Facilitate the preparation and presentation of evidence for assessment May 1, 2008 Sunette Bosch | US 12544 1 Facilitate the preparation and presentation of evidence for assessment SAQA US ID UNIT STANDARD TITLE 12544 Facilitate the preparation and presentation of evidence for assessment ORIGINATOR REGISTERING PROVIDER SGB Assessor Standards FIELD SUBFIELD Field 05 - Education, Training and Development Adult Learning ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS Undefined Regular Level 4 4 REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER Reregistered 2006-03-14 2009-03-14 SAQA 0160/05 LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT 2010-03-14 2013-03-14 Participant’s Guide Unit Standard 12544
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Facilitate the preparation and presentation of evidence for assessment May 1, 2008
Sunette Bosch | US 12544
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Facilitate the preparation and presentation of
evidence for assessment
SAQA US ID UNIT STANDARD TITLE
12544 Facilitate the preparation and presentation of evidence for assessment
ORIGINATOR REGISTERING PROVIDER
SGB Assessor Standards
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 4 4
REGISTRATION
STATUS
REGISTRATION START
DATE
REGISTRATION END
DATE
SAQA DECISION
NUMBER
Reregistered 2006-03-14 2009-03-14 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-03-14 2013-03-14
Participant’s Guide
Unit Standard 12544
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CONTENT
SSeerr nnrr TTooppiicc PPaaggee
1 Foreword/ Introduction 3
2 NLRD ID 12544 – Unit Standard 4 - 8
3 Learning Unit 1- Specific Outcome 1 14 –66
4 Learning Unit 2 – Specific Outcome 2 67 - 78
5 Learning Unit 3 – Specific Outcome 3 79 - 97
19 List of Sources 98 - 99
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FOREWORD
At dawn, an elderly couple were walking on the beach, hand in hand.
They noticed a young man ahead of them, picking up starfish and hurling
them into the sea.
Curious, when they caught up with him they asked him why he was doing this.
He answered that if the star fish were stranded when the morning sun came
up, they would die.
‘But the beach goes on for miles and there are hundreds of star fish,’
countered the elderly woman. ‘How can your efforts make any difference?’
The young man looked at the starfish in his hand and then he
threw it to safely in the water.
‘It made a difference to that one,’ he said…
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[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
All qualifications and unit standards registered on the National Qualifications Framework are public
property. Thus the only payment that can be made for them is for service and reproduction. It is
illegal to sell this material for profit. If the material is reproduced or quoted, the South African
Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Facilitate the preparation and presentation of evidence for assessment
SAQA US ID UNIT STANDARD TITLE
12544 Facilitate the preparation and presentation of evidence for assessment
ORIGINATOR REGISTERING PROVIDER
SGB Assessor Standards
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 4 4
REGISTRATION
STATUS
REGISTRATION START
DATE
REGISTRATION END
DATE
SAQA DECISION
NUMBER
Reregistered 2006-03-14 2009-03-14 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-03-14 2013-03-14
This unit standard replaces:
US ID Unit Standard Title NQF Level Credits Replacement Status
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PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to candidates who assist others who wish to be assessed to prepare and
present evidence for assessment. Such evidence facilitators will add value to the assessment process by
ensuring candidates are ready to present well organised and complete evidence to registered assessors.
Their value will be particularly felt when assisting candidates who are competent in their field, but who may
be unable to present coherent evidence of that fact for reasons unrelated to their skill area. People credited
with this unit standard are able to:
Provide information to candidates about outcomes-based assessment in general and their assessment in
particular.
Advise and support candidates to prepare, organise and present evidence.
Check and give feedback on evidence.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit value is based on the assumption that people learning towards this unit standard already
understand the basic principles of an outcomes-based system, and seek to apply the assessment facilitation
skills within the context of their given area of expertise.
UNIT STANDARD RANGE
References to "evidence facilitator" concern the person who wishes to achieve this unit standard. References
to "the candidate" in this unit standard concern the person who the evidence facilitator is assisting in
preparing for assessment, and do not refer to the evidence facilitator.
Assessment of the evidence facilitator against this unit standard is to take place within the context of given
organisational assessment policies and procedures, using given assessment instruments that are fully
designed in relation to registered unit standards. This means that the evidence facilitators will not be
required to design assessments.
This unit standard does not distinguish between "RPL assessment" and any other form of assessment. The
reason for this is because all assessment involves gathering, evaluating and giving feedback on evidence in
relation to agreed criteria. Therefore, it does not matter whether the evidence facilitator is assisting a
candidate to prepare and present existing evidence in the RPL sense, or whether the evidence facilitator is
assisting candidates to produce evidence after having recently attended a course. It is most likely however
that evidence facilitators will most frequently assist those seeking RPL.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Provide information to candidates about assessment.
OUTCOME RANGE
The information provided to candidates is to include:
General principles and procedures concerning outcomes-based assessments·
Organisational assessment policies and procedures·
The requirements of the particular assessment at hand.
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ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Basic information is provided about key concepts and principles concerning the outcomes- based system of
learning and assessment, within the context of the National Qualifications Framework.
ASSESSMENT CRITERION NOTES
Explanations of these key concepts promote understanding of the purpose of assessment and possible
implications for the candidates at individual, organisational, industry and national levels.
ASSESSMENT CRITERION RANGE
The proposals could be made to candidates and/or assessors and other role-players.
ASSESSMENT CRITERION 2
Interactions with candidates help to set them at ease and promote understanding of the assessment.
ASSESSMENT CRITERION RANGE
Understanding of the specific assessment process, the expectations of the candidate, the organisational
assessment policy, moderation and the appeals procedures.
ASSESSMENT CRITERION 3
Information to candidates is clear, precise and in line with instructions provided in the assessment
instruments, and opportunities are provided for clarification concerning the process and the expectations.
ASSESSMENT CRITERION 4
The information helps candidates to identify possible sources of evidence and the most appropriate and
effective means for producing evidence for the assessment.
SPECIFIC OUTCOME 2
Advise and support candidates to prepare, organise and present evidence.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Potential barriers to gathering evidence and special needs of candidates are identified, and appropriate
guidance is given to overcome such barriers and to address special needs.
ASSESSMENT CRITERION RANGE
ASSESSMENT CRITERION 2
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The advice and support helps candidates to identify appropriate, effective and efficient ways of producing
evidence of their competence.
ASSESSMENT CRITERION 3
The advice and support is given in a way that promotes the candidates` ability to present valid, relevant,
authentic and sufficient evidence of current competence.
ASSESSMENT CRITERION 4
Interactions with candidates enable them to organise and present evidence in a manner that contributes to
the overall efficiency and effectiveness of the assessment, but without compromising the reliability and
validity of the assessment.
