v.6-1
Contents
1. Criteria for assessment
2. Recognised assessor
3. Examples of evidence
4. Document history
1. Criteria for assessment of Llevel-1 assessors
Purpose
To demonstrate competence at assessing trainees (against the Level-1 Clean Facilitator criteria), giving suitable feedback, and managing the assessment process.
Prerequisite
Have demonstrated a high-level of facilitation skills in the clean processes being assessed.
Scope
The key skills to be demonstrated by assessors are:
Provide clear instructions on the assessment activities and what is required of trainees.
Recognise when a trainee is demonstrating the criteria (and when they are demonstrating not meeting the criteria).
Know when a criterion has been demonstrated sufficiently/enough (or not).
Deliver respectful feedback (written and verbal) and an ongoing assessment in a supportive style that clearly specifies:
a. What has been demonstrated
b. What still needs to be demonstrated to meet the criteria.Recognise when feedback has (and has not) been implemented.
Weigh up all the evidence and, in discussion with at least one other assessor, come to a final assessment of overall competency based on that evidence.
Deliver the final assessment in a way that supports the development of the trainee (and as required responds to trainee objections and concerns).
2. Recognised assessors of level-1 clean facilitators
There are now 14 recognised assessors who have agreed to use the same criteria to assess the competency of level-1 facilitators.
The original self-appointed ‘Gang of Four’ assessors ran the first Clean Change Company certification on 18 & 19 January 2007:
James Lawley cleanlanguage.com
Wendy Sullivan cleanchange.co.uk
Phil Swallow reframe.net
Penny Tompkins cleanlanguage.com
Four more assessors were born during an Assess the Assessor event organised by the original Gang of 4 (30 Apr & 1 May 2009):
Annemiek van Helsdingen academyforsoulbasedcoaching.com (Netherlands)
Maaike Nooitgedagt gewoonaandeslag.nl (Netherlands)
Judy Rees judyrees.co.uk (UK)
Marian Way cleanlearning.co.uk (UK)
A ninth was added after an apprenticeship/shadowing process with Wendy and James (14 & 15 Aug 2010):
Margaret Meyer cleanchange.co.uk (UK)
The tenth assessor graduated after a combination of remote/shadowing process with Marion and James (February – July 2011):
Sharon Small cleanlanguagetraining.com (USA)
An eleventh joined the group after an apprenticeship/shadowing process with Wendy and James (21 & 22 June 2013):
Greta Irving gretairving.co.uk (UK)
We now have a twelfth recognised assesors after an apprenticeship/shadowing process with Wendy and James (21 October 2016):
Paul Field clarityofpurpose.co.uk (UK)
Another member was welcomed to the group after demonstrating her competency as a clean assessor first to Marian and Phil, and then to Penny and James (10 September 2018):
Caitlin Walker trainingattention.co.uk (UK)
The 14th person to demonstrate the high-level ability required to undertake ‘Clean Facilitator’ assessments provided video evidence to back up the live observations conducted by Penny and James (3 December 2020) is:
Gina Campbell cleanlanguageresources.com (USA)
After an apprenticeship with Penny and James, the latest people (12 November 2024) to successfully demonstrate all the skills needed are:
Kyoko Kusama (Japan)
Hanayo Fujita Yoshii (Japan)
3. Examples of evidence
Below are some examples of how existing Assessors have stated they know when they have observed each of the seven criteria happening (evidence) or not happening (counter-evidence).
The following examples relate only to competencies required specifically for the assessment of Level-1 Clean Facilitators. They do not include the range of general skills required to provide high-quality feedback, nor those needed to organise a high-quality assessment event.
Notes:
The following are examples, not a ‘check list’. Their aim is to give a sense of how existing Assessors are approaching the process.
A trainee asking a clean question is in itself not enough evidence that it is appropriate for the client, the context and the purpose of the activity.
1. Provide clear instructions on the assessment activities and what is required of trainees.
e.g. when an assessor:
- Frames the assessment as primarily a learning opportunity with extensive feedback as to current level of competence.
- Explains ground rules, process and role of the assessors (and assistants if applicable).
- Answers questions about the assessment process (defers others questions to a different context).
- Gives a clear explanation of the purpose of each activity and what is expected of the trainees.
2. Recognise when a trainee has demonstrated Level-1 criteria (and when they have demonstrated not meeting the criteria).
e.g. when an assessor:
- Ticks things on both the question and criteria tick sheets that correspond with another Assessor’s tick sheets.
- Uses one example of a trainee’s behaviour as evidence of a number of different criteria being met, or not met (e.g. noting the trainee noticed a pattern emerging at the same time as noting the syntax that was used and that the trainee had updated his or her model from the previous response of the client).
- Gives verbal and written feedback to the trainee which describes behaviours (sensory-based evidence, not assumptions) that are linked to Level I criteria.
- Describes to the trainee (and/or another assessor) what has yet to be demonstrated.
- Uses evidence of the behaviour of a trainee during feedback sessions as supplementary evidence of a competency (e.g. the trainee asked modelling questions during feedback sessions).
- Describes to an Assessor the skill level of a trainee, including gaps and strengths, based on behaviour observed and behaviour still needing to be demonstrated.
- Provides evidence that indicates that they are able to model the client and the facilitator interaction e.g. a PA notices that a question asked did not seem to be in line with the logic of the client, and in the feedback with the trainee the PA asks the trainee for their purpose in asking that question.
- Describes or demonstrates to a trainee (or another assessor) what they would have expected to have observed, given what was happening for the client and the purpose of the activity.
3. Know when a criterion has been demonstrated sufficiently/enough (or not).
e.g. when an assessor:
- Ticks a box at about the same time that another Assessor does so.
