Authentic The assessor is assured that the evidence provided for assessment is the
learner’s own work

Current The assessor is assured that the assessment evidence demonstrates

current competency of the learner. This evidence must be from the
present or very recent past.

Describe the purpose of evidence gathering tools.

The Purpose of evidence gathering tools are‐

 To help candidates understand what is expected of them

 To provide a focus for the assessment
 To identify what is needed to verify competency

State the use of the evidence guide.

The evidence guide provides useful advice on Unit of Competency assessment and must be read in
conjunction with the performance criteria, required underpinning skills/knowledge/attitudes, range
statement, and the critical aspects of competency for the Standard.

State why assessment evidence is important.

Evidence is the information gathered that provides proof that the performance criteria of a unit of
competency has been met. Evidence can take many forms:

 Observation: watching the trainee perform

 Questioning: asking the trainee questions

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  Demonstration of specific skills: seeing how the trainee performs a procedure or creates a final
product
 Examining previous work the trainee has done

Describe the kinds of Assessment Methods that can be used for Evidence gathering
purposes.

Various kinds of Assessment Methods can be used for Evidence gathering purposes. A wide range of
assessment methods are available for Evidence‐ gathering purposes. Assessment methods are not limited
to those listed below. The greater the range of assessment methods applied, the better the accuracy of
the assessment.

Assessment Methods Table

Methods Examples

Direct Observation of Actual real‐time activities in the workplace

Candidate Work activities in a simulated workplace/training center

Questioning Written questions; interviews; self‐evaluation with

questions; verbal questioning; questionnaires

Evidence compiled by Portfolio; collection of work samples; products with

Candidate supporting documentation; logbooks; information about life
experience

Methods Examples

Review of Product Work samples and products; products as a result of a

demonstration test/spec

Third Party Feedback

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 Reports/testimonials from Employers and Supervisors;
evidence of training; interviews with Employers and
Supervisors

Advice to the Assessor: use these methods and examples as a means of making your assessment valid,
reliable, flexible, fair, and safe.

Define the term “evidence gathering tools” and give some examples of these tools.

Evidence gathering tools are the actual instruments that the Assessor uses to collect evidence. Evidence
may be collected through:

 Demonstration of work activity

 Observation Checklist
 Question List
 Third party reports e.g. supervisor to verify consistent performance
 Review of candidate’s portfolio
 Verifying the Candidate’s capacity to deal with contingencies (unexpected things that come up)
 Written test

Define the term “portfolio.”

A collection of evidence that may be presented by the Candidate to an Assessor to prove the Candidate’s
competence at a job or task.

What are some examples of Portfolio Evidence?

 Training results and certificates

 Training workbooks
 References from employers
 Job description and work experience
 Photos and videos
 Work journals
 Awards
 Work samples
 Letters and memos

Outline a 6‐step method for preparing an evidence plan.

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Steps in Preparing an Evidence Plan (Sequence of Steps to Follow)‐

The Evidence Plan is the most important planning tool for an Assessor. A good evidence plan generates a
list of the evidence that the Assessor must gather when conducting the assessment for a specific Unit of
Competency. The following 6‐Point Method for preparing an Evidence Plan provides a useful sequence of
inter‐related steps to follow:

1. Select Unit of Competency for assessment

2. Read full Unit of Competency
3. Identify evidence requirements based on:
a. Elements and Performance Criteria
b. Dimensions of Competence
c. Underpinning skills knowledge
d. Critical aspects of competency
4. Develop a list of evidence requirements
5. Identify best ways of collecting evidence (tools)
6. Document evidence plan

Outline the steps (sequence of activities) involved in developing an assessment tool.

Following are the steps (sequence of activities) involved in developing an assessment tool:

1. Select the Unit of Competency

2. Read the Unit of Competency
3. Identify the required evidence: critical aspects of competency
4. Identify the evidence gathering method
5. Complete the evidence plan
6. Select the appropriate template
7. Complete the template
8. Check the evidence gathering tools against the evidence plan and Unit of Competency
9. Check the tool with another Assessor for his opinion

Describe the four dimensions of competency.