ASSESSMENT CRITERION 5
The nature and manner of advice and support takes into account lessons learnt from previous such
interactions as well as information from assessors.
ASSESSMENT CRITERION 6
Support is given in a way that strengthens candidates` ability to engage more independently in future
assessments.
SPECIFIC OUTCOME 3
Check and give feedback on evidence.
OUTCOME RANGE
This is limited mainly to checking the completeness and appropriateness of the evidence, and is not
expected to amount to an assessment judgement as would be appropriate for an assessor.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Checks establish the validity, authenticity, relevance and sufficiency of evidence.
ASSESSMENT CRITERION 2
Decisions are made concerning the readiness of the evidence for presentation to registered assessors, and
recommendations contribute to the efficiency and effectiveness of the assessment process.
ASSESSMENT CRITERION RANGE
Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
ASSESSMENT CRITERION 3
Gaps in the evidence are identified and dealt with appropriately.
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ASSESSMENT CRITERION RANGE
"Appropriate" means advice or coaching is only given in cases where the gaps do not reflect a lack of
competence on the part of the candidate. In cases where a lack of competence is discerned, feedback is
provided in such a way that directs the candidate to further learning and/or practice, and in accordance with
organisational policies and procedures.
ASSESSMENT CRITERION 4
Feedback about the evidence is communicated to assessors where required, and to candidates in a culturally
sensitive manner and in a way that promotes positive action by the candidate.
ASSESSMENT CRITERION 5
Key lessons from the facilitation process are identified and recorded for integration into future interactions
with candidates.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
An individual wishing to be assessed, including through RPL, against this unit standard may apply to an
assessment agency, assessor or provider institution accredited by the relevant ETQA.
Anyone assessing an evidence facilitator against this unit standard must be registered as an assessor with
the relevant ETQA.
Any institution offering learning that will enable achievement of this unit standard must be accredited as a
provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA according to an agreed
Moderation Action Plan.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly
through assessment of the specific outcomes in terms of the assessment criteria:
Principles of assessment
Principles and practices of RPL
Methods for gathering evidence
Potential barriers to assessment
Feedback techniques
The principles and mechanisms of the NQF
Assessment policies and ETQA requirements
UNIT STANDARD DEVELOPMENTAL OUTCOME
UNIT STANDARD LINKAGES
N/A
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Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with
special needs, predicting problems that could arise during the gathering of evidence, and offering guidance
to address difficulties.
UNIT STANDARD CCFO WORKING
Work effectively in a team using critical and creative thinking:- working with candidates and other relevant
parties prior to, during and after evidence gathering.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and ones activities:- planning, preparing, conducting and recording the
evidence gathering.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information:- gather and evaluate evidence and the
facilitation process.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively:- inform candidates about assessment, communicate during evidence gathering
and provide feedback.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate the world as a set of related systems:- understanding the impact of assessment on individuals
and organisations.
UNIT STANDARD CCFO CONTRIBUTING
Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give
feedback in a culturally sensitive manner.
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COURSE OVERVIEW
PURPOSE OF THIS LEARNING PROGRAMME
This unit standard will be useful to candidates who assist others who wish to be assessed to prepare and
present evidence for assessment. Such evidence facilitators will add value to the assessment process by
ensuring candidates are ready to present well organised and complete evidence to registered assessors.
Their value will be particularly felt when assisting candidates who are competent in their field, but who may
be unable to present coherent evidence of that fact for reasons unrelated to their skill area. People
credited with this unit standard are able to:
• Provide information to candidates about outcomes-based assessment in general and their
assessment in particular.
• Advise and support candidates to prepare, organise and present evidence.
• Check and give feedback on evidence.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
See unit standard above.
UNIT STANDARD RANGE
See unit standard above.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
See unit standard above.
HOW IS THIS LEARNING PROGRAMME COMPILED?
Contact Learning Phase
You must attend a one days formal outcomes based facilitation session of the learning material. This
session is critical as outcomes will be discussed and you will be guided on to successfully achieve
competence against this unit standard.
Application Phase
On completion of the Contact Learning Phase you will immediately enter the Application Phase of the
learning programme during which you must complete your Portfolio of Evidence (PoE). The PoE consist
mainly of a Theoretical and Practical Assessment. You are allowed one month to finalise and submit your
portfolio. The Portfolio of Evidence is probably the most important document of this entire learning
programme as it provides the essential evidence necessary against which a decision of competence will be
made resulting in the achievement of credits on the NQF if successful.
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Assessment Phase
The ETD Provider will assess your portfolio. If successful, you will receive the credit value of this learning
programme, four (4) credits on NQF level 4. The entire assessment process is explained in the Assessment
Guide and you are urged to read this guide as soon as possible as it explains the assessment process in
detail and clarifies you rights and responsibilities to ensure that the assessment is fair, valid and reliable.
If you are not successful, you will receive all the guidance needed to resubmit your PoE within two months.
Thereafter, an additional fee has to be paid for assessment should you wish to submit again.
Learning Facilitation
All the presentations, group discussions, role-plays and other learning opportunities, will be based on this
learning guide. You are encouraged to make is of the references and other sources listed in the References
Section of this guide to read more about this Unit Standard and to get other peoples’ views and
perspectives on this learning topic.
LEARNING MATERIAL
This learning guide belongs to you. It is designed to serve as a guide for the duration of your learning
programme and as the main sources document for transfer of learning. It contains readings, activities, and
application aids that will assist you in developing the knowledge and skills stipulated in the specific
outcomes and assessment criteria.
Follow along in the guide as the facilitator takes you through the material, and feel free to make notes and
diagrams that will help you to clarify or retain information. Jot down things that work well or ideas that
come from the group. Also note any points you'd need clarify and explore further.
You are once again encouraged to share your own expertise and experiences with the facilitator and your
fellow candidates to enhance the overall learning achievement of this course and allow other candidates
can learn from you too.
Participate actively in the activities as they will give you an opportunity to gain insights from other people's
experiences and to practice these new founded knowledge and skills. Each Unit will be preceded by
outcomes and assessment criteria, taken from the Unit Standards. These will describe what you must know
and be able to do in order to successfully achieve competence in this unit standard.
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LEARNING TIPS AND TECHNIQUES
THE UNIT STANDARD This learning programme is designed around the outcomes as stipulated in the unit standard 12544 available at the beginning of this Guide. Remember, decisions of competence will be based on the following question: “Did the candidate master, provide evidence that she or he is competent in, all the specific outcomes and assessment criteria stated in the unit standard?
Ask immediately if you have questions.
