Full Text
REGD. No. D. L.-33004/99
The Gazette of India
CG-DL-E-04072024-255162
EXTRAORDINARY
PART III—Section 4
PUBLISHED BY AUTHORITY
No. 478]
NEW DELHI, TUESDAY, JULY 2, 2024/ASHADHA 11, 1946
NATIONAL COUNCIL FOR VOCATIONAL EDUCATION AND TRAINING
NOTIFICATION
New Delhi, the 27th March, 2024
Guidelines for Training of Assessors (ToA)
File No.: 42001/04/2023/NCVET.-
1. INTRODUCTION
I. The National Council for Vocational Education and Training (NCVET) has been notified by the Ministry of
Skill Development and Entrepreneurship (MSDE) vide gazette notification no. SD17/113/2017-E&PW dated
05th December 2018. NCVET acts as an overarching skills regulator which regulates the functioning of bodies
engaged in vocational education and training, both long and short-term, and minimum standards for the
functioning of such bodies. NCVET strives to integrate fragmented regulatory systems involving multiple
stakeholders and infuse quality assurance across the entire vocational training value chain, leading to
strengthened outcomes.
II. Assessment is an essential and a very important component of the skilling ecosystem. Unbiased & fair
assessment ensures the credibility of the training and monitors the learning strategies to validate the complete
process. An Assessor is the eye of a fair and unbiased assessment, and the assessment report should be such that
the competent authority can clearly take its decision on whether minimum standard requirements are met or not.
In fact, quality assessment directly impacts the job prospects of a learner.
III. The Assessor plays a vital role in the entire process of skills assessments and it's an assessor's job to ensure that
trainees meet the occupational standards required to achieve their qualifications. The quality of assessments can
be largely linked to the domain knowledge and understanding of the associated systems & processes of the
Assessor. An assessor supports and assesses students working towards a vocational qualification within a
college, school, training centre, or workplace.
IV. Recognizing the enormous significance of assessment, the NCVET attempts to regulate and standardise training
of assessor through the guidelines for assessor's training for Training of Assessors. The Training of Assessors
(ToA) is a specialized training programme for professionals and industry experts who may work as Assessors in
the vocational skills sector to carry out competency-based assessments of students for a given course or job role,
aligned with the NSQF.
1.1 Current Status
i. Training of Assessors (TOA) is an important part of the Indian skill ecosystem. The Indian government has
been actively working towards the development of the Indian skill ecosystem over the years. On 15th July
2015, the Ministry of Skill Development and Entrepreneurship (MSDE), Government of India, launched
the "Skill India" mission to train and create skilled workforce in India in various areas leading to
employment, but there is still a huge shortage of competent assessors who could judge/ assess the skills of
the workers/ individuals.
ii. Therefore, to cater to the need of the certified assessors, the training of assessors is being conducted across
India by:
a) National Skill Trainers' Institutes under the Directorate General of Training (DGT),
b) Awarding Bodies/ Sector Skill Councils (SSCs),
c) Skill Universities, and
d) Private Training Providers
iii. The TOA process has been successful in creating a quality-centric assessment system. It has
enabled us to identify the most suitable candidates from industries/ academia to perform assessments on
the various job roles. Moreover, it has also helped to create a pool of certified assessors in various job
roles. The TOA process is an integral part of India's skill development efforts and has enabled the
country to make great strides in this direction.
1.2 ToA for various types of Qualifications
1.2.1 ToA for qualifications pertaining to Long Term Training (LTT)
a. The term "Long-Term Training (LTT)" refers to full-time or part-time training of a managerial,
scientific, or technical nature lasting 01 year or longer than 01 year (i.e. 1200 hours or more than
1200 hours of learning). ToA shall be imparted as LTT and may be referred as Assessor Training
Program. In this type of training program, the assessor trainees/ learners receive comprehensive
training on both domain skills and Pedagogical skills, preparing them to assess skilled workforce
needed by the industry. This type of training is mainly taken by the assessors of Awarding Body
(dual categories) and Assessment Agency.
b. The ToA process shall consists of pre-training assessment activities, and post-training activities.
Prior to training, an assessment of the trainees' current skill level is conducted to determine the
best training program for each trainee. During the training, the assessment is carried out to
measure the trainees' performance and to identify areas in which they can improve. Finally, after
the training is completed, the certified assessor, evaluate the learners and provide feedback on
their performance. ToA ensures the competence of learners and the quality of training programs
in India. For example, the Crafts Instructor Training Scheme (CITS) is a type of ToA in LTT
which is conducted by DGT.
1.2.2 ToA for qualifications pertaining to Short Term Training (STT)
a. The rise of rapid technological innovations in various sectors has led to rapid evolution of
economic systems. Along with these changes, skills sets are being disrupted and modes of
training & delivery are also evolving rapidly. To address the challenges posed by these changes
and the rising expectations for innovative skills training by stakeholders and end-beneficiaries,
STT courses are developed which are of less than 01 year (less than 1200 learning hours) of
duration.
b. To assess these STT batches, assessors can be hired from a pool of domain experts having the
requisite qualification shall be hired after pre assessment and training can be provided to them on
domain and pedagogical skills through ToA programs. This program aims to orient the learners/
candidate/ assessor trainees towards the assessment processes and pedagogical skills.
1.2.3 ToA for qualifications pertaining to National Occupational Standard (NOSs) and Micro
Credentials
a. The rise in rapid technological innovations have demanded upgrade in skills on a regular basis.
This can be done either by upskilling or reskilling training programs. To facilitate upskilling and
reskilling, NCVET has started approving standalone NOS/ Micro Credentials.
b. To assess these standalone NOS/ Micro Credentials, the existing assessors having relevant
knowledge/ qualification may upgrade them by attending ToA programs based on the NOS/
Micro Credentials.
1.3 Challenges
i. The subject matter experts who work as Assessors come from varied backgrounds and experience. It is
imperative to train and certify them on the standards, methodology and procedures linked to skills
assessments to carry out the assessment activities with uniformity.
ii. Currently there are not any set guidelines for Methodology, Methods applicability – Pedagogical skills,
Re-assessment - Duration, Mandatory NOS and Financial with respect to the training of assessors. This
reflects the need for standardising the methodology to be followed nationwide to ensure quality training
and assessment processes.
1.4 Need
i. The purpose of these guidelines is to create a robust standardized and scalable model and provide the
Standard Operation Procedure (SOP) to address the concern of inadequately trained assessors in the
skill eco-system.
ii. The Training of Assessors (ToA) is a specialized training programme for academicians, professionals
and industry experts who may work as assessors in the vocational skills sector to carry out
competency-based assessments of learners/ students for a given course or job role aligned with the
NSQF.
1.5 Role of ABs & AAs in ToA
+-----+----------------------------------------------------------------------------------+----------------------------------------------------------------------------+
| Sl. | Awarding Body | Assessment Agency |
| No. | | |
+=====+==================================================================================+============================================================================+
| 1 | Awarding Bodies are responsible for developing NSQF aligned and approved | Assessment Agencies are responsible for identifying and selecting the |
| | qualifications for ToAs | potential candidates for ToAs |
+-----+----------------------------------------------------------------------------------+----------------------------------------------------------------------------+
| 2 | Awarding Bodies are responsible for the conduct of ToAs | Assessment Agencies are responsible for preparing the question banks for |
| | | the relevant qualifications |
+-----+----------------------------------------------------------------------------------+----------------------------------------------------------------------------+
| 3 | Awarding Bodies are responsible for the issuance of certificates post assessments | Assessment Agencies are responsible for conducting assessments post |
| | for passed candidates | training |
+-----+----------------------------------------------------------------------------------+----------------------------------------------------------------------------+
| 4 | Awarding Bodies are responsible for sharing the feedback with the candidates post | Assessment Agencies has to ensure that the certified assessors are |
| | assessment for scope of improvement | registered on TAKSHILA portal |
+-----+----------------------------------------------------------------------------------+----------------------------------------------------------------------------+
2. OBJECTIVES AND SCOPE OF THE GUIDELINES
2.1 Objective
Training of Assessors program shall address the following requirements:
i. To Ensure that each assessor possess NCVET certificate on National Skill Qualification Framework
(NSQF) - aligned Qualifications/ National Occupational Standards (NOS)/ Micro Credential (MC)
prior to assessing batches across skilling verticals.
ii. To Identify the right candidate or right profile of the person, best suitable for conducting the
assessment of any NSQF aligned course.
iii. To Ensure that assessors understand the pedagogy of assessment, and also understand the associated
governance processes.
iv. To Ensure quality assessment aligned with the Qualifications, NOSs & MCs.