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Task Skills: the capacity to perform tasks in the workplace and demonstrate competence that meets the
required Standard;

Task Management Skills: the ability to plan and integrate several tasks simultaneously that achieve a
desired work outcome such as those skills involved in budgeting for a work operation, securing supplies
and equipment for the work operation, completing the task in a timely, cost‐effective manner, and
ensuring safety practices are followed throughout;

Contingency Management Skills: the ability to respond to crises and breakdowns in the workplace, such
as accidents and emergency situations that are unanticipated and require immediate action and
resolution;

Job/Role Environment Skills: the capacity to own the responsibilities and expectations of the work
environment that involves working with others effectively and participating in creating a work culture
where all can contribute their best within the parameters of their job role

Assessment Guidelines
Section Two: Roles and Responsibilities

The Assessment System: Planning Guide for the Assessor

An Assessment System must be understood as a well‐coordinated set of documented policies and

procedures, including assessment materials and tools, that ensure assessments are consistently valid,
reliable, flexible, fair, and safe.

Competency Assessment is a systematic process of collecting proof or evidence on whether or not a

candidate has demonstrated competence in the performance of a work‐related activity/task that is directly

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linked to a performance standard. The assessment confirms that the individual can perform to the
standard expected in the workplace and/or the nationally approved competency standard.

Each Unit of Competency contained in a Standard describes a distinct part of a Mason’s work and job
profile. Within each Unit of Competency, the following components appear:

 Unit Title
 Unit Descriptor
 Elements of Competency
 Performance Criteria
 Range of Variables
 Evidence Guide

As a prelude to conducting assessments, the Assessor must be thoroughly familiar with all of the
particulars and details of the Unit of Competency that is being assessed. This is a “must” for the role of
the Assessor. He must be especially familiar with the Evidence Guide for gathering critical information.

The three sample assessment tools found below focus on the critical aspects of competency that can
provide the required evidence to determine competency‐ the evidence guide. These sample assessment
tools are as follows:

 Demonstration Checklist
 Observation Checklist
 Oral Questions Checklist

The duties of the Assessor include:

 Covering all of the key elements of the Unit of Competency under assessment
 Applying rigorously the Evidence Guide for the Unit of Competency as this contains the method
and context of assessment, resources required for the assessment, the critical aspects of
competency, and the required underpinning knowledge, skills, and attitudes
 Developing specifications (specs) for the task sheet for Demonstration as required
 Requiring the candidate to perform project tasks that cover interrelated units of competency‐
known as a “clustering.”
 Making what can be termed “reasonable adjustments” for candidates with disabilities or for
example, those candidates with regional dialects that prove difficult to understand

Note: These “reasonable adjustments” may involve reconfiguring a simulated workplace site so that a
candidate’s disability does not impede the assessment process, or for example, finding someone who can
understand a regional dialect and assist the Assessor with essential communication skills.

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Roles and Responsibilities of Assessor

Prior to any assessment, the Assessor should follow the specific instructions below to ensure a well‐
planned assessment event. In most cases s/he will be assisted by a Trainer. Nevertheless, s/he should
make certain that good preparation has taken place for the assessment event.

1. Visit the assessment venue or workplace to ensure an adequate work area or platform containing:

 Sufficient space for working‐ ensure square meters of work space enough for task to be carried
out effectively and safely
 Fire extinguisher and safety equipment within reach
 Emergency procedures in place
 All necessary tools, equipment, and materials ready at hand
 All necessary machinery in good working order

2. Assessment is drawn and extracted from the relevant Unit of Competency based on an approved
Standard and on an Evidence plan that clearly focuses on critical aspects of competency.

3. The duration of time to assess the demonstration is clearly indicated, for example, 3 hours.
This information is shared with the Candidate along with other pertinent information such as the
sequence of tasks that he must follow, and the fact that he will be closely observed as the tasks are
performed.