Complete all tasks immediately.
Pass your tests, first time.
Read through the days work every night. It will stimulate questions and help you to participate the next day.
Get a "Study Buddy". Learning together is twice as much fun, and you can check your understanding against each other.
Use colours and drawings to help you to internalise and remember what you have learned.
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Icons used in this Guide
Description Icon
Learning Units & Specific
Outcomes
Assessment Criteria
Range Statement
Learning Tips and Techniques
Learning Material/ Sources
Group Activity
Learning Summaries
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Provide information to candidates about assessment
Unit 1 OUTCOME RANGE
The information provided to candidates is to include:
• General principles and procedures concerning outcomes-based assessments
• Organisational assessment policies and procedures
• The requirements of the particular assessment at hand.
At the end of this learning unit the candidate will be able provide informations to candidates
about assessment against the following criteria:
• Basic information is provided about key concepts and principles concerning the outcomes- based
system of learning and assessment, within the context of the National Qualifications Framework.
• Interactions with candidates help to set them at ease and promote understanding of the
assessment.
• Information to candidates is clear, precise and in line with instructions provided in the assessment
instruments, and opportunities are provided for clarification concerning the process and the
expectations.
• The information helps candidates to identify possible sources of evidence and the most appropriate
and effective means for producing evidence for the assessment.
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OBE EVIDENCE FACILITATORS
Evidence facilitators will need to have a clear understanding of the Outcomes-Based Education and Training
System if they are to facilitate appropriate evidence needed to achieve competence to candidates and
“evidence gaps” existing with candidates to registered assessors. We will therefore in the following unit
spend some time to ensure that you as future OBE Evidence Facilitators, as defined by this unit standard,
has appropriate and sufficient understanding of OBE Learning and Assessment in the context the National
Qualifications Framework to guide and support candidates and assessors efficiently and effectively.
THE NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
The NQF is a framework i.e. it sets the boundaries - a set of principles and guidelines which provide a vision,
a philosophical base and an organisational structure - for construction, in this case, of a qualifications
system. Detailed development and implementation is carried out within these boundaries. It is national
because it is a national resource, representing a national effort at integrating education and training into a
unified structure of recognised qualifications. It is a framework of qualifications i.e. records of candidate
achievement.
In short, the NQF is the set of principles and guidelines by which records of candidate achievement are
registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated
system that encourages life-long learning.
PURPOSE OF THE NATIONAL QUALIFICATIONS FRAMEWORK
The purposes of the NQF are:
• To establish a learning environment which enables people to realize their full social and economic
potential in the modern world.
• To produce educated people who are independent problem solvers and reflective candidates and
who have learned how to learn.
• To provide a learning environment with the proper integration of academic abilities and workplace
skills, in order to produce qualifications which not only meet needs, but have appropriate
intellectual content - thus removing the artificial distinctions between academic and vocational
training.
• To establish an enabling framework for the many who have been marginalised from formal
education and/or workplace opportunities.
• To remove the existing artificial learning ceilings and to provide the pathways of continuous
learning toward meaningful qualifications.
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• In essence, to establish the framework for a nation of life-long candidates who are able to realise
their full potential through flexible curricula and opportunity structures which enable movement
between various levels of achievement.
OBJECTIVES OF THE NQF
The objectives of the NQF are:
• To create an integrated national framework for learning achievements.
• To facilitate access to, mobility and progression within education, training and career paths.
• To enhance the quality of education and training.
• To accelerate the redress of past unfair discrimination in education, training and employment
opportunities, and thereby
• contribute to the full personal development of each candidate and the social and economic
development of the nation at large.
THE PRINCIPLES FOR THE DEVELOPMENT AND IMPLEMENTATION OF THE NQF.
The principles for the development and implementation of the NQF are:
• Integration (of education and training, of mental and manual labour/theory and practice/academic
and vocational).
• Articulation (linkage of different curricula, qualifications and institutions).
• Flexibility (different options for entering and progressing through learning and career paths).
• Access (easier to appropriate learning and career paths).
• Progression (movement through learning and career paths).
• Coherence (the paths should all “hang together” in the overall framework).
• Portability (candidates should be able to “carry” appropriate knowledge and skills from one
learning programme or context to another, with the knowledge and skills being recognised in the
new context).
• Recognition of prior learning (linking informally acquired or unaccredited knowledge and skills to
formal provision and accreditation).
• Guidance of candidates (to assist candidates to understand and make decisions about entry into
and progression through the education and training system).
• Equality of opportunity (the same standards for entry and progression should apply to all
candidates).
• Relevance (of education and training to social, economic and political developments and candidate
needs).
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• Quality (the nature of learning to be actually achieved when education and training is provided,
expressed in the standards).
• Credibility (the standards should enjoy national and international value and acceptance).
• Legitimacy (to be achieved through all national stakeholders participating in the planning and
coordination of the framework).
• Democratic participation (through which legitimacy will be achieved).
In summary, the objectives of the NQF are to create an integrated national framework for learning. Access,
mobility and progression are key objectives, as is the need for enhancing quality in education and training.
Attention must be given to the speedy redress of past discrimination in education, training and
employment. Through these objectives, the NQF contributes to the full personal development of each
candidate and the social and economic development of the nation at large.
THE ETD REGULATORY FRAMWEROK AND OTHER STATORY BODIES RELATING TO
THE NQF
Before we get down to the actual business end of Evidence Facilitators, we need to take a closer look at the
ETD Regulatory Framework of Education, Training and Development (ETD).
We saw that the introduction and implementation of new policies and legislation is guided by the White
Paper on transformation in the public sector. Since 1995, a number of pieces of legislation have emerged.
Amongst these are various acts and regulations that collectively provide a new regulatory framework for
improving ETD. Those in particular, which we will be looking at, are:
• SAQA Act, 1995 and Regulations.
• Labour Relations Act, 1995.
• Basic Conditions of Employment Act, 1997.
• Skills Development Act, 1998 and Regulations.
• Employment Equity Act, 1998.
• Skills Development Levies Act, 1999 and Regulations.
Two departments that play a key role in overseeing, administering and implementing legislation with
respect to ETD are Education and Labour.
The key challenge for Government lies in expanding the role of educationally sound and sustainable private
higher education institutions in terms of the applicable South African legislation, and to root out poor
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quality, unsustainable, “fly-by-night” operators in the higher education band (paragraph 2.55, Education
White Paper 3, Government Gazette No 18207 dated 15 August 1997).