V. To Ensure that assessment of cross-sectoral or multi-skilling qualification is carried out, as required.
vi. To Ensure that the assessor carries out timely assessments.
vii. To Create a pool of competent NSQF certified assessors in the skill ecosystem.
2.2 Scope
i. The guidelines define the eligibility criteria & minimum qualifications required for the assessors. It
also specifies the expected training requirements, in terms of processes, knowledge, testing and
handling skills of students/ learners.
ii. The Assessors are expected to follow the basic principles of Assessment namely: Fairness, Flexibility,
Validity and Reliability, and understand the assessment tools, which need to be used as part of the
process to be followed by them during assessment.
3. ROLES AND RESPONSIBILITIES OF PROCTORS:
Proctors are technically competent supervisor executives who participate in the assessment by ensuring readiness and
assistance on technology and technology-enabled infrastructure requirements, fulfilling documentation requirements,
invigilating the assessment and alerting authorities in case of any anomalies.
Responsibilities of proctors are as follows:
I. Technical Readiness: Proctors are responsible for ensuring readiness of technology systems for assessments. If
assessment is being administered on computer systems/ tablets, then ensuring that the computer systems/ tablets
are compatible and configured for the assessment platform.
II. Technical assistance: Proctors are responsible for debugging and troubleshooting any technical issues or queries
arising in the assessment platform during assessment.
III. Candidate Verification: Proctors must check original government photo ID of candidates for identity verification
before starting the assessment to ensure participation of only genuine candidates. In some cases, the proctor may
need to check the eligibility of candidates through biometric attendance or other means, as per the direction in
the scheme guidelines.
IV. Invigilation: Proctors are responsible for invigilating assessments and ensuring that there is no malpractice/
cheating during assessment.
V. Attendance Capture: Proctors are required to mark the attendance of all candidates appearing in the assessment
correctly on the Assessor/Proctor App, unless indicated otherwise in the scheme guidelines.
VI. Geo-tagging: Proctors should geo-tag the location of the assessment on the Assessor/Proctor App as a
compliance norm.
VII. Documentation: Proctors are required to complete documentation and compliance requirements as per the
scheme.
VIII. Evidence Collection: Proctors should capture photographs, videos or any other media as evidence, as per
requirement. This could include images of infrastructure availability, video recording or practical skills
assessment, audio recording of viva, intermittent images during theory examination, etc.
4. ROLES AND RESPONSIBILITIES OF ASSESSORS:
Assessors, as stakeholders of skill ecosystem, are directly involved in conducting and scoring assessments. They
interface with trainees/ learners, training centres and assessment agencies. They also undergo a TOA program
conducted by the Awarding Body (AB) that aligns them with the assessment requirements in the skilling ecosystem.
The following steps may be used as part of process of assessment:
I. Candidate Orientation: Assessors must orient candidates with the process to be followed for the assessment,
including the functionalities of the assessment engine interface and process to be followed by the candidates.
II. Availability of Domain Infrastructure, Tools, Equipment and Consumables: Ensure that the domain
infrastructure, tools & equipment requirements are available in sufficient quantity at the time of conducting the
assessment.
III. Assessment Conduct and Scoring: Assessors can assess competency of each candidate by conducting theory,
viva voce, practical competency tests or evaluating projects by following the instructions present in the Assessor
Guide.
IV. Invigilation: Assessors must uphold the integrity of the assessment by ensuring that no malpractice or fraud
takes place in assessment.
V. Carrying out the invigilation of written test: Invigilation is usually carried out by the proctors but in certain
special cases, if approved by the respective Awarding Body, assessor can also act as an invigilator.
VI. Carrying out the Viva voce: This should be carried out by the assessors with adequate qualification and
experiences as defined in these guidelines. In case viva is carried out by a remote assessor, it should be as per
the norms laid down in the blended learning guidelines published by NCVET.
VII. Carrying out the practical exam: This should be carried out by the assessors with adequate qualification and
experience as defined in these guidelines. In case, this step is also monitored on-line, the norms laid down in the
blended learning guidelines should be followed. However, based on the skill being assessed, the assessor should
have knowledge of the qualification being assessed.
VIII. Validation: Authentication and validation of identity of the candidates on ground by cross verifying his identity
with any of his identity proof.
5. ROLE & RESPONSIBITIES OF MASTER ASSESSOR:
I. Master Assessors are involved in assessing the higher-level skills along with the training of the assessors and train
them to observe and evaluate the specific outcomes that are expected to be demonstrated by candidates during the
assessment. Master Assessors are expected to have thorough understanding of the sector in terms of theory,
practical and hands on. Therefore, Master assessors should be at level 5.5 (i.e., Graduate and above) with 10
years of relevant experience (i.e. Industry/ Academia/ Assessor etc.)
II. Training and development of Assessors is an instrument to meet the twin challenges of continuous improvement
and demands of change in skilling. There is an ever-emerging challenge of capacity-building of assessors. Thus, it
is necessary to recognize the crucial role of the Master assessor from being a provider to enabler, facilitator, and
change-agent where learner is in the focus.