4. After the Candidate has performed the task, the Assessor will provide feedback to the Candidate
on his performance.

5. The responsibility on finally deciding whether or not the Candidate was Competent or Not Yet
Competent belongs to the accredited Assessor.

6. At the conclusion of the assessment, the Assessor will provide feedback on whether or not the
Candidate was Competent or Not Yet Competent. S/He will also share information on next steps. These
next steps include where to obtain the certificate related to the assessment or, if unsuccessful, how to re‐
try for competency within a specified period of time.

Roles and Responsibilities of Trainer

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Prior to the assessment, you will have studied and become familiar with the Competency Standard for the
industry occupation. You will also have met with or contacted the Assessor beforehand and discussed
preparations and arrangements for the assessment. Your role will be to facilitate the assessment process
and ensure all necessary resources are available, assisting the Assessor wherever possible. For example,
once a draft spec has been produced by the Assessor, you will ensure it is fully consistent with the
evidence plan and copied appropriately for use by both the Assessor and Candidate.

In addition to a confirming a suitable training venue and time, you will ensure that:

 Sufficient space is allotted for task work‐ square meters of work space enough for demonstration
tasks to be carried out effectively and safely
 Fire extinguisher and safety equipment within reach if necessary
 Emergency procedures in place
 All necessary tools, equipment, and materials ready at hand
 All necessary machinery in good working order

Your duties include:

 notifying the Assessor and candidates of planned assessment events and their location
 advising and assisting the Assessor on planned assessment events
 collecting admission slips and signature sheets for assessment events
 ensuring all required forms and reporting mechanisms are in place and ready for distribution to
the Assessor and to the Candidate
 ensuring all requisite forms are duly signed and forwarded to the SEIP Office, or certifying body
 responding to candidate queries and concerns such as re‐assessment procedures
 reconfiguring workplace simulations so that candidates with disabilities are able to participate
fully and without impediment
 working closely with the SEIP contact to ensure a successful assessment event

Roles and Responsibilities of Candidate

Prior to the assessment, you will have studied and become familiar with the Competency Standard for
your industry.

1. Initially, you will be given information on the task you are to perform, and the estimated time you
will require to perform it. These tasks are based on the critical aspects of competency related to the
performance criteria within the approved Competency Standard.

Given the necessary instructions, and/or a task‐related spec and the necessary tools, materials, and
equipment, you will carry out and complete a work task. You will observe that there is:

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  Sufficient space for working‐ square meters of work space enough for task to be carried out
effectively and safely
 Fire extinguisher and safety equipment within reach if necessary
 Emergency procedures in place
 All necessary tools, equipment, and materials ready at hand
 All necessary machinery in good working order

2. Assessment is drawn and extracted from the relevant Unit of Competency based on the approved
Competency Standard and on an Evidence plan (proof of competence) developed by the Assessor that
clearly focuses on critical aspects of competency. The Evidence plan will be based on critical assessment
tools such as demonstration/task; observation; oral questions.

3. The duration of time to assess the demonstration should be clearly indicated, for example, 3
hours. This information will be given to you along with other pertinent information such as the procedure
or sequence of tasks that you must follow. It is important to note that you will be closely observed and
assessed throughout the duration of your demonstration. You will be given time to ask questions and
request clarification. You will also be given 10 minutes to familiarize yourself with the resources to be
used in the assessment.

4. Based on your performance in demonstrating the task, you will be assessed by the Assessor to be
Competent or Not Yet Competent. Regardless of the result you will be given feedback from the Assessor
on your performance and the next steps.

5. After you have performed the task, the Assessor will provide feedback to you on your
performance.

6. The responsibility on finally deciding whether or not you are Competent or Not Yet Competent
belongs to the accredited Assessor.