THE DEPARTMENT OF EDUCATION
There is a legal obligation on the national Department of Education to protect the South African public and
act as a watchdog over private higher education institutions operating in South Africa. (It is not concerned
about, or responsible for, South African institutions’ activities abroad.) The Department states to the public
that it believes that the private higher education institutions which are registered by it, are financially
viable, and that their qualifications are recognised as being of at least comparable quality to those offered
by South African universities. The Department claims that they exercise a level of performance, integrity
and quality that entitles them to the confidence of the higher educational community and the public they
serve.
SAQA resorts under the Department of Education, while SETAs resort under the Department of Labour.
Legislation referred to above has provided for the establishment of various bodies. The most important of
these are the following:
• National Skills Authority (NSA).
• South Africa Qualification Authority (SAQA).
• National Standards Bodies (NSBs).
• Standards Generating Bodies (SGBs).
• Education and Training Quality Assurance bodies (ETQAs).
• Sector Education and Training Authorities (SETAs).
• More recently, the Council on Higher Education (CHE), and its quality assurance body, the Higher
Education Quality Committee (HEQC).
• Umalusi, the quality assurance body for the General and Further Education and Training bands of the
National Qualifications Framework (NQF).
• Other important role-players in the ETD framework are training providers, professional bodies and,
of course, the candidates. We will discuss the Internal Training Committee, as representing training
providers, here.
SAQA and its associated bodies are responsible for the professional implementation of the National
Learning System. The approach selected for the National Learning System is “outcomes-based” education
and training.
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The SAQA Act says that standards must be agreed in a democratic way. Everyone with a direct interest in
skills development in South Africa does this. These role players can be grouped into four groups according
to the primary roles they play, namely:
• The protector of the NQF, which is SAQA.
• The national standards bodies (NSBs) are made up of government, organised business, organised
labour, education and training providers, community and candidate organisations and any other
groups who might have an interest in education and training.
• The Standards Generating Bodies (SGBs). Everyone with a direct interest in a standard gets
together in a SGB to agree what the learning outcomes should be.
• Those who are responsible for management (SETAs) and quality assurance (ETQAs) in training.
Especially here the demarcation becomes somewhat artificial, in that SETAs are also involved in the
first three groupings.
THE NATIONAL SKILLS AUTHORITY
In April 1999 the National Skills Authority (NSA) was set up to advise the Minister of Labour on policies and
strategies for the new skills system. The NSA has 24 members who can vote, three members who attend
meetings but do not vote and an executive officer that also attends but does not vote. The members of the
NSA represent organised labour, organised business, the community, government, education and training
providers, experts on employment services, and SAQA. The community representatives include people who
represent women, youth, civics, rural groups and people with disabilities. The NSA work closely with the
Chief Directorate: Employment and Skills Development Services of the Department of Labour.
The NSA is one of four structures created by the promulgation of the South African Skills Development Act
with the purpose of:
• Developing a national skills development policy and national skills development strategy.
• Liaising with SETAs on the national skills development strategy, and
• Reporting to the Minister of the Department of Labour (DoL) on the progress made with the
implementation of the national skills development strategy.
THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY
SAQA must consult with all affected parties. It must also comply with the various rights and powers of
bodies in terms of the Constitution and Acts of Parliament.
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The South African Qualifications Authority (SAQA) consists of a Chairperson and members nominated from
a diversity of interests including education, labour, business, the universities, the teaching profession and
special education needs.
The functions of SAQA are as follows:
• To oversee the development of the NQF, formulate and publish policies and criteria both for the
registration of bodies responsible for establishing educational and training standards, and for the
accreditation of bodies responsible for monitoring and auditing achievements.
• To oversee the implementation of the NQF. It must ensure the registration, accreditation and
assignment of functions to the bodies referred to above, as well as the registration of national
standards and qualifications. It must also take steps to ensure that provisions for accreditation are
complied with and that standards and registered qualifications are internationally comparable.
• SAQA must advise the Ministers of Education and Labour.
• SAQA must consult with all affected parties. It must also comply with the various rights and powers of
bodies in terms of the Constitution and Acts of Parliament.
STANDARDS GENERATING BODIES (SGBs)
SGBs are composed of key education and learning stakeholders in the sub-field, drawn from interest groups
and specialists who will have been identified by the NSB in accordance with the requirements of the SAQA.
The people who sit on the SGBs are presumed to have and excellent working knowledge of the
competencies needed by the particular sector. Stakeholders in the sector nominate these individuals and
their names are published in a government gazette.
Their functions are to:
• Generate unit standards and qualifications in accordance with SAQA requirements in identified sub-
fields and levels.
• Update and review unit standards.
• Recommend unit standards and qualifications to NSBs.
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The position of the SGBs in the new regulatory framework can be illustrated as follows:
The position of SGBs.
SECTOR EDUCATION AND TRAINING AUTHORITIES (SETAs)
SETAs are statutory bodies that were created by the promulgation of the South African Skills Development
Act. Twenty-seven SETAs were established for the various business sectors with similar products, materials,
business processes and technologies. (Only 25 SETAs were activated. It looks like some SETAs might
integrate during 2005, so that probably some 23 will still function autonomously by the end of the year.)
A SETA is a body consisting of representatives from labour, employers, key government departments, any
professional body with a reason to be there, and any bargaining council from the sector or industry
involved.
The Minister of Labour is responsible for creating SETAs for every clearly definable and reasonably distinct
national economic sector.
SETAs are responsible for ensuring that effective learning and education for that particular sector is being
implemented by government bodies, companies, and unions in accordance with market driven needs and
in the best long-term interests of the country. Their main function is to contribute to the raising of skills –
to bring skills to the employed, or those wanting to be employed, in their sector. This involves the following
specific tasks:
SAQA
………….
NQF
NSB NSB NSB NSB
SGB SGB SGB
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• Creating a skills development plan for that industry sector within the framework of the national skills
development strategy.
• Implementing its sector skills plan by:
Establishing candidateships;
Approving workplace skills plans;
Allocating skills grants to employers, learning providers and workers; and
Monitoring education and learning in the sector.
• Promoting candidateships by;
Identifying workplaces for experiential learning;
Supporting the development of learning materials;
Improving the facilitation of learning;
Assisting in the conclusion of candidateship agreements.
Registering candidateship agreements.
• Receiving and paying out the skills development levies in its sector.
• Liaising with the National Skills Authority on the national skills development strategy, and its sector
skills plan.
• Reporting to the Director-General on its income and expenditure; and the implementation of its sector
skills plan.
• Improving information about employment opportunities, learning providers and the labour market.
• Operating as a learning and education quality assurance body in some cases.
SETAs invite private learning institutions, private companies and public sector organisations who are
involved in learning to accredit as service providers and to have their learning accredited as full national
qualifications, part-qualifications, candidateships or unit standards.
