V Skill HF-D9.2-003 sector-specific 10 skills
Assessment and grading
Constructs tests and assessment tasks that cover the learning goals, grades work against criteria and gives pupils usable feedback.
How hrmforce measures this
- Assessment method
- Portfolio or evidence
- hrmforce instrument
- Portfolio, Knowledge test (client-specific)
- Competency (50-framework)
- Judgment
- Trainability
- high
- Demand outlook 2026 to 2030
- declining
A collection of prior work or results, assessed against fixed criteria.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Administers an existing test according to instruction and grades the work using the answer model provided. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Independently constructs a test with a test matrix, checks the results for flaws and discusses grading standards with subject colleagues. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops the institution's assessment policy, safeguards examination quality and advises examination boards on grading standards. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Formative assessment Formative assessment | Uses short checks during the lesson to see where pupils stand and adapts instruction accordingly. | rising |
| V | Summative assessment Summative assessment | Constructs a closing test that covers the learning goals of a period and determines the result with it. | declining |
| V | Building a test blueprint Test blueprint | Distributes test questions across learning goals and mastery levels in a blueprint so the test covers the content. | declining |
| V | Designing a rubric Rubric design | Works out assessment criteria into level descriptions so pupil and teacher know what each level means. | stable |
| V | Applying grading and norm setting Grade norm setting | Determines the pass mark with a norm setting method and converts scores into grades under the assessment policy. | declining |
| V | Constructing test items Item writing | Writes multiple choice and open questions that are unambiguous, measure the goal and give no clue to the answer. | declining |
| V | Analysing test results Item analysis | Reviews the p value and answer distribution per question and improves or removes weak items. | stable |
| V | Calibrating grading between assessors Assessor calibration | Marks the same work with colleagues and aligns the interpretation of the criteria between assessors. | stable |
| V | Delivering vocational examination Vocational examination | Administers an examination according to the exam plan and instruction and records the evidence and decision. | stable |
| V | Adapting assessment for extra support needs Assessment accommodations | Arranges permitted adjustments such as extra time, reading software or enlargement for pupils with a disability. | rising |