7. At the conclusion of the assessment, the Assessor will provide feedback on whether or not you
have been assessed to be Competent or Not Yet Competent. Both your signatures will be required on the
Assessment Form. You will also be allowed to make comments on the Assessor’s decision. The Assessor
will then share information on next steps. These next steps include where to obtain the certificate related
to the successful assessment or, if unsuccessful, how to re‐try for competency within a specified period
of time.

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 Section Three: Tools and Templates

This toolbox of Tools and Templates offers a wide range of assessment tools that will facilitate evidence
gathering and other assessment‐related needs. Evidence gathering, however, should not be limited to
these tools and templates alone. The toolbox should be revised or expanded as necessary, to include other
tools and templates that are deemed relevant.

 Demonstration Checklist
 Observation Checklist
 Oral Questions Checklist
 Evidence Plan (Overall Summary)
 Assessor Job Sheet and Specifications (Spec) Form
 Competency Assessment Results
 Assessor Planning Checklist Tool
 All About Questioning Techniques for Use in Assessment
 Quick Guide to Conducting Competency Assessments
 Assessor’s Quick Start

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 Demonstration Checklist

Candidate’s name:
Assessor’s name:
Qualification:
Project‐Based Assessment Title
Units of competency covered:

Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
   
   
   
   
   
   
   
   
   
   
   
   
   
   

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 Observation Checklist
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency:
Code:
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1.
2.
3.
4.
5.
6.
7.
8.
Candidate’s performance
COMPETENT NOT YET COMPETENT
was:

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

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 Oral Questions Checklist

Candidate’s name:
Assessor’s name
Date of Assessment:
Assessment Venue:
Unit of Competency:
Reference Standard:
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for competent/non yet competent.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1.
2.
3.
4.
5.
6.
7.
8.
9.

Feedback to Candidate:

Candidate’s overall performance was (circle): Satisfactory Not Satisfactory

The Candidate’s underpinning knowledge was Satisfactory Not Satisfactory

(circle):

Assessor Signature: Date:

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Candidate Signature: Date:

EVIDENCE PLAN: Overall Summary

QUALIFICATION:
Project‐Based Assessment Title

Units of competency covered

Ways in which evidence will be collected:

Written Examination
Demonstration with
Observation with
[tick the column]

Questioning

Questioning

Portfolio
The evidence must show that the candidate …...

















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Assessor Job Sheet and Specifications (Spec) Form

This Spec is in reference to the________ Standard, and has been developed by an Industry
Representative/Assessor.

The Result* indicates either C for Competent, or NYC for Not Yet Competent.

Critical Aspects of
Unit of Competency Elements Reviewed Competency Covered Result*: C/NYC

JOB #1 Procedure for Developing Specification (Spec): List the steps involved in performing the task/spec
successfully. It will cover, in logical order, the critical aspects of competency listed above that will
determine if the candidate is Competent or Not Yet Competent.

1.

2.

3.

4.

5.

Tools and Equipment Required for Spec completion: List all tools, equipment, and materials required in
completing Job #1:

Tools Equipment Materials

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Assessor Name: Date:

Competency Assessment Results

Candidate’s name:
Assessor’s name
Qualification Title:
Date of Assessment:
Assessment Venue:
Reference Standard:
Unit of Competency:

Assessment Unit Competent Not Yet Competent

Assessor’s Recommendation and Comments:

Overall Assessment:

Yes: The Candidate successfully met the required evidence/standards and demonstrated all of the
competencies necessary for certification in the Qualification and Units of Competency listed above.

No: The Candidate did not meet the evidence requirements. Re‐assessment is recommended.

Assessor Signature: Date:

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 Candidate Signature: Date:

Assessment Center Manager Signature:

ASSESSMENT PLANNING CHECKLIST TOOL

Assessor’s name:

Date:

Directions: Circle the ‘Yes’ or ‘No’ response to each item.

