13 The standard of competence to be achieved for
certification as officer in charge of a navigational watch is set
out in table A-II/1. The standard
specifies the knowledge and skill required and the application of
that knowledge and skill to the standard of performance required on
board ship.
14 Scope of knowledge is implicit in the concept
of competence. Assessment of competence should, therefore, encompass
more than the immediate technical requirements of the job, the skills
and tasks to be performed, and should reflect the broader aspects
needed to meet the full expectations of competent performance as a
ship’s officer. This includes relevant knowledge, theory, principles
and cognitive skills which, to varying degrees, underpin all levels
of competence. It also encompasses proficiency in what to do, how
and when to do it, and why it should be done. Properly applied, this
will help to ensure that a candidate can:
-
.1 work competently in different ships and across
a range of circumstances;
-
.2 anticipate, prepare for and deal with contingencies;
and
-
.3 adapt to new and changing requirements.
15 The criteria for evaluating competence (column
4 of table A-II/1) identify,
primarily in outcome terms, the essential aspects of competent performance.
They are expressed so that assessment of a candidate’s performance
can be made against them and should be adequately documented in the
training record book.
16 Evaluation of competence is the process of:
-
.1 collecting sufficient valid and reliable evidence
about the candidate’s knowledge, understanding and proficiency
to accomplish the tasks, duties and responsibilities listed in column
1 of table A-II/1; and
-
.2 judging that evidence against the criteria
specified in the standard.
17 The arrangements for evaluating competence
should be designed to take account of different methods of assessment
which can provide different types of evidence about candidates’
competence, e.g.:
-
.1 direct observation of work activities (including
seagoing service);
-
.2 skills/proficiency/competency tests;
-
.3 projects and assignments;
-
.4 evidence from previous experience; and
-
.5 written, oral and computer-based questioning
techniquesfootnote.
18 One or more of the first four methods listed
should almost invariably be used to provide evidence of ability, in
addition to appropriate questioning techniques to provide evidence
of supporting knowledge and understanding.