The position of the SETAs in the new Regulatory Framework can be illustrated as follows:
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The position of SETAs in the new Regulatory Framework.
The main tasks of the SETAs are:
• To develop a sector skills plan that indicates who is employed where in the sector, and what the
strengths, weaknesses, opportunities and threats in the sector are. Liaise with the NSA in this regard.
• To see where candidateships are needed, design the candidateships, market them, and register them.
• To act as an Education and Training Qualification Authority (ETQA) for standards and qualifications in
the sector.
• To disburse money from the National Skills Development Levy.
• Report to the Director-General of the Department of Labour (DoL) on its income and expenditure and
the implementation of the sector skills development plan.
Especially in the case of SETAs the need for the co-ordination of the communication structure entails much
more than merely the establishment thereof – it also includes managing the functioning of the
communication process. The issue that requires most communication is the development and running of
candidateships. Therefore we will discuss the co-ordination of the communication structure in terms of
how it impacts on candidateships.
EDUCATION AND TRAINING QUALITY ASSURANCE BODIES (ETQAs)
ETQA bodies have been established under SAQA to accredit providers, to be responsible for quality
assurance and to monitor and audit the achievement of standards and qualifications. To get the quality
assurance process going, SAQA accredits ETQAs. There are three kinds of ETQAs:
• The economic sector ETQAs. In the economic sector there are three models for ETQA. The first model is
of each SETA functioning as an ETQA for that economic sector. The second model is of (statutory and
MINISTER OF LABOUR
DG OF THE DEPARTMENT OF LABOUR
DEPARTMENT OF
LABOUR
NATIONAL SKILLS
AUTHORITY
SECTOR EDUCATION AND TRAINING
AUTHORITIES
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voluntary) professional bodies that have been set up under different Acts, and which have
accreditation and quality assurance responsibilities. These bodies may apply for accreditation as
economic sector ETQAs for standards and qualifications related to the particular profession (for
example, Pharmacy Council, South African Institute for Chartered Accountants, Bar Councils, etc.) The
third model is of the profession-related institute, for example the Institute of Marketing Management
being given quality assurance responsibilities. It is possible that ETQAs may be established under
different models. They will then have to negotiate how to deal with an overlap in their areas of
responsibility.
• The social sector ETQAs. In the social sector it is anticipated that there will be different ETQAs, but it is
not yet known which bodies will perform this function, or at what levels.
• The Education and Learning sub-system sector ETQAs, or band ETQAs as they are commonly known. In
the Education and Learning sub-system sector, the band ETQAs are the Council on Higher Education
(CHE) and the General and Further Education and Learning Quality Assurer (GENFETQA).
The observant candidate will notice that we are actually skipping a step in the structure of the new
Regulatory Framework by discussing ETQAs here. The reason for this is that we need to focus on the
information that is necessary on the level at which you, as Skills Development Facilitators, will function.
Nevertheless, in order to ensure that you keep track of the progress in this manual, we will illustrate the
position of the ETQAs in the new Regulator Framework here:
SAQA Act, 1995 Skills Development
Act, 1998
Skills Development
Levies Act, 1999
Minister of
Education
Minister of Labour
Department of
Education
Department of
Labour SAQA
NQF
DG of the Department
of Labour
National Skills
Authority
SETAs and
ETQAs
NSB
NSB
NSB Labour
Centres
Skills Development
Planning Unit
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ETQAs could be established on the basis of:
• Social sectors.
• Economic sectors.
• Education and training sub-systems.
The functions of the ETQAs are:
• To promote quality amongst constituent providers (i.e. the registered constituency of the ETQA).
• Accredit providers in terms of quality management.
• Facilitate or ensure moderation across constituent providers.
• Cooperate with relevant NSBs for the purpose of moderation across ETQAs.
• Register constituent assessors.
• Evaluate assessment.
• Certificate candidates.
• Maintain an acceptable database.
• Submit reports to SAQA.
• Recommend unit standards to SGBs and qualifications to NSBs as appropriate.
• Monitor provision.
• Undertake quality systems audits.
An ETQA may, with the approval of SAQA, delegate selected functions to a provider or other body, but may
not delegate its accountability to SAQA.
THE COUNCIL ON HIGHER EDUCATION (CHE)
The Council on Higher Education (CHE) was established in May 1998 in terms of the Higher Education Act of
1997. Its mission is to contribute to the development of an HE system characterised by equity, quality,
responsiveness to economic and social development needs, and effective and efficient provision and
management.
The CHE seeks to make this contribution:
• By providing informed, considered, independent and strategic advice on HE issues to the Minister of
Education.
• Through the quality assurance activities of its sub-committee, the HEQC.
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• Through various activities that include the dissemination of knowledge and information on HE through
publications and conferences.
The key responsibilities of the CHE revolve around:
• Advising the Minister of Education, at his request or proactively, on all matters related to HE – including
active information gathering and research to sensitise government and stakeholders to immediate and
long-term challenges and issues.
• Assuming executive responsibility for quality assurance within higher education and training – including
decision-making related to programme accreditation.
• Monitoring and evaluating whether, how, to what extent and with what consequences the vision,
policy goals and objectives for HE are being realised.
• Contributing to developing HE – giving leadership around key national and systemic issues, promoting
quality in learning and teaching, capacity-building around quality assurance, producing publications,
convening conferences, etc.
• Consulting with stakeholders around HE and convening an annual consultative conference.
The Higher Education Quality Committee (HEQC) is the permanent committee of the CHE through which
the CHE’s quality assurance mandate is conducted. The HEQC has the statutory responsibility to carry out
audits of higher education institutions and accredit programmes of higher education. Furthermore, the
HEQC is an independent statutory body that was established in terms of the Higher Education Act, No 101
of 1997. The Higher Education Act and Education White Paper 3 of 1997 define the mandate and
responsibilities of the HEQC: A Programme for the Transformation of Higher Education. The mission of the
HEQC is to contribute to the development of a higher education system characterized by quality and
excellence, equity, responsiveness to economic and social development needs and effective and efficient
provision, governance and management. As such the HEQC has a mandate to appoint an independent
evaluation panel from which the Minister of Education is able to appoint verifiers to conduct investigations
into particular issues at Private Higher Education institutions. The HEQC can thus be regarded as the
ultimate moderator for Private Higher Education institutions in South Africa.
The specific functions of the HEQC are to:
• Promote quality assurance in higher education.
• Audit the quality assurance mechanisms of institutions of higher education.
• Accredit programmes of higher education.