1. The Assessor is familiar with the unit(s) of competency being assessed Yes No

2. The Assessor has verified that the workplace or training center has Yes No
the correct equipment, machinery, tools, and materials necessary to
complete all of the relevant aspects of the unit of competency

3. The Assessor has ensured that all materials and equipment were Yes No
assembled and arranged in advance.

4. The Assessor has all the necessary tools, templates, and specifications Yes No
needed to assess the trainee including a variety of assessment tools
covering practical demonstration, observation, oral question, and
(where necessary) written tests relevant to the competency specified
in the standard

5. The Assessor has met with the trainer prior to the assessment event Yes No
to discuss his/her role.

6. The Assessor will discuss the performance test with the trainee and Yes No
address any concerns prior to giving the test

7. The Assessor will discuss and record with the trainee the results of Yes No
their performance

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Action to be taken on “No” responses:

General Guidelines for Effective Questioning

 Keep questions short and focused on one key concept

 Ensure that questions are structured
 Test the questions to check that they are not ambiguous
 Use `open‐ended questions such as `what if...?’ and `why...?’ questions, rather than closed
questions
 Keep questions clear and straight forward and ask one at a time
 Use words that the candidate is able to understand
 Look at the candidate when asking questions
 Check to ensure that the candidate fully understands the questions
 Ask the candidate to clarify or re‐phrase their answer if the assessor does not understand the
initial response
 Confirm the candidate’s response by repeating the answer back in his/her own words
 Encourage a conversational approach with the candidate when appropriate, to put him or her at
ease
 Use questions or statements as prompts for keeping focused on the purpose of the questions
and the kind of evidence being collected
 Use language at a suitable level for the candidate
 Listen carefully to the answers for opportunities to find unexpected evidence
 Follow up responses with further questions, if useful, to draw out more evidence or to make
links between knowledge areas
 Compile a list of acceptable responses to ensure reliability of assessments

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 Recording responses
When using oral questioning, you may need a tool that has a structured approach (see below) and also
enables you to record a candidate’s responses. If the candidate’s response is insufficient the assessor
should record why on the recording sheet or checklist. This provides information that can be used later,
if necessary, to explain to the candidate where he or she needs to develop their skills and/or knowledge
to achieve the required competence.

Recording sheet for oral questioning (template)

Candidate’s Name
Assessor or Observer’s Name
Unit of Competency)
Code
Date of Assessment
Location
Task/Procedure
Questions to be Answered by candidate Response/Answer* Satisfactory (Yes/No)
What would you do if …
What would you do if …
What would you do if …
How do you …
What are …
Why did you… (Clarification)
Follow up Questions
The candidate’s knowledge was: Satisfactory Unsatisfactory
Feedback to candidate:

Candidate signature: Date:

Date:
Assessor/Observer’s Signature:

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 ASSESSOR GUIDE TO CONDUCTING COMPETENCY ASSESSMENTS
1. BEFORE THE 2. DAY OF 3. DURING THE 4. POST ASSESSMENT
ASSESSMENT ASSESSMENT ASSESSMENT

‐ Review unit(s) of ‐Verify attendance Give clear instructions to Provide feedback on

competency to be through signed trainees on what they outcome of assessment
assessed especially attendance sheet are required to do: process re:
evidence to be collected  time limits and  give clear feedback on
against performance ‐ Provide overview of expectations assessment decision
criteria what is to happen
throughout day  all equipment and  provide information on
‐ Ensure the workplace tools must be of the overcoming any gaps in
or training center Orient the trainees to: same quality for all competency assessment
complies with all safety  purpose of assessment trainees
requirements and that  provide opportunity to
high risk areas are  qualification to be  written and verbal discuss assessment
clearly marked assessed instructions process and outcome
translated into local
‐ Identify/request  assessment procedures dialects as needed Prepare required
essential assessment to be followed assessment reports:
resources:  encourage questions  all rating sheets signed
 tools and equipment  address needs of by trainee as well as
trainees and provide  avoid providing any Assessor
 supplies and information on assistance to
materials evidence requirements trainees during  maintain records of
and assessment process assessment assessment procedures,
 personal protective evidence collected, and
equipment  stop process if assessment outcome
 make all accident imminent
 print resources and announcements just  verify assessment
rating sheets before start of  keep focused on results/outcomes with
assessment evidence being valid, training center
 Have trainees reliable, fair, flexible,
contacted if they and safe Prepare
have to bring any
resources for the  Record details of recommendations for
assessment, e.g. evidence collected issuance of national
logbook certificate