6. DIFFERENCE BETWEEN PROCTOR, ASSESSORS AND MASTER ASSESSORS:
+----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
| Proctor | Assessor | Master Assessor |
+====================================================================================================================================================================================================+=================================================================================================================================================================================================================================================================================================================+==========================================================================================================================================================================================================================================+
| Proctors are technically competent supervisor who participate in the assessment by ensuring readiness and assistance on technology and technology-enabled infrastructure requirements, fulfilling documentation requirements, invigilating the assessment and alerting authorities in case of any anomalies. | An experienced and qualified professional who supports and assesses learners against the learning outcomes and performance criteria towards a vocational qualification within a school, college, training centre, or workplace. | Master Assessors are involved in assessing the higher-level skills and in training them to observe and evaluate the specific outcomes that are expected to be demonstrated by candidates during the assessment |
+----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
7. TOA: BASIC PRINCIPLES
7.1 Level of Qualification for becoming an Assessor(s) eligible for ToA: Entry and Experience Requirements
+---------------------------+----------------------------------------------+----------------------------------+----------------------------------+----------------------------------------------------------------------------------------+
| NCrF/NSQF | 1, 2 & 2.5 | 3, 3.5 & 4 | 4.5, 5, 5.5 & 6 | 6.5, 7 & 8 |
| levels | (Case1) | (Case2) | (Case3) | (Case4) |
+===========================+==============================================+==================================+==================================+========================================================================================+
| Catering to | • Read - Write/ No | • School | • Higher | • Higher Education |
| assessment of | formal education - For | Education | Education | & Research (PG |
| STT and LTT | NSQF level 1 and 2 | (Grade 10 - | (UG). | & PhD). |
| Qualifications | • School education (upto | 12). | | |
| | grade 9) - For NSQF | | | |
| | level 2.5. | | | |
+---------------------------+----------------------------------------------+----------------------------------+----------------------------------+----------------------------------------------------------------------------------------+
| Assessor | • Knowledge of local | • Assessing the | • Assessing the | • As in Case3 |
| Requirement | Language. | hands-on skills | theoretical |
| | • Ability to assess | along with the | understanding |
| | hands-on skills. | understanding | of the |
| | • Skills to conduct viva | of the working | qualification |
| | Voce. | principles and | along with the |
| | | reasoning. | decision- |
| | | • Viva | making |
| | | • Platform skills | capabilities |
| | | (as applicable) | and practical |
| | | | application of |
| | | | the concept in |
| | | | real life |
| | | | situations. |
| | | | • As in Case2 |
+---------------------------+----------------------------------------------+----------------------------------+----------------------------------+----------------------------------------------------------------------------------------+
| Governance | • Every assessment shall | • Same as in | • As in Case2 | • As in Case3 |
| Process | be proctored and | Case1 | | |
| | supported with digital | | | |
| | and video evidence | | | |
| | with geotagging. | | | |
| | • Each batch strength | | | |
| | shall be of maximum | | | |
| | 20 to 30 candidates | | | |
| | (Based on the sector | | | |
| | and Job roles). | | | |
| | • The training duration | | | |
| | shall have min. | | | |
| | duration of 07 days/ 56 | | | |
| | hours (i.e. 04 days for | | | |
| | domain skills + 03 | | | |
| | days for pedagogical | | | |
| | skill + 01 day | | | |
| | assessment) for new | | | |
| | assessors and 05 days/ | | | |
| | 40 hours (i.e. i.e. 04 | | | |
| | days for domain skills | | | |
| | + 03 days for | | | |
| | pedagogical skill + 01 | | | |
| | day assessment) for | | | |
| | existing assessors | | | |
+---------------------------+----------------------------------------------+----------------------------------+----------------------------------+----------------------------------------------------------------------------------------+
| Focus Area of | • Learner with basic or | • ITI ecosystem | • Integration of | • Integration of |
| Assessment | no education | • Higher school | VET into | VET into general |
| | • Basic school education | education with | general | education and |
+---------------------------+----------------------------------------------+----------------------------------+----------------------------------+----------------------------------------------------------------------------------------+
with orientation of
VET subjects
• Largely STT
specialized
VET subjects
• Largely LTT
education
• New age
industry skills
research
• New age industry
requirement/
future skills
7.1.1 For Assessor
Qualification & Experience level of Assessors: This will be vastly based on the NSQF levels at which
assessments is being done:
+--------+-------------+---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
| Sl. No. | NSQF Level | Qualification & Experience |
+========+=============+===================================================================================================================================================================================================+
| 1 | Level 1, 2, & 2.5 | At Least one NCrF/ NSQF level up with min 2 years of relevant exp. accompanied by understanding of digital skills and pedagogical skills. |
+--------+-------------+---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
| 2 | Level 3, 3.5 & 4 | At least one and preferably two NCrF/ NSQF levels up with min 3 years of relevant exp. accompanied by understanding of digital skills and pedagogical skills. |
+--------+-------------+---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
| 3 | Level 4.5, 5, 5.5 & 6 | At least one and preferably two NCrF/ NSQF levels up with min 3 years of relevant exp. accompanied by understanding of digital skills and pedagogical skills. |
+--------+-------------+---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
| 4 | Level 6.5, 7 & 8 | NSQF Level 8 with 5 years of relevant experience accompanied by understanding of digital skills and pedagogical skills or Master Assessor having the relevant ToA certification. |
+--------+-------------+---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+
Note: One NCrF level up implies 0.5 level above.
7.1.2 For Master Assessor
Master Assessors are expected to have thorough understanding of the sector in terms of both theory and practical.
Therefore, Master assessors should be at minimum level 5.5 (i.e., Graduate and above) with 10 years of relevant
experience (i.e. Industry/ Academia/ Assessor etc.)
7.2 Assessment Requirements
i. ICT Training for Online/ Blended mode of Assessments: Awarding body shall ensure that training
program will cover customized sessions on digital skills required for online or blended mode of
assessments.
ii. Pedagogies for Online and Face-to-face Modes of ToA Program:
a) Generating Ideas: Learners come with their own world of experiences, previous knowledge and
exposure, and thus can contribute by their knowledge, ideas, and views, either in the classroom
or on the online platforms.
b) Brainstorming: Brainstorming exercise can help learners to think spontaneously, derive
solutions, ideas, appreciate others' ideas and enjoy generation of several ideas by the whole
group instead of listening to only teachers' ideas and views.
c) Concept-mapping/ Mind-mapping: Creating cognitive structure/schema of any topic in the mind
is the best cognitive exercise for learners. These help learners understand the topic from all
perspectives and help learners establish relationships of concepts on their own.
d) Creative Presentations: Using infographics, short videos, podcasts, story-creation tools can make
the training program more interesting and meaningful.
e) Exposure to the real world: Interviews of stakeholders, case studies, small surveys, acquiring
information from websites, assessment portals, mobile applications for assessments, etc. can help
the learners understand the processes and interact with the real world.
f) Case Study: Case studies with thought provoking questions, followed by exercises can be a very
effective strategy for learners to apply their understanding of the topic.
g) Cooperative Learning Strategies: Cooperative Learning Strategies such as Jigsaw, Team-Pair-
Share, Team-Pair-Solo, Fishbowl, Corners, One-stray, PQP, etc. have been proven effective in
face-to-face modes. These strategies help in developing a sense of responsibility of learning,
interdependence, teamwork, logical, and analytical thinking, and trainers can ensure participation
of all learners in the meaningful learning process.
iii. Availability of Certified Master Assessor: The Awarding Bodies conducting the ToA shall ensure that
adequate number of Master Assessors get trained and certified on domain and assessment skills. Thus,
Awarding Bodies must ensure that an adequate number of certified assessors are empanelled with
them.
iv. Availability of Standardized Content: While conducting ToA programs, the Awarding Bodies shall
ensure following course material is provided to the candidates:
a) Program Schedule
b) Learner's Handbook
c) Facilitators' Guide (i.e. Assessor, Proctor etc.)
V. Assessments broadly can be classified into the following types:
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| Sl. No | Assessment Methods | A | B | C |
| | | NSQF Level | (NSQF Level | (NSQF Level |
| | | 1.0,2.0 & 2.5 | 3.0 & 4.0) | 4.5 to 8.0) |
+========+====================================+================================+================================+================================+
| 1 | Diagnostic Assessment | Low | Medium | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 2 | Formative Assessment (Digital Platform) | High | High | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 3 | Summative Assessment | Low | High | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 4 | Ipsative Assessment | Low | Medium | Medium |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 5 | Norm-Referenced Assessment | Low | Medium | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 6 | Criterion-referenced Assessments | High | High | Medium |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 7 | Peer-to Peer reference Assessment | Medium | Medium | Medium |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 8 | Industry Validation of Effectiveness | Low | Medium | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 9 | Rubric | High | Medium | Medium |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 10 | Portfolio & e-Portfolio | Low | Medium | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 11 | Structured Interview | Low | Medium | High |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
| 12 | Student Experience Survey | Low | Medium | Medium |
+--------+------------------------------------+--------------------------------+--------------------------------+--------------------------------+
Details on these assessments methodologies is provided in Blended Learning Guideline available at
(https://ncvet.gov.in/wp-content/uploads/2023/01/Guidelines-for-Blended-Learning-for-Vocational-Education-
Training-Skilling.pdf)
7.3 Prospective Candidates for ToA
i. Practising Industry Professionals
ii. Retired Industry Professionals
iii. Retired Defence/ Police Personnel except Instructors
iv. Practising or Retired Professors & Teachers
V. Professor/Associate Professor/ Assistant Professor of Practice
vi. Learners with relevant NSQF Qualification & experience
vii. Learners with relevant Academic Qualification & experience
Note: ToA for the candidates shall be undertaken as per the provisions of these guidelines.
7.4 Mode of Assessment
Online (System Driven): For online assessment, AI based proctoring and assessment shall be
done. Assessor and proctors are not required for such online (System Driven) assessments. This
mode of assessment shall be preferred for IT based assessments.