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UMALUSI
UMALUSI is the quality assurer in the general and further education and training bands of the national
qualifications framework (NQF). The Council ensures that the providers of education and training have the
capacity to deliver and assess qualifications and learning programmes and are doing so to expected
standards of quality.
UMALUSI is guided by the General and Further Education and Training Act, Act 58 of 2001, published in
December of that year. The functions of the South African Certification Council (SAFCERT) were
incorporated into those of the new Council, constituted in June 2002. SAFCERT concentrated on quality
assuring the Senior Certificate.
OUTCOMES BASED EDUCATION AND TRAINING (OBET)
It is critical that candidates understand the concepts of OBET before they engage on their learning journey.
This will allow them to complete a holistic picture of what will be expected from them and ultimately assist
in the transfer of learning.
The historically separated worlds of ‘work’ and ‘learning’ are no longer to be seen as separate if you want
to understand ‘knowledge’ in our present situation.
WHAT IS OUTCOMES-BASED ALL ABOUT?
Outcomes-based education and training (OBET) is defined as a candidate-centred approach that is primarily
characterised by a focus on results and outputs as opposed to inputs and syllabi or curriculum. Outcomes-
based systems describe the learning outcomes that candidates are expected to achieve on completion of a
programme at a given level. Outcomes based systems do not prescribe any particular syllabi. Achievement
in such a system is defined in terms of criteria rather than normatively in terms of a given percentage of
candidates that are expected to reach a given level. In theory therefore, all candidates can pass if they
provide evidence of fulfilling the criteria.
OUTCOMES
Outcomes are the crucial determinants of the nature and quality of an OBET system. These are sometimes
referred to as objectives. Candidates in OBET are required to provide evidence that learning, whether
formal or informal, did take place and resulted in achievement. Outcomes are defined as ‘the results of
learning processes and refer to knowledge, skills, attitudes and values within particular contexts.’ Learning
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area outcomes are outcomes related to specific learning areas. Specific outcomes are contextually
demonstrated knowledge, skills and values reflecting critical cross-field outcomes.
TRAINING SYSTEMS THAT ARE OUTCOMES-BASED
OBET systems are also transparent in that they make clear what candidates have to achieve and the criteria
against which that achievement will be determined (measured). By so doing candidates know “upfront”
what is expected of them in order to achieve a qualification and employers, parents, further and higher
education officials and the general public are provided with clear and accurate information on what a
candidate has achieved.
OBET creates a “multiple opportunity system of instruction and evaluation” that undermines the potential
use of evaluation (testing and grades) as a mechanism for the control of candidate behaviour. The focus is
on learning and acquiring competence rather than “managing by fear”, which was often the case in the
previous (before 1992) South African learning dispensation.
COMPETENCE
One of the key features of OBET is the notion of competence. Competence is about demonstration of
ability, performing or acting, demonstration of understanding of the knowledge underpinning performance
or action, and demonstration of the ability to integrate understanding of underpinning knowledge and
performance or action.
Competence refers to three inter-connected kinds of competence: practical competence, foundational
competence and reflexive competence.
• Practical competence is the demonstrated ability, in an authentic context, to consider a range of
possibilities for action, make considered decisions about which action to follow and to perform the
chosen action. Practical competence is grounded in what is termed,
• foundational competence where the candidate demonstrates an understanding of the knowledge
and thinking which underpins the action taken; and it is integrated through
• reflexive competence, in which the candidate demonstrates ability to integrate or connect
performances and decision making with understanding and with the ability to adapt to change in
unforeseen circumstances and explain the reason behind these adaptations.
SAQA’s standard setting regulations refer to applied competence, which is defined as “the ability to put into
practice in the relevant context the learning outcomes acquired in obtaining a qualification.” Applied
competence manifests in what is called “critical cross-field education and training outcomes” or “generic
abilities”.
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CRITICAL OUTCOMES (CRITICAL CROSS-FIELD EDUCATION AND TRAINING OUTCOMES)
All unit standards, and, therefore, learning interventions, should contribute to the personal development of
candidates. This is achieved by incorporating critical cross-field education and training outcomes, popularly
known as critical outcomes, in the learning content and process. The incorporation of at least some of the
following critical outcomes is regarded as mandatory by SAQA:
• Solving problems. The ability to identify and solve problems in a way that demonstrates that
responsible decisions have been made, using critical and creative thinking. Problem solving
approaches must be embedded within the content which is to be learned.
• Working effectively. The ability to work effectively with others as a member of a team, group,
organisation, community. Social interaction, properly executed, becomes an integral part of the
definition of good training and education. For this critical outcome to be realised, the unit standard
developer must at least know:
the principle of group dynamics,
the methodology of learning within a group setting,
the optimum conditions under which learning occurs in groups,
how each individual develops this Critical Outcome within the group, and probably a number of
additional considerations.
• Organising. Organise and manage oneself and one’s activities responsibly and effectively.
• Analysing data. Collect, analyse, organise and critically evaluate information.
• Communicating. Communicate effectively using visual, mathematical and/or language skills in the
modes of oral and/or written presentation.
• Using technology. Use science and technology effectively and critically, showing responsibility
towards the environment and health of others.
• Recognising systems. Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
In order to contribute to the full personal development of each candidate and the social and economic
development of the society at large, it must be the intention underlying any programme of learning to
make an individual aware of the importance of:
• Reflecting on and exploring a variety of strategies to learn more effectively.
• Participating as responsible citizens in the life of local, national and global communities.
• Being culturally and aesthetically sensitive across a range of social contexts.
• Exploring education and career opportunities.
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• Developing entrepreneurial opportunities.
In outcomes-based education and training it is not only knowledge that is assessed, but also how
candidates integrate generic capabilities to demonstrate achievement.
WHAT IS A UNIT STANDARD
A unit standard can be described as a set of registered statements of desired education and training and
their associated assessment criteria, together with administrative and other information. In other words, a
unit standard is an end-statement of the achievement of a certain competence, as well as being a building
block for possible qualifications.
DEFINITION
A unit standard is a document that describes:
• a coherent and meaningful outcome of learning (title) that we want recognised nationally,
• the smaller more manageable outcomes that make up the main outcome (specific outcomes),
• the standards of performance required as proof of competence (assessment criteria), and
• the scope and contexts within which competence is to be judged
PARTS OF A UNIT STANDARD
The information on the following detail must be specified for every unit standard:
1. Unit standard title Form:
The title of the unit standard is unique
That is, the title is different from any other title registered on the NQF.
The title provides a concise yet comprehensive and pointed indication of the contents of the unit
standard.
The title contains a maximum of 100 characters including spaces and punctuation.
2. Unit standard level
• The level assigned to the unit standard is appropriate in terms of the complexity of learning
required to achieve the standard (as described in SAQA’s Level Descriptors).