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 Assessor's Quick Start

1. Identify the Unit(s) of Competency from the Program Standard that you are going to assess.

2. Review the Critical Aspects of Competency from the Unit of Competency that will be the basis of
your Evidence Guide.

3. Select the Assessment Tools that you will use to gather evidence.
i. Demonstration Checklist
ii. Observation Checklist
iii. Oral Questions Checklist

4. Create spec sheet(s) for the Unit of Competency to be examined.

5. Review the assessment procedure with the Candidate and ask if there are any questions.

6. Complete the assessment using the assessment tools in the order above. You are free to use other
tools as well if you wish.

7. Determine whether Candidate is Competent or Not‐Yet‐Competent

8. Complete all necessary record sheets.

9. Give feedback to the Candidate.

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 Demonstration Checklist: Recognize the Web
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Recognize the Web (SEIP‐IT‐WDN‐1‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Identify client server architecture   
2. Demonstrate installation and usage of different web browsers   
3. Recognize features/options of different web browsers   
4. Use web design platform   
5. Use web design software   
6. Describe role of web server   
7. Describe role of database server   
  
  

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 Observation Checklist: Recognize the Web
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Recognize the Web

Code: SEIP‐IT‐WDN‐1‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1. Identify client server architecture
2. Demonstrate installation and usage of different web browsers
3. Recognize features/options of different web browsers
4. Use web design platform
5. Use web design software
6. Describe role of web server
7. Describe role of database server

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

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 Oral Questions Checklist: Recognize the Web
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Recognize the Web
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. What is involved in identifying client server architecture?
2. What is involved in using web design tools?
3. Can you describe the role of the web server?
4. Can you identify at least five web browsers and some of the
features/options of each?
5. What is the role of the database server?
6. Can you describe what is involved in using the web design
platform?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

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 Demonstration Checklist: Set Up Development Environment
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Set Up Development Environment (SEIP‐IT‐WDN‐2‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Install tools and OS Platform as needed by local web server   
2. Install local web server   
3. Install and operate FTP client   
4. Recognize Debugger and source code   
5. Use FTP clients to upload or move files to web server   
6. Work with IDE   
  
  
  

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 Observation Checklist: Set Up Development Environment
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Set Up Development Environment

Code: SEIP‐IT‐WDN‐2‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Install tools and OS Platform as needed by local web server
2 Install local web server
3 Install and operate FTP client
4 Recognize Debugger and source code
5 Use FTP clients to upload or move files to web server
6 Work with IDE

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 90
 Oral Questions Checklist: Set Up Development Environment
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Set Up Development Environment
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. What is involved in using FTP (File Transfer Protocol)?
2. Can you identify three types of local web servers?
3. What is the procedure for installing a local web server?
4. What is the purpose of FTP client?
5. Can you define the term “debugger?”
6. To what extent is confidentiality important in your work?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 91
 Demonstration Checklist: Work With HTML
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Work With HTML (SEIP‐IT‐WDN‐3‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Describe entities & attributes of HTML (hypertext markup language)   
2. Implement HTML concepts   
3. Use HTML form elements   
4. Use HTML input types   
5. Use HTML input attributes   
6. Use HTML graphics   
7. Use HTML media   
8. Describe the role of typography on the web   
9. Apply the basics of typography to the satisfaction of the Assessor   

Web Design 92
 Observation Checklist: Work With HTML
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Work With HTML