Theory
Offline (Manual): In such processes manual proctoring and assessment is to be done. Assessor
should have the understanding of domain.
Assessment
Viva
Online (Video Conferencing): Assessor should have the understanding of the domain and platform
skills. The process may be geo-tagged, and video recorded to ensure conclusive assessment. AI
based proctoring is to be done for such processes.
Offline (Manual): In such processes manual proctoring and assessment is to be done. Assessor
should have the understanding of domain.
Hands-on/
Practical
Online (System Driven): Assessor should have the understanding of the domain and platform
skills. The process may be geo-tagged, and video recorded to ensure conclusive assessment. AI
based proctoring is to be done for such processes.
Offline (Manual): In such processes manual proctoring and assessment is to be done. Assessor
should have the understanding of domain.
8. TOA MECHANISM/PROCESS MANDATED
8.1 ToA Strategy
i. Conducting a need assessment: The first step would be to conduct a need assessment to understand the
current state of assessor training in the respective qualifications. This would involve gathering data on
the number of assessors currently working in the system, their qualifications, skills and knowledge, and
the challenges they face in conducting assessments.
ii. Identify gaps and challenges: Based on the needs assessment, the gaps and challenges in the current
system need to be identified. This would include gaps in assessor qualifications, skills and knowledge,
and challenges in ensuring standardization and quality assurance in the assessment process.
iii. Developing a training program for Assessors: Based on the identified gaps and challenges, a
comprehensive training program needs to be identified for assessors. This would include both theoretical
and practical training, covering topics such as assessment methodology, standardization, quality
assurance, and employability skills.
iv. Collaborate with industry partners: To ensure that the training program is relevant and up to date with
industry standards, it would be important to collaborate with industry partners while developing the
qualification and assessment process. This would involve working with industry associations and experts
to identify the skills and knowledge required for assessors in specific sectors and incorporating these into
the training program.
V. Monitor and evaluate: It would be important to monitor and evaluate the effectiveness of the training
program on an ongoing basis. This would involve gathering feedback from students, assessors and
employers on the quality of assessments, and making adjustments to the training program of assessors
and certification process as needed.
8.2 Process Flow
NSQF Aligned
and Approved
qualification for
ToA
• Availability of learning resources:
• Qualification File
• Curriculum
• Participant Handbook
• Supporting digital material
ToA:
Implementation
Plan
• Estimation of Total number of Assessors for ToA
• Preparation of Training calendar for ToA program
• Onboarding of industrial experts/ Subject Matter
Experts/ Master Assessors for ToA program
• Development of a Training Delivery Plan (TDP) as per
the qualification
• Preparation of Question Banks
• Awareness generation about ToA program
• Mobilization of candidates by TPs/ TCs/ AAs/ ABs or
self-enrolment by the aspirants
• Screening and shortlisting of the appropriate
candidates
• Conducting ToA program
Assessment on
Domain and Platform
skills
Fail
Skill Gap Training/
Assessment
Pass
Certified
Assessor
Pass
8.3 TOA Framework
Training of Assessor Guidelines provide a framework for training potential assessors to enable them to provide
quality assessment of the learners. Assessors are expected to be not only highly competent in their subject areas
but also possess sound knowledge concerning their learning methods and having the requisite industrial
experience.
8.3.1 Qualification Design
There is a need to develop a standard ToA Qualification which every aspirant assessor would need to mandatorily
go through in order to be certified as an assessor trainer and establish eligibility for recruitment as an assessor.
Accordingly, ToA qualification shall comprise of two parts – Domain skills and Pedagogical skills respectively:
ToA Qualification = Qualification on Domain Skills + Qualification on Pedagogical Skills
Therefore, a complete ToA qualification establishing eligibility as an assessor in a specific sector/ subsector/
job roles would require completion & certification in the above two qualifications - i.e., one for pedagogical
skills & another for domain skills.
a. Structure: TOA Program thus has two components and a Qualification on each of the following is to
be developed:
1. Domain Skills (DS): Domain skills refer to skills required for a specific sector or sub sector or
Job role. It refers to skills particular to a specific industry or activity.
2. Pedagogical Skills (PS): Pedagogical Skill competence is the ability of the assessor in managing
learning that includes the ability to plan a skill learning program, the ability to interact or manage
the learning process and the ability to perform an assessment. These are generic training skills
which can be used across sectors/ subsectors. This would include the vocational pedagogy along
with the major components like approaches, methods, techniques, aids, tools & resources. The
pedagogical skills, include the capacity to plan, initiate, lead and develop education and teaching
with the departure point in both general and subject-specific knowledge of student learning.
Pedagogical skills also include the capacity to connect the teaching to learning the higher order
skills in the subject of interest.
b. Development of Qualifications: The Qualifications on DS & PS shall be developed in the following
manner:
1. Domain Skills: The current system of ToA requires assessors to be certified in each qualification
for which he/shall become a assessor. This results in:
A. Narrow ToA qualifications catering to training in very few job roles.
B. Multiple ToA required for an assessor over a period of time.
C. Limited opportunities for an assessor.
D. Paucity of trained assessors.
E. Additional Cost
Presently the qualifications are spread across 13 (level 1 to level 8) NSQF levels catering to various
types of competencies required in the job market. To address the above challenges, a DS qualification
should be designed in such a manner that they train assessors who are competent to train learners in
multiple qualifications. Thus, an AB must put together requirements of multiple qualifications and
undertake clubbing of similar type of qualifications while developing a DS qualification. Such
basketing may be based on:
A. Similar Qualifications at particular levels
B. Similar Qualifications at multiple levels belonging to the same subsector or
occupation.
C. Any other mechanism suggested by ABs and approved by NCVET.
2. Pedagogical Skills (PS): Since VET qualifications are placed across different levels, designing a
uniform platform skill qualification shall not meet the requirements of the training ecosystem.
Therefore, it is proposed that two qualifications catering to varied requirements are designed as
follows:
+---------------------------+----------------------------------------------+
| NSQF Levels | Development of Qualification for Platform skills |
+===========================+==============================================+
| Upto Level 4.0 | Qualification A |
+---------------------------+----------------------------------------------+
| Level 4.5 – 6.0 | Qualification B |
+---------------------------+----------------------------------------------+
| Level 6.5 – 8.0 | Qualification C |
+---------------------------+----------------------------------------------+
Qualification on Pedagogical Skills shall also include training on Employability Skills.
с. Development of Qualifications:
Domain Skill Qualifications: The respective Awarding Bodies are expected to develop Domain Skill
Qualifications as per their requirements. For development of DS qualifications, the respective AB shall
undertake 'basketing' of qualifications as mentioned in Para 6.3.1 (b) above.
Platform Skill Qualifications: The PS Qualifications are largely generic in nature and could be used across
sectors and subsectors as per applicability. Therefore, it is prudent that such qualifications are developed by
ABs with specialised knowledge in vocational pedagogy. Other ABs may adopt such PS qualifications as per
the NCVET Guidelines for Adoption of Qualifications. This shall eliminate the duplication of efforts & save
resources. NCVET Guidelines also provide flexibility to modify the qualifications to meet the indigenous
requirements of an AB.
8.4 Development of ToA Program
It is proposed that the Awarding Bodies create qualifications for the training process to be adopted for ToA.
Course Content: Course content of the ToA shall comprise of Theory as well as Practical component, giving hands on
experience to the candidates in conducting assessments.
i. Theory Component:
a. Introduction to the National Skills Qualification Framework
b. Professional Conduct of Assessor
с. Introduction to Competency - Based Assessment
d. Prepare for Assessment of Competency
e. Governance process & expectations from Assessors
f. Development of the Competency Based Assessment
g. Document the Assessment and associated process of validation of the assessment.
h. Assessment of Knowledge & Skills
i. Evaluating professional behaviour during Assessment
j. Knowledge on application of health and handling people with physical disabilities, Safety Practices
Corresponding
k. Continuous Professional Development
l. Any other considered essential
ii. Practical Component:
a. Design & Execute Theory Assessment Plans (including on Multi-skilling and/or Cross-sector
skilling and/or Future Skills)
b. Design & Conduct Practical Assessment Plans (including on Multi-skilling and/or Cross-sector
skilling and/or Future Skills)
8.4.1 Overview of the Assessor Training Program
The competency for this training program has been divided into 5 major modules. The Awarding Body is
required to include the following proposed modules in the program and other additional modules may be added.
