There are 27 key competencies, categorized under five functional groups:

1. Assessment

1. 1.1. Assess authenticity of a credential;
2. 1.2. Assess accuracy of translation;
3. 1.3. Assess status of an institution using precedents;
4. 1.4. Assess status of an institution in the absence of relevant precedents;
5. 1.5. Assess comparability of a foreign credential using precedents;
6. 1.6. Assess comparability of a foreign credential in the absence of relevant precedents;
7. 1.7. Describe educational programs (Optional competency).

2. Information management

1. 2.1. Use databases;
2. 2.2. Maintain records and statistics;
3. 2.3. Analyze information from diverse sources;
4. 2.4. Create resources for credential assessment (optional competency).

3. Communication

1. 3.1. Communicate with client/applicant;
2. 3.2. Communicate with other education, assessment, and credential professionals;
3. 3.3. Communicate in English and/or French.

4. Professional competencies

1. 4.1. Engage in professional and ethical practice;
2. 4.2. Develop yourself;
3. 4.3. Help others to develop;
4. 4.4. Customer service.

5. Specialist competencies (all additional competencies)

1. 5.1. Specialize in specific national education systems;
2. 5.2. Specialize in specific occupational sectors;
3. 5.3. Master additional languages;
4. 5.4. Lead a team;
5. 5.5. Manage others;
6. 5.6. Lead the organization;
7. 5.7. Lead the organization's quality assurance processes;
8. 5.8. Develop assessment policy and strategy.

Furthermore, each of these 27 competency descriptions has detailed information on:

• reference levels – qualification(s) required based on the qualifications frameworks, Modified Bloom levels, relative importance to other competencies, frequency, and difficulty to learn;
• performance criteria – what a competent assessor must be able to do in order to achieve the statement in the title;
• range of circumstances – the extent and circumstances of that performance;
• knowledge – what a competent assessor should know and understand;
• assessment criteria – what evidence is required to demonstrate this competency;
• in most cases, specific values, attitudes, and examples.

A detailed description of one specific competency is provided below to illustrate the information structure:

Get detailed information on each specific competency in the Competency Profile for an Academic Credential Assessor – Volume 1.

You may also get more information about the competency profile for an academic credential assessor to learn how it was developed and its content.