Code: SEIP‐IT‐WDN‐3‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Describe entities & attributes of HTML (hypertext mark up language)
2 Implement HTML concepts
3 Use HTML form elements
4 Use HTML input types
5 Use HTML input attributes
6 Use HTML graphics
7 Use HTML media
8 Describe the role of typography on the web
9 Apply the basics of typography to the satisfaction of the Assessor
Candidate’s performance NOT YET
COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 93
 Oral Questions Checklist: Work With HTML
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Work With HTML
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. Can you describe the role of typography on the web?
2. What are some guidelines for applying web typography?
3. Can you briefly explain three entities and three attributes of
HTML (Hypertext markup language)?
4. What are four components of HTML media?
5. How is HTML implemented?
6. To what extent is safety an issue in your work?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 94
 Demonstration Checklist: Work With Cascading Style Sheets
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Work With Cascading Style Sheets (SEIP‐IT‐WDN‐4‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Describe CSS and its role   
2. Apply CSS   
3. Describe CSS transition and gradients   
4. Apply 2D/3D transformation and animation   
5. Describe media query with CSS   
6. Describe the application of SASS (Syntactically Awesome Style Sheets) or
  
Style Sheet Language (LESS)
7. Display proper use of related tools   

Web Design 95
Observation Checklist: Work With Cascading Style Sheets (CSS)
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Work With Cascading Style Sheets (CSS)

Code: SEIP‐IT‐WDN‐4‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Describe CSS and its role
2 Apply CSS
3 Describe CSS transition and gradients
4 Apply 2D/3D transformation and animation
5 Describe media query with CSS
6 Describe the application of SASS (Syntactically Awesome Style Sheets) or Style
Sheet Language (LESS)
7 Display proper use of related tools

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 96
 Oral Questions Checklist: Work With Cascading Style Sheets
(CSS)
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Work With Cascading Style Sheets (CSS)
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. Can you summarize briefly the importance of CSS in Web Design?
2. What is meant by “media query?”
3. Why is SASS (Syntactically Awesome Style Sheets) important?
4. To what extent is netiquette important?
5. How important is working as a team member?
6. How important are ethical standards in the workplace?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 97
 Demonstration Checklist: Perform Graphic Design Aesthetic
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Perform Graphic Design Aesthetic (SEIP‐IT‐WDN‐5‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Compare smart objects versus normal layers   
2. Install Photoshop   
3. Compare layers   
4. Select and apply desired colour   
5. Select desired shadow where applicable   
6. Complete and use logo, icon and banner design   
7. Decode the mysteries behind screen size and resolution   
8. Optimize images as JPEG, GIF, or PNG files   

Web Design 98
 Observation Checklist: Perform Graphic Design Aesthetic
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Perform Graphic Design Aesthetic

Code: SEIP‐IT‐WDN‐5‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Compare smart objects versus normal layers
2 Install Photoshop
3 Compare layers
4 Select and apply desired colour
5 Select desired shadow where applicable
6 Complete and use logo, icon and banner design
7 Decode the “mysteries” behind screen size and resolution
8 Optimize images as JPEG, GIF, or PNG files
Candidate’s performance NOT YET
COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 99
 Oral Questions Checklist: Perform Graphic Design Aesthetic
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Perform Graphic Design Aesthetic
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. How important is a knowledge of Photoshop and why?
2. What is involved in optimizing images?
3. Is creativity as important as technical skill?
4. To what extent is a knowledge of OHS policies and procedures
important?
5. What procedure is used in carrying out layout design?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 100

Demonstration Checklist: Develop With JAVA SCRIPT & JQUERY
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Develop With JAVA SCRIPT & JQUERY (SEIP‐IT‐WDN‐6‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Identify java script core components   
2. Implement basic java script concepts   
3. Describe functions of BOM (Browser Object Model) and DOM (Document
  
Object Model)
4. Apply BOM and DOM   
5. Use java script library   
6. Display navigation skills   

Web Design 101

 Observation Checklist: Develop With JAVA SCRIPT & JQUERY
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Develop With JAVA SCRIPT & JQUERY