+--------+-----------------------------------+
| Sl. No. | Modules |
+========+===================================+
| 1 | Planning the Assessment Process |
+--------+-----------------------------------+
| 2 | Assessing Competence |
+--------+-----------------------------------+
| 3 | Developing a usage of Assessment Tools |
+--------+-----------------------------------+
| 4 | Employability Skills |
+--------+-----------------------------------+
| 5 | Reviewing and validating assessment |
+--------+-----------------------------------+
The delivery strategy provided within the ToA program is compulsory for every candidate. However, the
respective AB can add additional modules as per the requirements. The assessment activities listed below will be
used to measure the competencies for the ToA program. These activities are intended to be completed during the
training course. However, in the event that there are time limitations, some activities may need to be completed
post-course.
8.4.2 Overview of the Assessment Tasks, including evidence to be collected.
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
| Competency | Module | Usage of | Theory/ Viva | Practical/Hands | Review of |
| | | assessment tool | voce | on assessment | assessment |
| | | (Activity A) | (Activity B) | (Activity C) | process |
| | | | | | (Activity D) |
+=====================================+=====================================+=====================================+=====================================+=====================================+=====================================+
| Develop | Developing | ✓ | | | |
| Assessment tools | assessment tools | | | | |
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
| Plan and organize | Planning the | | | ✓ | |
| an assessment | assessment process | | | | |
| process | | | | | |
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
| Assessing the | Assessing | | ✓ | ✓ | |
| competence of a | competence | | | | |
| candidate | | | | | |
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
| Demonstrate strong | Employability | | ✓ | | |
| soft Skills | Skills | | | | |
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
| Review and | Reviewing and | | ✓ | ✓ | ✓ |
| validate an | validating | | | | |
| assessment process | assessment | | | | |
+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+-------------------------------------+
a. Assessment Activity A: Develop or use an assessment tool, for competency/ module. In this activity,
candidates will be developing or using an existing assessment tool that could be used for practical
assessment of an individual or group. Candidates will need to develop a set of instructions or question
bank for the candidate and the assessor, as well as an observation checklist. The assessment tool needs
to include:
1. An explanation about the assessment task and its purpose
2. Instructions to the candidate and about what they need to do
3. Conditions of assessment
4. Assessment arrangements, including types and difficulty level of question
5. Any special needs, equipment, or requirements
6. A checklist with assessment criteria
7. Evidence that is required to be shown
8. Space for candidates and name, signatures, and dates
9. Space for comments and recording the assessment result.
10. Associated Governance process & process of collecting video evidence.
b. Assessment Activity B: Demonstrate Requisite Soft Skills
In this activity, the Assessor needs to demonstrate strong soft skills that will be required to handle
the individual or group undergoing assessment. Candidates will be required to undergo certain no. of
hours of training of employability skills as per the NCrF level of skill, based on the guideline.
c. Assessment Activity C: Practical/ Hands on assessment/ Simulation/ viva, for competencies/
modules. This assessment task is aimed at assessing the candidate's practical ability to assess an
individual or group of individuals effectively. The task is used as both a learning and an assessment
tool. In this assessment activity, candidates will be simulating a practical assessment situation.
d. Assessment Activity D: Review of Assessment Process
In this activity, the candidates are required to demonstrate the abilities to review the assessment as
per the norms defined by respective ABs.
8.5 Duration for Domain and Platform Skills
STRUCTURE OF TOA MODEL
+---------------------------+----------------------------------------------+----------------------------------+
| | Model 1: New Assessor | Model 2: Existing Assessor |
+===========================+==============================================+==================================+
| Assessment | New assessor must meet eligibility criteria | Experience of minimum 5 batches |
| Experience | set in these guidelines along with the | or at least 100 students along |
| | criteria set by ABs for the respective | with other eligibility criteria |
| | qualifications. | set by respective AB. |
+---------------------------+----------------------------------------------+----------------------------------+
| Orientation | Orientation must be carried out for new | Not mandatory |
| | assessor to get them well verse with the | |
| | ecosystem | |
+---------------------------+----------------------------------------------+----------------------------------+
| Skills | 1. Domain Skills | 1. Domain Skills (Updates If any) |
| | 2. Pedagogical Skills | 2. Pedagogical Skills (Updates If any) |
| | 3. Soft Skills (for handling students | 3. Soft Skills (for handling |
| | being assessed) | students being assessed) |
+---------------------------+----------------------------------------------+----------------------------------+
| Duration | Minimum 07 days (i.e. 04 Days Domain | Minimum 05 day (i.e. 04 Days |
| | Skill + 03 Days Pedagogical Skills + 01 | Domain Skill + 01 Day |
| | Day Assessment) | Assessment)) |
+---------------------------+----------------------------------------------+----------------------------------+
Assessment process, Evaluation, Final Examination and Evaluation tools on which training needs to be given to the
assessors:
i. Offline assessments and examination followed by process of result creation & uploads. Assessments of
learning are usually grade-based, and may include class tests, quiz, written exams, viva-voce, portfolios, final
projects, and standardized tests, confirmative assessment.
ii. In case of LMS based Proctored content delivery with in-build continuous/ formative/summative assessment
to check learning outcomes. It is suggested to use an Open source LMS product, with creation of SCORM
compliant content for interoperability.
iii. Online Question Bank: multiple-choice, pictographic inferential, matching, sequence hotspot, True/False,
fill-in-the-blanks, file upload and essay. The questions may further be categorised as easy, medium and
difficult.
iv. Group Examinations and associated processes
v. In case of On-demand Examinations, processes to be associated with it
vi. Usage of Assessment tools with built-in controls used for checking students' attention, understanding and
assimilation of the subject
vii. Usage of Assessment Engine with facility to check for learning outcomes
viii. Process of conducting Proctored Open book examination: offline or online, if applicable
ix. Minor/Major project work execution and evaluation, if applicable
x. Viva-Voce and associated processes in case it is offline, online
xi. Evaluation Interviews process both for offline & online
xii. Proctored Online with built-in controls, biometrics, security, evaluation etc.
xiii. Examination with built-in controls, biometrics, security, evaluation etc.
xiv. AR/VR/XR, in case it is used for assessments.
xv. Special tools, if any, for handling students with any disabilities.
xvi. The question paper may be randomised collection of question at different type.
8.6 Qualification Implementation Mechanism
A learner is required to undertake training in both Domain Skills (DS) & Platform Skills (PS) qualifications to be able
to qualify as a trained assessor. Since, these DS & PS Qualifications shall be developed by different ABs, there could
be different Models of implementation as explained below:
i. DS & PS Qualifications are implemented separately: Under this model the respective ABs will impart
training in these qualifications separately and independently as per their training calendar. A learner also will
undertake training in these qualifications separately. A learner would have flexibility to undertake training at
different intervals of time and would have to fulfil eligibility requirements of each qualification being
undertaken. However, ToA Qualification shall be treated complete only when the learner is certified in both
the DS & PS qualifications.
ii. DS & PS Qualifications are jointly implemented: Under this model both the DS & PS qualifications are
clubbed together, and training is imparted as a single qualification. A learner completes the requisite training
under a single scheme of things and need not approach different ABs at different points in time. This model
is generally followed in long term training ecosystem. For joint implementing of DS & PS qualifications
following Models shall be applicable:
a. Collaboration: Respective ABs of DS & PS Qualifications may collaborate and offer the learners a
joint training.
b. Adoption: An AB may adopt the DS/PS Qualification as per requirement and offer the joint training
to learner. This adoption shall be as NCVET Guidelines for Adoption of Qualifications.
