The 4cPM International Diploma in Project Management (IDPM) assessment process generates and utilises four types of assessable evidence to support judgements of project management competence. All four assessments combine to produce the final IDPM assessment and result.
1. Evidence generated from participating in two detailed tutorials where candidates engage an assessor and jointly work through a series of scored questions.
2. Evidence produced by a student by the writing and submission of 3 assignments
3. Evidence which occurs naturally as a result of a student engaging in project management activity. This is recorded/compiled in the Project File.
4. The Candidate Assessment Record (CAR) which is signed off/verified by the Project Sponsor and/or the Course Tutor. In addition, the Student also verifies the evidence as valid, reliable and sufficient.
The output of this process at (1) produces a report of competence which separates the PM from their working environment and also gives indicators of ‘distance travelled’ in terms of skill development.
The second type of evidence at (2) above, assignments is the primary concern of the Examiner. The second type of evidence at (2) above is normally within the assessment domain of the Project Sponsor, and the Course Tutor, and overseen by the Examiner. Quality control of the assessment of type 2 and type 3 evidence is signoff and verification of student competence against standards criteria using the Candidate Assessment Record (CAR).
Type 2 and type 3 evidence is used by the Examiner in cases where there are questions of validity, sufficiency, reliability and authenticity arising from the type 1 evidence submissions. The practical application of this is where the Examiner requests sight of the student’s verified Project File. This is likely to be a rare occurrence as students will meet the Tutor at seminars and will communicate regularly on-line.
THE RISK ANALYSIS AND ASSESSMENT TOOL
The purpose of the IDPM Risk Analysis and Assessment Tool is to quantify the inherent (not controlled by the PM) and acquired (controlled by the PM) risks associated with a student meeting the competency standards of the International Diploma in Project Management (IDPM) programme with a work based project.
This is to provide a focus for the training needs analysis at BEGINNING and the final, or summative (distance travelled), assessment at the END of the programme. It may also be used to provide supplementary information in the middle of the programme, ie: at assignment 2 submission.
The assessment tool can be used at any key point in the Diploma progamme during a tutorial or phase assessment as part of the standardised risk management strategy and/or quality framework which may or may not be part of a formal review process. It may also be used by the curriculum project team to monitor progress in reducing risk at any point they feel is appropriate.
The assessment tool will identify an excellent PM who is working in an unsupported environment, or conversly, a poor PM who is working in a fully or over supported environment. Output reports may be requested by a PM’s line manager, and can be made confidential to a PM’s HR file by arrangements with the candidate’s parent organisation.
ASSESSMENT TOOL OUTPUTS:
The summary charts from the Assessment Tool provide a graphical output of an IDPM Candidate's competence and risk in three ways to moderate and standardize competence scoring and provide a reliable and valid base for Examiners or Centre Manager's decision making.
(1) Compares the average inherent, acquired and overall risk across two assessments, or more as required. NOTE: The assessment scores are made against actual competencies in the Diploma programme as well as 'hidden implied competencies' inherant within the overall spirit of the programme. In this way the assessment can remain valid and reliable thru minor changes in curricilum structure and wording. IE: ten tutor using the IDPM Assessment Tool will output an 80-20 valid and reliable score.
(2) Compares the inherent and acquired risks for the three categories of conceptual, technical and resource risks across minimum two assessments (may be used up to 3 times during the IDPM year).
(3) Compares the risk across two assessments, IE: at project inception as a training needs analysis (TNA) to help identify the specific focus for a student's learning needs.
The initial assessment may also be used as an aid to accreditation of a candidate’s prior experience and learning (APEL) for experienced project managers who wish to 'fast-track' the programme.