• The level is appropriate in relation to the learning pathway/s within which the unit standard is
located.
Note: Fundamental or Core standards in particular may form part of many different learning pathways.
3. Credit attached to the unit standard
The definition of a credit is that 1 credit = 10 notional (assumed) hours of learning.
The credit assignment reflects the average length of time the average candidate might take to
complete the learning leading to the achievement of the standard.
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4. Field and sub-field of the unit standard
The Fields of Learning have been indicated in Unit 3
Unit standards must be located within the sub-field and organizing field.
Where there is more than one sub-field or organising field to which the standard might apply, this must
be clearly indicated and justified, either here or in the brief of the SGB that generated the standard.
5. Purpose of the unit standard
The format of entries under the heading Purpose follow on from the statement: ‘Persons credited with this
unit standard are able to...’
The Purpose of a unit standard includes its specific outcomes together with a concise statement of the
contextualised purpose of the unit standard and what its usage is intended to achieve for:
– the individual
– the field or sub-field
– social and economic transformation
These entries are phrased as: Verb + object + modifying phrase(s) (if required)
The purpose statement succinctly captures what the candidate will know and be able to do on the
achievement of the unit standard.
The sub-outcome entries are ‘bulleted’ for easy reading purposes.
6. Learning assumed to be in place
There is a clear relationship between the credit value of the standard and the learning assumptions.
[This is the learning assumed to be in place if the learning required to achieve the standard is to be
completed in the assigned credit time]
The statement captures and reflects the knowledge, skill and understanding ‘building blocks’ which are
assumed to be in place and which support the learning towards the achievement of the unit standard under
consideration.
7. Specific Outcomes
The format of entries under the heading Specific Outcomes follows on from the statement: Persons
credited with this unit standard are able to: and these entries are phrased as: Verb + noun + modifying
phrase(s)
There are usually between 4 and 6 specific outcomes. [More than six may indicate that there is more than
one purpose that the standard is trying to address. Fewer than four may indicate that the purpose of the
unit standard is too narrow].
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The specific outcomes together reflect and capture the purpose of the unit standard in ways that are
measurable and verifiable.
The specific outcome statements focus on competence outcomes and avoid describing specific procedures
or methods used in the demonstration of competence. This ensures that unit standards:
have broad and inclusive applicability
avoid frequent review and overhaul because of procedural or methodological shifts in tendencies
focus on competence outcomes for learning and performance, not descriptions of tasks or jobs
The specific outcomes avoid evaluative statements where possible. Statements reflecting the quality of
performance are located in the assessment criteria].
8. Assessment criteria
The format of entries under the heading Assessment criteria follow on from the statement: We will know
that you are competent to... [insert specific outcome] if or when... [insert assessment criterion]
Where there is a product, the assessable or measurable criteria for the product may include:
accuracy
finish / presentation
completeness (written information)
legibility (written information)
clarity (written / spoken information)
availability for use / location
Where work organisation / work role is critical the assessable or measurable criteria for the way work is
carried out may include:
time / speed / rate – schedule – procedures involving processes or methods cost effectiveness user specifications or needs optimisation of resources health and safety hygiene confidentiality / security dress / appearance language and behaviour creation and maintenance of effective relationships
The criterion statement sets the guidelines for developing particular assessment tasks at learning
programme or services level rather than reflecting check lists for one or more assessment instruments.
The criteria capture the requirements for fair, valid and reliable assessment procedures that make use
of tools and methods appropriate to the organising field, sub-field, level, category and the unit
standard being registered.
The assessment criteria capture the underlying and embedded knowledge base that allows the
candidate to reflect achievement of the unit standard (through the reflective and repetitive application
of that knowledge, skill, ability and value achievement within a range of contexts).
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The assessment criteria must be sufficiently transparent to ensure ease of understanding across a
range of learning providers, learning services and candidates.
9. Range statements
The range statements relate directly to specific outcomes, assessment criteria or even the standard.
Note: Not all specific outcomes or assessment criteria require range statements.
There must be a clear relationship between range statements, the specific outcomes, the purpose of the
unit standard, and the assessment criteria delineated for the unit standard.
10. Notes
This category contains:
General Notes
Critical cross-field outcomes as well as
Embedded knowledge.
Embedded Knowledge:
The format of entries follows on from the statements:
I/Candidates can understand and explain...
I/Candidates can apply... and these entries are phrased as Noun + modifying phrase(s)
Where there is an embedded knowledge section it comprises a statement of the knowledge base required
for competent performance and achievement of the unit standard, representing what the candidate has to
understand and be able to explain in the area (sub-field) at the particular level.
The embedded knowledge statement includes demonstrations of knowledge of the classificatory systems
operating in the area and at the level of the unit standard.
Critical Cross-Field Outcomes
Critical Cross-Field Outcomes are in a ‘matrix’ format that indicates how each outcome is addressed in the
standard. The matrix captures the relationship of the purpose, specific outcomes, and embedded
knowledge to the critical cross-field outcomes.
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ASSESSMENT IN OUTCOMES-BASED EDUCATION AND TRAINING
THE PURPOSE OF ASSESSMENT
The notion of ‘outcome’ seems to relate to results. These results are seen to relate to consequences within
a person, in economic contexts or in societal context.
Assessment is ‘a way of measuring progress’. Performance criteria feature prominently in OBET systems. As
a substantially assessment-driven system, OBET requires clear and transparent articulation of criteria
against which successful (or unsuccessful) performance is assessed. The criteria should specify the
knowledge, understanding, performance(s), action(s) and roles that a candidate needs to show in order to
provide evidence that outcomes, standards and competence have been achieved. The criteria should also
state the level of complexity and quality of these. Context of and conditions under which demonstrations
occur should be indicated.
In general, assessment in education and training is about making judgements about the results of learning
so that decisions can be made. These decisions may have to do with the candidate - Is the candidate able to
do a certain job? Is the candidate able to embark on a particular course of study? What other learning the
candidate needs in order to be deemed qualified? They may also have to do with the learning programme -
What is the quality of the programme? What improvements or changes are needed? Decisions may need to
be made about the education and training system itself, and judgements made in the assessment process
can inform such decisions.
Outcomes based assessment is therefore defined as:
A process of collecting sufficient evidence demonstrating that individuals can perform to pre-defined
performance standards.
Note: The evidence collected includes not only behavioural evidence, but also the
knowledge and attitudinal evidence underpinning performance.
What is the difference between traditional assessment and outcomes – based assessment?