с. Development: An AB having a DS qualification may develop a qualification on PS and implement
both post approval of NCVET. In such a case the concerned AB will have to provide reasoned
justification to NCVET especially with respect to need of the PS qualification and get it aligned to
NSQF through NSQC approval route. However, in the LTT ecosystem, an AB may develop a single
qualification for ToA comprising of both the domain & platform skills and get it approved by
NCVET.
Note: In any of the cases, a learner need not undertake a DS or PS Qualification again if he/she has already
been certified for the same.
8.7 NSQF Alignment & Approval of ToA Qualification
The alignment & approval of ToA qualifications is same as any other qualification submitted by Awarding Bodies.
The awarding bodies may submit their information in a template called Qualification File with the supporting
documents like model curriculum, industry validations from small, medium and large industries, accreditation and
assessment norms, occupational map and evidence of the need for the qualification. The process for the qualification
approval is explained below:
The process for the qualification approval is explained below:—
STEP 1
The qualification will be scrutinized for compliances to various principles as
indicated under NSQF and comments will be shared with the submitting body.
STEP 2
NCVET will share the qualification with the industrial experts and subject
matter experts for comments and feedback on the content. NCVET will hold
consultative sessions with relevant stakeholders to address the file.
STEP 3
Feedback received from stakeholders will be addressed by the submitted
body.
STEP 4
Final proposals will be tabled at the NSQC meeting by NCVET for approval.
Approved qualifications become part of the National Qualification Register
(NQR) and rest will be returned to the submitting body with comments.
8.8 Adoption of Qualification
Qualifications developed by an AB may also be adopted by the other AB if it meets the requirements of that AB as per
the NCVET Adoption Guidelines. This shall eliminate both the duplication of efforts and duplicity of qualifications.
ABs are suggested to follow Adoption as a preferred route while designing & developing ToA qualifications.
8.9 Alignment of Existing ToA Qualifications
Some of the existing ABs already have ToA mechanism in place along with the ToA qualifications e.g., the Crafts
Instructor Training Scheme (CITS) is a type of long run ToA program of DGT. These ABs are largely Government
Bodies implementing LTT programs. ToA Qualifications of such ABs may continue to be implemented subject to
fulfilment of the following conditions:
a. Such Qualifications are aligned to NSQF
b. Such Qualifications cover the domain & pedagogical components as prescribed in the NCVET ToA
guidelines
с. In such Qualifications, the duration may be aligned and will be as per the ToA guidelines
8.10 Progression Path for Assessor(s):
The qualification for ToA will have a progression path for it, which the assessors can take for their career
enhancement.
8.11 Digital Tools and Techniques for Imparting Assessment: Animation, Simulators, XR, Digital Twins,
Metaverse, Gaming, Special Tools for Divyangs
Technology based assessment processes are becoming popular for the following reasons:
i. Technology can be leveraged to tackle the impartial assessment.
ii. Technology itself can be used for observing & recording of process of assessment.
iii. Students' behaviour /body gestures can also be clearly observed and described using the embedded AI tools.
iv. Automatic evaluation & summarizing of results can be created by the tool.
V. Menial usage of material, hence saving cost of training and assessment.
Details suggestions of features expected as part of technology tools to be used for Assessment are specified in the
NCVET guidelines on Blended Learning. Refer Section 7 of the blended learning guidelines (https://ncvet.gov.in/wp-
content/uploads/2023/01/Guidelines-for-Blended-Learning-for-Vocational-Education-Training-Skilling.pdf)
8.12 Assessment Methods, Aids & their Applicability:
+-------------------------------------+-------------------------------------+-------------------------------------+
| Assessment Method | Assessment Aids | Applicability |
+=====================================+=====================================+=====================================+
| Online Method of | 1. Internet connection | 1. Applicable to check IT skills |
| Assessment | 2. Electronic device such as laptop,| 2. Applicable to check practical |
| | computer or smartphone, tablet | knowledge of computer. |
| | 3. Online assessment tools as per the | |
| | need of the assessment | |
| | 4. Tools for assessing practical | |
| | assessment | |
+-------------------------------------+-------------------------------------+-------------------------------------+
| Offline Method of | 1. Adequate space for the conduct | 1. Applicable in the areas with |
| Assessment | of assessment | limited/ low internet |
| | 2. Print material | connectivity. |
| | 3. Answer sheets | 2. Applicable when enough staff is |
| | 4. Tools and equipment for assessing | available to conduct the |
| | the practical/ hands on | assessment smoothly. |
| | assessments. | 3. Applicable to conduct lab tests. |
| | | 4. Applicable in field-based job |
| | | roles that require on-the-job- |
| | | assessment. For example, |
| | | assessing the skills of a tailor |
| | | and beautician. |
+-------------------------------------+-------------------------------------+-------------------------------------+
| Assessment method | 1. Electronic devices such as laptop,| 1. Applicable with no/low internet |
| combining both online | computer or smartphone to record | connectivity in remote areas |
| and offline mode | the response of learners. | when internet connectivity is |
| | 2. Online assessment tools and | not there. |
| | software that are necessary for | |
| | the assessment are used to | |
| | safeguard responses until they | |
| | enter the network zone. The tool | |
| | should ensure that: | |
| | a. All attempted questions | |
| | should be simultaneously | |
| | saved automatically. | |
| | b. Once attempted, no further | |
| | changes can happen to the | |
| | submitted assessment to avoid | |
| | any malpractice. | |
+-------------------------------------+-------------------------------------+-------------------------------------+
8.13 Placement of the Assessor after attaining ToA certificate
i. For Existing Assessors:
a. The incumbent is already a 'certified Trainer' and if individuals pass the certification with a minimum score
specified in the Q file on both domain skills and pedagogical skills.
b. Declaration of results and issue of letters/certificate (as applicable) to be completed within seven days of
assessments.
с. After getting certification, the assessors shall be placed to conduct quality assessment in Assessment
Agencies.
d. AAs hire these certified assessors based on their qualification & experience and also ensure the fair selection
and quality control.
9. IMPLEMENTATION OF TOA PROGRAM
9.1 Infrastructural Requirements for ToA
i. Each Awarding Body will identify an adequate number of training centres across their jurisdiction as
mandated by NCVET to get designated Training of Assessor (ToA) centers. AB to ensure that lack of such
centres does not become a bottleneck in conducting the activity.
ii. The purpose of the ToA centers is to provide training to individuals who will act as assessors for various
assessments or qualifications. These assessors play a crucial role in evaluating and judging the competence or
performance of candidates seeking certifications or qualifications.
iii. To avoid any hindrances or delays in conducting the ToA activity, the Awarding Body shall takes
responsibility for identifying a sufficient number of training centers across their jurisdiction as mandated by
NCVET. The centers shall be selected based on their ability to meet the requirements and standards set by the
Awarding Body. The goal is to have a wide geographic distribution of these centers to ensure accessibility for
potential assessors.
iv. By designating a network of ToA centers, the Awarding Body ensures that aspiring assessors have
convenient access to training and certification opportunities. This approach helps to mitigate the risk of a
shortage of trained assessors and ensures the smooth execution of the assessment processes conducted by the
Awarding Body.
9.2 Undertaking Assessment
i. During the process of assessment, the following should be maintained:
a. The AAs shall depute a qualified assessors and confirm their availability to ABs. (Name/ addresses and
phone numbers need not be conveyed)
b. Ideally, the deputed assessors should be able to reach the place of assessment within 24 hours (travel time).
