Competency assessment tools incorporated into any competency assessment program can be present in varied formats. A specific tool is chosen for the test/method/method being employed for testing. Types of assessment tools include:
- Checklists -- Tools used for any type of direct observation evaluation. The tool must be process-oriented with all vital steps included. A specific checklist is instrument, method, or kit specific. Standard operating procedures (SOP) may be used to create an accurate checklist.
- Quizzes -- Tools used for assessment of problem-solving skills would need to include cognitive activities of higher levels. Quizzes can be structured with any combination of questions to include, but are not limited to, multiple choice, matching, short answer, and evaluation of scenarios.
- Case studies -- Tools used for assessment of problem-solving skills should include case histories incorporating or requesting inclusion/review of appropriate corrective action activities.
- Blind samples -- Test performance may be evaluated using blind samples. There are multiple options for blind samples, including proficiency testing samples, parallel testing of patient samples, quality control samples, or any sample with a known value. Proficiency testing (PT) samples may not be used for this purpose until the final results of the PT event have been reported. In addition, the use of the performance of PT as included in the rotation of staff throughout the PT cycle may be incorporated. However, PT is not inclusive of all six evaluation types.
- Record review -- Review of worksheets, quality control records, proficiency testing results, preventative maintenance records, and the monitoring, recording, and reporting of test results. Documents can be part of daily reviews. An alternate approach is to follow a sample from processing to result in a verification.
- Staff narrative -- A conversation between the assessor and the person being assessed can be used to evaluate problem-solving. Documentation of a method that may not be readily available or when the evaluator would like the opportunity to evaluate not only observation of steps but also understanding of sequence, a narrative of the method may be incorporated, and a checklist used to document the process and results.