- Tells a trainee during feedback that they have/have not met a particular criteria (and that matches another Assessor’s assessment).
- Indicates they place similar importance on their need to see/hear a key criterion being demonstrated again before regarding it as sufficient. This could occur during feedback to a trainee or in a meeting with other Assessors.
- Pitches their feedback at the skill-level of the trainee, (e.g. if the trainee is struggling, the PA gives the precise behavioural chunks to be demonstrated. If the trainee is easily making the grade the PA tells them that they are being given developmental feedback to stretch them beyond Level I).
4. Delivering respectful written and verbal feedback on: (a) What was demonstrated, and (b) what still needs to be demonstrated.
- Consistently demonstrates an ‘objective’, neutral and encouraging style of feedback.
- Frames feedback to a trainee as an assessment of what they did in relation to criteria in the particular activity — not a comment on all the skills they have, nor on how effectively they may be applying the process in other contexts.
- Manages trainees’ need to explain, give reasons, justifications/explanations and meta- comment.
- Does not voice predictions to a struggling or a star trainee based on the assessor’s beliefs about the former’s eventual ability to achieve the standard.
- Stays within the time available and allocates sufficient proportion of the feedback time to what has and what has yet to be observed, taking into account previous feedback given to the trainee.
- Preserves the confidentially and collective agreement of fellow assessors (e.g. does not say “the others think you haven’t a clue but of course I see your potential) and incorporates other assessors opinions into the feedback.
- Balances time spent: asking facilitatory questions of the trainee; making statements of what has been observed; answering questions; and stating what still needs to happen.
- Gives (written & verbal) sensory-based examples of evidence and counter-evidence.
- Recognises that competencies are interlinked and that by the trainee demonstrating one or two key criteria, other competencies will likely be demonstrated at the same time.
- Pitches feedback to suit trainee’s state and level, e.g. focussing on what has been demonstrated early on when a trainee might be nervous; and making sound choices about what feedback to emphasise, and what to leave out (especially when there is a risk of overloading a trainee).
- Selects the key criteria that the trainee must demonstrate if they are not yet in the Green zone, and feeds that back in a way that supports the trainee to maintain their state and demonstrate those criteria if they are capable of it.
- Calibrates if trainee has received and understands the feedback given.
- Gives an interim assessment to a trainee, making it clear where the trainee is and what needs to happen for them to meet all of the criteria. (Or, if it is already clear that they are not going to receive the certificate, to negotiate what happens during the rest of the activities).
- Gives developmental feedback to Green trainees (see #6 below) that stretches them appropriately.
5. Recognise when feedback has (or has not) been implemented
- Refers to previous feedback in a trainee’s notes.
- Reminds a trainee what still needs to be seen demonstrated.
- Writes a note as soon as the required behaviour occurs.
- Gives feedback afterwards that acknowledges the required behaviour was demonstrated (or not).
- Gives sensory-based examples of evidence related to previous feedback to a trainee (or to another assessor).
- Decides that a trainee has not implemented feedback despite the opportunity to do so, and in an assessor meeting gives a trainee an assessment of ‘not yet demonstrated sufficient competencies on this event to warrant a certificate’.
6. Weigh up all the evidence and, in discussion with at least one other assessor, come to a final assessment of overall competency based on that evidence.
e.g. when a PA:
- Only brings in information that is based on observable evidence and owns their own interpretation of that information.
- Recognises that not every box needs a tick, that some boxes need multiple ticks, and that the overall assessment is based on weighing the relative importance of the evidence.
- During discussions between assessors, the PA can state where they think each trainee is (at this stage), e.g. on the scale of:
Red : Way off, unlikely to make the grade this time.
Red/Amber : Enough evidence missing to raise doubts, significant evidence still required.
Amber : Borderline, some specific evidence missing.
Amber/Green: On course with just one or two minor gaps in evidence.
Green : Well on course to receive certificate during the event.
And, the PA’s assessment is within the range of two existing Assessors’ assessments. If not, the PA have compelling evidence to support their assessment.
- Uses language that frames the event as not about ‘failing’ but about ‘not having yet demonstrated all the behaviours and skills needed for the certificate to be awarded at this time.’
- Uses examples of previous assessments to gauge the standard on borderline cases.
- In marginal cases, balances a trainee’s performance in this assessment with their observed (not supposed) skills previously.
- Is prepared to assess a trainee as having ‘not yet demonstrated sufficient competencies to be given a certificate at the event’.
- Is open to other PAs observations on a trainee.
- Is willing to modify own stance based on clear external counter-evidence from other assessors.
- Is open to other’s views and is also prepared to challenge them, asking for evidence of skill level.
- Clearly states an objection to a trainee being given a certificate who they think has clearly not demonstrated enough when other assessors are ready to certify.
7. Deliver the final assessment in a way that supports the development of the trainee (and as required responds to trainee objections and concerns).
e.g. when a assessor:
- Explains to a trainee who hasn’t demonstrated everything to the required standard what needs to happen to achieve the standard before they arrange to be assessed again.
- Gives examples of activities which will support the trainee’s development.
- And does this in such a way that the trainee is clear about what is needed.
4. Document history
| Version 6 | 02 Apr 2015 | Added prerequisite for demonstration of high-level facilitation skills. |
| Version 5 | 23 Jun 2013 | Tidied up wording of criteria 6 & 7 and added more examples to 4, 6 & 7. |
| Version 4 | 16 Aug 2010 | Amended criterion 4. |
| Version 3 | 14 Aug 2010 | Expanded number of criterion from 5 to 7. |
| Version 2 | 29 Apr 2009 | Wording tided up. |
| Version 1 | 27 Apr 2009 | Devised by Lawley, Sullivan, Swallow, Tompkins. |