с. The assessor shall verify the availability of assessment tools and equipment in the training centres, conduct
assessment in the scheduled language, wherever required etc. The same will be a part of the Service Level
Agreement (SLA) to be signed between the ABs and AAs that must be adhered to.
d. The AA must ensure that they hire a sufficient number of proctors, wherever necessary in line with the
requirement of the qualification to be specified by the AB concerned. The AA shall clearly ensure the Job
Description of the proctors and make sure that only certified proctors are engaged in the invigilation of
assessment.
e. The AA shall align proctors for online and blended assessments that are conducted:
1. Face-to-face at a physical assessment centre
2. Online proctored for a virtual assessment at the candidate's own place/ assessment centre.
3. Remote auto proctored at the candidate's own place/ station
4. In the case of a completely online assessment process, in line with the blended learning guidelines
of NCVET, the technology platform should be capable enough to detect & avoid any kind of fraud.
5. The AA shall ensure that assessors and proctors are trained and certified and are provided any need-
based bridge training for new qualifications. The AA shall provide data relating to the number of
assessors and proctors trained by them to NCVET. Continuous Professional Development (CPD)
courses must be undertaken for all other staff for enhancing their functional performance including
the assessors and proctors.
ii. The AA shall ensure that assessment tools to be used for the assessment delivery for various qualifications are
approved by the concerned AB before the assessment delivery.
a. The AA shall ensure that all assessors and proctors are trained to use the assessment tools and
assessment guides appropriately.
b. The AA shall be responsible for preparing multiple sets of support material for the students. It
includes multiple sets of question banks, practice assessment exams, sample papers, and other study
material for the better understanding and practice of the students.
с. The AA shall ensure proper use of appropriate technology viz, Artificial Intelligence (AI)/ Machine
Learning based test engine, computers, tablets, mobile applications, video communication tools, etc.
to deliver domain specific assessments. ICT tools and processes to be used by the AA for the
assessment delivery shall be approved by the concerned AB and/or NCVET. ICT/ technology tools
a. to be used for assessment delivery should be aligned to the competencies as defined by the AB in its
qualification. There should also be technology tools available for disabled-friendly assessments.
d. The AA must follow the assessment norms prescribed by the ABs for each qualification based on
the performance criteria (PCs) laid in the qualifications.
e. The AA should ensure that assessment, whether online or offline/ physical mode is structured in
such a way that it assesses the competencies as per the 'Assessment Criteria' outlined in the
qualification concerned.
f. The AA should be able to conduct assessment based on individual NOS and PCs within a NOS and
provide the assessment results NOS and PCs wise as well.
9.2.1 Future/Emerging/Niche Skilling areas
Training of Assessors (ToAs) is an important aspect of ensuring that individuals possess the necessary skills and
competencies for emerging job roles. As technology continues to evolve rapidly, it is important to develop new
methods for training assessors in future and emerging skills. The respective AB/AA are required to develop the
modules wrt future/emerging/ niche skilling areas.
9.2.2 Traditional and Heritage (Rare) skills
a. Recognition of Prior Learning (RPL) would require trained master assessors and assessors along with a
well-defined, credible, objective, reliable, rational and established assessment processes. Such assessment
shall also have to be carried out through credible assessors and must be evidence based.
b. In a few traditional and heritage skill areas, ToA may be carried out using traditional/ heritage methods like
relying on the Guru Shishya Parampara. Respective Awarding Bodies can directly empanel assessors based
on the feedback of reputed industry bodies, who are the big consumer of the output of the skilling ecosystem.
9.2.3 Cross-Sectoral/Multi Skilling areas
Current job roles require skill sets in cross sectoral (CS) and multi sectoral (MS) disciplines to acknowledge the
new and emerging skills and technologies to develop resources. NCVET has developed a mechanism in which
the respective AB can submit CS/MS qualifications/NOS/Micro credential. The ABs are required to develop
modules of ToA on CS/MS job roles to equip the assessors to assess the learners in these areas.
9.2.4 Employability Skills
The assessment of employability skills (ES) is an important component of the ToA program. The assessor is
expected to assess the employability skills as ES modules are required to be a part of every qualification.
10. FINANCIALS
10.1 Indicative Remuneration/Honorarium for the Assessors and Master Assessors
i. The payout to an assessor depends on the sector, schedule of the batch, job role, and geographic location of
the assessor and assessment centre. The average payout made to assessors shall be based on prevalent rates
and existing policies/ schemes guidelines.
ii. There may be cases where the payout is higher depending on the sensitivity of the assessment batch and
level. The travel cost may be high when the assessments are scheduled at the last moment, or the assessment
is in remote locations. In such scenarios all the unexpected costs are to be borne by the Assessment agencies.
11. REFRESHER COURSES AND UPSKILLING OF ASSESSORS AND MASTER ASSESSORS
New-age enterprising roles need continuous upskilling and cross sectoral skills to enable a person to perform
efficiently and independently. This in turn requires a workforce trained and upskilled regularly in the multiple skills
within and across the sectors. The skill training in these jobs will require qualifications that have learning outcomes
addressing the various aspects of different sectors relevant for the job. The Credentials shall also enable imparting
employability skills, digital skills, soft skills among many others. A micro-credential certifies achievement of a
coherent set of skills and knowledge; and is specified by a statement of purpose, learning outcomes, and strong
evidence of need by industry, employers, Government or the community.
12. ASSESSMENT AND CERTIFICATION
12.1 Assessment of learners undergoing ToA: Process, Question Bank, Skill Assessment Exam, Pass
Percentage
i. The AA shall be responsible for preparing multiple sets of questions, assessment exam, and other practice
study material. These Question banks shall be prepared in consultation with the concerned AB. A process for
periodic review of question banks must be defined by the AA and every cycle of review should be done in
consultation with the concerned AB. Question banks should be available in local vernaculars and dialects
also, as per requirement. Sample questions should be readily available on the website of concerned AB and
the AA.
ii. The question banks should have a proportional mix of easy, medium and hard questions as guided by the AB
and should be reviewed and changed/ upgraded periodically (say after every 2-3 cycles). The assessment
platform of the AA should be able to handle all types of multiple-choice and short answers questions.
iii. Schedule of ToA shall be uploaded on the website of AB with the information to NCVET atleast 5 days
beforehand.
12.2 Certification and Issue of Certificate
All the assessors need to undergo assessments after completion of the training and their certificate shall be issued by
the Awarding Body clearly mentioning the NSQF level achieved.
a. Certificate Issuing Authority: NCVET and the Awarding Body shall jointly issue the certificates of
completion of training to the Successful learners. Learners also need to register themselves to get an
APPARID.
b. Attendance criteria for issuing of certificate: Attendance shall be recorded by the Awarding Body. It should
be mandatory for candidates to attend all theory sessions. For practical sessions, candidates should have
minimum 80% of attendance to be eligible for receiving the Certificate of Completion of Training.
с. Validity of the certificate: The certificate shall be valid for the period of three years from the date of issue for
a particular Job role. Reissue of certificate is subjected to assessment.
d. Maintaining of Database: Awarding Bodies must maintain ToA database as per the template provided by
NCVET and share the data on ToA batches with NCVET on monthly basis.
e. The assessor shall get recertified 6 months before the expiry of the certificate.
f. Any person who has covered PS in one qualification may not be required to cover the same again while
undergoing training in another ToA program comprising of same PS Qualification.
g. Along with the certificates, Awarding Bodies shall share the detailed assessment results with learners to
enable them to do introspection and identify the weak points to work upon.
