Competency Assessment

Domain 2: Training need assessment

Difficulty level

1 session of 2 hours



Smartphone/ tablet with internet connection.

Plickers set of cards.

Computer and projector desirable.

Brief description

In this activity, participants will develop a battery of questions to perform an analysis in a class group on the following two key competences: learning to learn and sense of initiative and entrepreneurship.


Learning to learn and sense of initiative and entrepreneurship are two key competences that need to be addressed from all the knowledge areas.

The IT tools can be a very useful support for this goal because it will provide an immediate feedback, generating graphics with the information that you want to analyse as an adult educator.

Learning WHAT
  • Creating appropriate questions and answer options to assess the key competences level.
  • Editing questions and adds images: changing the order of the questions.
  • Organising questions and moves them from one folder to another.
  • Creating a class and organise it.
  • Adding learners to the group class list and also to modify and sort lists.
  • Designing questions and the answers given in a life view section.
  • Summarising the learners’ answers.
  • Consulting the results, interpret the data and define learning needs/ needs of action, within the key competences purposed.
  • Printing reports for the individual adult learners and export to CSV.
Notes and links to the tool

You need to register (first and last name, email and password).

Detailed description of the learning activity

First of all you should develop a number enough of questions to assess the level of achievement that adult learners have regarding to the learning to learn competence, and the sense of initiative and entrepreneurship competence. Cover as many topics as possible considering the questions type options that Plickers offers.

To elaborate the content of questions, key competences should be first concretized within the curriculum and must be clear how they relate to the rest of the curriculum elements. Moreover you need to define the evaluation indicators to assess the competences mentioned.

You might add your new class, questions, and the learners on Plickers website/application for what you will use the learners list and some of the questions developed previously in Activity 3. Change as required (edit, modify, move, delete, file).

Remember to search for images and include them in the questions.

When the assessment is finished and results are ready, please provide the information gathered to each student so they can become aware of their competency profile and learning needs.

  1. Plan the assessment activity considering the group class features, the key competences referred, and the curriculum contents.
  2. Sign in in Plickers website/application.
  3. Watch the demo class.
  4. Become familiar with Plickers sections: library, reports, classes, life view, cards, and help.
  5. Develop the assessment quiz building it on previous questions/ classes developed and also adding new inputs. Remember to cover most of the aspects described above (“detailed description of the learning activity”).
  6. Deliver the assessment test, capture the answers and reflect on the feedback, providing to adult learners’ info about their competency profile and individual learning needs related.
Tips & tricks

It is recommended to go over Plickers operating rules before starting to deliver the questions. If there were adult learners not familiarized with this tool is advisable to present some additional information.

Before assessing the key competences, you might want to consider the following aspects:

  • Key competences are not easy to be assessed directly. Being strict, the evaluation would include the observation of the adult learner in real-life situations, which is not easy to access. Instead we can evaluate their dimensions: knowledge, skills and attitudes (all are needed in order to acquire the competences themselves -inextricable).
  • Key competences are not independent one another, they are interlinked so they complement each other.
  • Key competences should not be interpreted as minimum learning skills, as they don´t represent the totality of what it needs to be taught/ learnt, but a selection of what is considered essential to live and cohabit in the current society and to be able to keep learning.
  • Key competences do not substitute other curricular elements.

Therefore, the competences assessment will be the performance review corresponding to each of them, beyond each area or subject of knowledge.

Security & digital identity

Plickers does not collect personal information from adult learners directly, only the data entered by trainers and schools when using the services in the classroom.

Plickers may use de-identified information about learners to allow the services to adapt to individual learners and recommend materials that can help them to learn.

This assessment tool encourages cheating prevention, given the BIDI codes and the cards size.

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