Code: SEIP‐IT‐WDN‐6‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Identify java script core components
2 Implement basic java script concepts
3 Describe functions of BOM (Browser Object Model) and DOM (Document Object
Model)
4 Apply BOM and DOM
5 Use java script library
6 Display navigation skills

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 102

 Oral Questions Checklist: Develop With JAVA SCRIPT & JQUERY
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Develop With JAVA SCRIPT & JQUERY
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. What are the core components of java script?
2. What are the key functions of BOM (Browser Object Model)?
3. What are the key functions of DOM (Document Object Model)?
4. How important are navigation skills and why?
5. What is involved in using the java script library?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 103

 Demonstration Checklist: Apply Web Design Tools
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Apply Web Design Tools (SEIP‐IT‐WDN‐7‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Use Notepad effectively   
2. Display effective use of MS Front Page   
3. Display effective use of Macromedia Dream Weaver   
4. Display effective use of Joomla/Drupal/Wordpress   
5. Apply CMS (Content Management System)   

Web Design 104

 Observation Checklist: Apply Web Design Tools
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Apply Web Design Tools

Code: SEIP‐IT‐WDN‐7‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Use Notepad effectively
2 Display effective use of MS Front Page
3 Display effective use of Macromedia Dream Weaver
4 Display effective use of Joomla/Drupal/Wordpress
5 Apply CMS (Content Management System)

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 105

 Oral Questions Checklist: Apply Web Design Tools
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Apply Web Design Tools
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. Why is the ability to work with Macromedia Dreamweaver
important?
2. What is involved in applying CMS (Content Management System)?
3. What are the benefits of using MS Front Page?
4. To what extent is working as a team member important?
5. Are there any safety considerations to be observed in web design
work?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 106

 Demonstration Checklist: Work With Bootstrap Framework
Candidate’s name:
Assessor’s name:
Qualification: Web Design
Project‐Based
Assessment Title
Units of competency Work With Bootstrap Framework (SEIP‐IT‐WDN‐8‐0)
covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction

 to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
1. Describe the advantages of a responsive website   
2. Describe the advantages of Bootstrap   
3. Describe the functions of Bootstrap Basic   
4. Demonstrate facility with Bootstrap components to develop a responsive
  
website
5. Create and present a mock up   

  
  
  
  

Web Design 107

 Observation Checklist: Work With Bootstrap Framework
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Work With Bootstrap Framework

Code: SEIP‐IT‐WDN‐8‐0
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the spec‐
Procedure to Follow: if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that reflect
critical aspects of competency from performance criteria of Unit of Competency):

YES NO
1 Describe the advantages of a responsive website
2 Describe the advantages of Bootstrap
3 Describe the functions of Bootstrap Basic
4 Demonstrate facility with Bootstrap components to develop a responsive
website
5 Create and present a mock up

Candidate’s performance NOT YET

COMPETENT
was: COMPETENT

Feedback to Candidate:

Candidate’s Signature: Date:

Assessor’s Signature: Date:

Web Design 108

 Oral Questions Checklist: Work With Bootstrap Framework
Candidate’s name:

Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Work With Bootstrap Framework
Reference Standard: Web Design
The List of Questions below must be pegged to the competency demonstration test and may involve
related specs for each Unit of Competency tested. Underpinning skills for Knowledge may also be
reviewed for Competent/Not Yet Competent designation.

List of Questions Satisfactory Response

Indicate Y or N in the box provided YES NO

1. Describe the advantages of a responsive website?
2. Can you describe the functions of Bootstrap Basic?
3. What are the advantages of Bootstrap Basic?
4. What is involved in making and presenting a mock up?
5. What are several Bootstrap Basic components applicable to HTML
and CSS based design templates?
6. To what extent is timeliness an important factor in your work?

Feedback to Candidate:

The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory

Assessor Signature: Date:

Candidate Signature: Date:

Web Design 109