13. MONITORING & EVALUATION
13.1 Quality Assurance and Quality Control (QA/QC)
The guideline focuses on standardising the assessment process which caters assessment framework and assessment
methodology across all assessments. It clearly defines roles and responsibilities of various stakeholders, which works
in the direction of strengthening the monitoring and evaluation process.
i. AAs should comply with the conditions of recognition with respect to assessment of NSQF aligned approved
qualifications, NOS/micro credential-based qualifications, multi-skill and cross-sectoral skill qualifications
including for training of assessors (ToA) with respect to each sector and the qualifications for which it has
been granted recognition, at all times.
ii. NCVET may call for any information related to assessors, proctors, and SMEs associated with the AA like
their qualifications, work experience etc and the AA shall provide such information to NCVET. NCVET will,
however, ensure the confidentiality of such information as per the data privacy & other concerned laws.
iii. The AAs shall ensure that they have a ready repository of the tools and aids which are aligned to the needs of
the qualifications. The tools developed for assessing the qualifications should be able to map the skills,
knowledge and competencies of the learners, and should be able to assess the learning outcome of
NOS/Qualifications and should be able to commensurate to the learner's needs. AAs shall also ensure that
the tools of assessment adequately support the delivery of assessments for learners with disability.
iv. The assessment exercise must happen within the stipulated timeline of the assessment as defined by the
NCVET guidelines. The AA would be responsible for the planning and seamless delivery of all the
assessment processes before, during and after the assessment as specified of the Assessment Agency
Guidelines.
V. The AA must put in place proper safeguards to ensure that only those who are authorized to see the results
can access the same. The AA shall undertake the process of re-evaluation/re-assessment, as applicable, as per
the decision of the AB concerned.
vi. The AA (the independent examination vertical of AB in case of bodies with dual recognition), must submit
the results to the ABs concerned as per the timelines given in the Operational Manual.
vii. The AA must ensure that Grievance Redressal Mechanism as per the Grievance Redressal Guidelines of
NCVET.
viii. The AA must gather and disseminate assessment related information, research, and developments from both
national and international sources.
ix. The AA must take all reasonable steps to prevent the occurrence of any malpractice or mal-administration in
the assessment process. The AA must establish and maintain, up to date written procedures for the
investigation of suspected or alleged malpractice or maladministration, and ensure that such investigations
are carried out rigorously, effectively, and by persons of appropriate competence who have no personal
interest in their outcome. The AA shall submit a copy of such report to the AB concerned. In case of the
cases of serious nature, a copy of the report shall be submitted to NCVET.
Χ. Any AA which is using online mode for assessment must also provide a link for real time monitoring of the
assessment process. Others using offline or blended mode of assessment must also provide video clips &
pictures of the batch being assessed. This should cover:
a. Ensure gender parity and affirmative action for marginalized sections as for as its staff including
assessors and proctors.
b. Ensure establishment of a system to solicit, record, analyze and act upon feedback received from
stakeholders like trainees, employers, assessors, training entities and other agencies.
c. Furnish the desired evidence of conformity to the continuation criteria in the stipulated time frame to
NCVET as prescribed under the Assessment Agency Operational Manual.
d. Facilitate the inspection as per the process laid down by the NCVET as prescribed under section 8 of
the Assessment Agency Operational Manual.
e. Conform to the self-regulation, continuous monitoring and annual review recommendations as
prescribed under the Assessment Agency Operational Manual.
f. Maintain the repository of learners' assessment data either through its own inhouse team or through an
agency mandated by NCVET.
g. Ensure adherence to data confidentiality & privacy laws, related provisions of signed agreements or
contracts.
14. MISCELLANEOUS
14.1 Dual role as Trainer and Assessors
In order to ensure the quality training, both the trainers and assessors are expected to perform their respective roles
and responsibilities as mentioned below:
14.1.1 Dual role of Assessor as a Trainer:
a. An assessor having the domain specific knowledge along with the requisite hands on skills with the
respective ToT certification shall act as a trainer subject to fulfilling the entry criteria set in these
guidelines and by the respective Awarding Bodies for the qualifications.
b. As a matter of practice, the Assessor has to be different from the instructor who has taught/ trained
the batch. However, in exceptional cases, for reasons to be recorded, where the qualification/ skill
being assessed is of rare type and there are no assessors available in that rare qualification, such
instructors may also be given this responsibility with adequate checks and balances, subject to
such provision being available in the assessment methods in the NSQF aligned and approved
Qualification itself. For the training/ Recognition of Prior Learning (RPL) in dying skill
qualifications/ rare traditional/ heritage skills the instructors who have been duly awarded or
recognized by Central/ State government(s) for that special skill(s) can be entrusted with the dual
responsibility of training and assessments, in view of the exceptional/ rare skill levels involved.
14.2 Considering International Qualification as Entry qualification for Assessors
Assessors with international qualifications are required to give equivalent examination and get the required
certificates for the equivalence as the entry requirements of the respective qualifications.
14.3 Consideration for Assessors holding a higher NSQF Level
Assessor holding a higher NSQF level qualification can assess lower NSQF levels within the same
occupation and LTT Assessor imparting assessments in STT and vice versa. Field assessors holding a higher
NSQF level shall conduct assessments for the lower NSQF job roles within the same occupation. For
example, a level 4 certified field assessor should be competent in assessing level 3 job roles within the same
occupation. While certain Awarding Bodies (AB's) have already adopted this approach, it is recommended
that it becomes a standard practice and be universally adopted by all awarding bodies within the ecosystem.
14.4 Continuous Professional Development of Assessors
The ToA Guidelines underline the importance of Continuous Professional Development (CPD) of Assessors
to facilitate continuous and lifelong learning process for them. The CPD will enable an assessor to stay
updated with the latest industry trends, regulations, and best practices, thereby leading to an expansion in
their knowledge base, empowerment, and all overall strengthening of the assessment mechanism.
The Continuous Professional Development of Assessors may be carried out by the Assessment Agency
through the following indicative routes:
a. Facilitate online learning of Assessors by utilizing the e-learning content, digital videos, lectures etc.
available on online platforms such as Swayam portal, National Digital Library (NDL), e-PG
Paathshala, e-Yantra, National Programme on Technology Enhanced Learning (NPTEL) etc.
b. Self-assessment questionnaires for assessors to analyse their skills and knowledge.
с. Analysis of the needs of industry, learners, and Awarding Bodies and undertaking measures to plug
in the gaps
d. Participation of assessors in workshops, seminars, and conferences.
e. Any other means that contributes towards the holistic development of assessors
It is to be noted that the Continuous Professional Development initiatives undertaken by the Assessment
Agency are over and above the prescribed ToA programmes. The CPD initiatives should aim towards the
holistic development and overall skill enhancement of the assessors and should not be accounted for as a
substitute for the ToA.
14.5 Inter-rater reliability
The Assessment Agency has to ensure that for the assessment of viva and practical of the learners, a standard
assessment rubric is followed. To identify the inconsistencies in the assessment methods, the assessment
agency may resort to the following approach:
i. For the purpose of these Guidelines, Inter-rater reliability is the degree of agreement/ similarity in assessment
results given by two or more assessors assessing the same qualification for different batches. This is a new
and emerging concept to be infused in the skill ecosystem and addresses the issue of consistency in the
assessment mechanism.
ii. To implement it, an assessment agency having multiple assessors for the same qualification, the Assessment
Agency can conduct a comparative analysis of the average pass percentage across the same qualification
assessed by different assessors. If the pass percentage has lesser variations and is similar for different
assessors, then it indicates towards a consistent assessment approach followed by the assessors. However, if
the pass percentage have high variations, then the Assessment Agency may analyse the issue in detail and
take appropriate measures for its rectification.
iii. This reflects the result analysis using Bell Curve to determine the standard deviation in the assessment
results. Through the bell-shaped curve, deviation in assessment results can be measured and conclusion can
be made whether there is consistency in assessment approach or not. When the graph of a group of scores
makes a bell curve, a large rounded peak tapering away at each end, we have a normal distribution.
iv. This approach may also be used to know if the test was too easy or too difficult as different assessor may
have different though process and understanding of considering a question as difficult or easy.
COL SANTOSH KUMAR, Secy.
[ADVT.-III/4/Exty./247/2024-25]
Uploaded by Dte. of Printing at Government of India Press, Ring Road, Mayapuri, New Delhi-110064
and Published by the Controller of Publications, Delhi-110054.
Login to read full text