The difference between the traditional assessment to which we are all used (e.g.,
examinations and tests), and competence based assessment is demonstrated in the
following diagram (adapted from Fletcher, 1997, p. 25):
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Traditional View Outcomes – based View
If you do well in this course… These functions must be performed well…
… you will do well in this exam… This course is designed to
get you there …
You can learn at work or by
any other means …
… and you will get this certificate. The assessment finds out
whether you can perform
to the predefined
standards …
And leads to (this certificate
or this company recognition)
which confirms that you can
perform to those standards.
PRINCIPLES OF OBE ASSESSMENT
All planning, design and development of assessment are based on the principles of assessment.
Evidence Facilitators should understand these principles as it will help them to provide effective
guidance to candidates and help them to highlight possible “gaps” in assessment activities to
registered assessors.
The principles of assessment are:
Assessment must be authentic, continuous, multi-dimensional, varied and balanced.
Assessment is an on-going integral part of the learning process.
Assessment must be accurate, objective, valid, fair, manageable and time-efficient. Assessment takes
many forms, gathers information from several contexts, and uses a variety of methods according to
what is being assessed and according to the needs of the candidate.
Assessment methods and techniques must be appropriate to the knowledge, skills, or attitudes to be
assessed as well as to the age and developmental level of the candidate.
Assessment must be bias free and sensitive to gender, race, cultural background and abilities.
Assessment results must be communicated clearly, accurately, timeously and meaningfully.
Progression should be linked to the achievement of the specific outcomes and should not be rigidly
time bound. Evidence of progress in achieving outcomes shall be used to identify areas where
candidates need support and remedial intervention.
The principles of fairness, validity, reliability and practicability are probably the most important, because
the other principles will in all likelihood be met if those four are adhered to.
Fairness relates mainly to the assessment process, validity relates to the assessment design, reliability
relates mainly to the conduct of the assessment and practicability relates mainly to the financial and time
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implications of assessment. (ETDQA, June 2004: 7.) The principles of fairness, validity and reliability imply
that some form of moderation practices (both internal and external) need to be applied to assessments.
Fairness. A fair assessment should not in any way hinder or advantage a candidate. Fairness is the
overarching principle for good assessment practices, but the other principles help to clarify exactly what we
mean by a fair assessment. Examples of unfairness might include:
Unequal opportunities or resources.
Biased assessment (e.g. in relation to ethnicity, gender, age, disability, social class, language).
Unethical behaviour by the assessor, candidate or other person involved (threats, bribes, copying,
leaking of confidential information, etc.)
Any irregularities in the conduct of the assessment.
A lack of transparency about the assessment process.
Ambiguous or unclear assessment instructions.
Validity. A valid assessment really assesses what it claims to assess. In order to achieve validity in the
assessment, assessors should:
Check that the selected assessment instruments really targets the selected outcomes/unit standards.
Check that the assessment method is ‘fit for purpose’.
Ensure that the evidence is authentic (it was generated by the candidate in an appropriate context).
Ensure that the evidence is current.
Ensure that the evidence is sufficient to show competence and covers the range given in the range
statement, where it exists.
Reliability. A reliable assessment is one that is in line with other assessments made by the same and other
assessors in relation to the same standard or qualification. Reliability in assessment is about consistency.
Consistency means that comparable judgements are made in the same (or similar) contexts each time a
particular assessment is conducted. Assessment judgements should also be comparable between different
assessors. Assessment results should not be perceived to have been influenced by variables such as:
Assessor bias.
Different assessors interpreting the standards or qualifications differently.
Assessor stress and fatigue.
Assessor assumptions about the candidate, based on previous performance.
Practicability. A practicable assessment is effective without placing unreasonable demands on the relevant
role-players. Assessment should be designed to be as effective as possible in the context of what is feasible
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and efficient in a particular learning programme or RPL process. It should try to avoid unreasonable
demands in relation to:
The time commitments required for the generation, collection, presentation and assessment of evidence
involving:
The candidate.
The assessor.
Third party witnesses (mentors, line-managers, coaches, etc.)
Evidence facilitators, RPL advisors and others involved in advice and support.
Financial implications for the employer or provider in relation to, for example, releasing personnel
listed above for lengthy periods.
Financial implications for the employer or provider in relation to suspending or slowing the
effectiveness of the normal use of machinery, tools, facilities and human resources.
ASSESSMENT METHODS
Assessment in OBET lays emphasis on the assessment of outputs and end-products as opposed to inputs.
This feature draws on the broader concept of criterion- referenced assessment (as opposed to norm-
referenced assessment). Norm- referenced assessment is associated with the grading and ranking of
candidates, comparing candidates, averaging scores or grades of candidates. Norm-referenced assessment
is defined as making judgements about candidates by comparing them to each other. Criterion-referenced
assessment, on the other hand, is viewed as making judgements about candidates by measuring
candidate’s work against set criteria that are independent of the work of other candidates. Even if grades
are given, candidates are graded in terms of whether they have satisfied criteria set for assessment.
OBET assessment is not solely focused on assessing what candidates can do but also what they know and
how they integrate critical cross-field outcomes (generic abilities) to demonstrate achievement. The term
“generic abilities” refers to elements such as problem-solving, decision-making, analysing, etc. In NQF
terminology these are called critical cross-field outcomes. Critical cross-field outcomes have already been
discussed. To refresh your memory - Critical outcomes include the ability to identify and solve problems in
a way that demonstrates that responsible decisions have been made.
OBET as envisaged, will produce candidates who are active, thoughtful, reflective users of knowledge as
well as being generators of new knowledge, both in personal and broader societal situations.
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OBET MAKES USE OF FORMATIVE AND SUMMATIVE ASSESSMENT
• Formative assessment refers to assessment that takes place during the process of learning and
teaching. Its purposes may be to diagnose candidate strengths and weaknesses, provide feedback to
candidates on their progress (or lack of), assist both the candidate and facilitator/assessor to plan
future learning, assist the candidate and facilitator/assessor in making decisions regarding the
readiness of the candidate to do summative assessment. This assessment is not intended for
assessing whether the candidate has successfully achieved or not. When formative assessment
results are recorded and used to make judgements about achievement, they then fall into the
category of summative assessment. When results initially collected as results for formative
assessment purposes are used for summative assessment purposes, the candidate should be
informed. The assessor should also indicate to the candidate which outcomes are being recorded as
having been achieved and the criteria used. The assessor would have to ensure that these outcomes
are not assessed again.
• Summative assessment is assessment for making judgement about achievement. This is carried out
when a candidate is ready to do assessment, which may come at the end of learning. In knowledge
and inputs systems this is usually done after a specified time spent on learning. In OBET emphasis is
on candidate readiness.
Now that you understand the meaning and implications of OBET, it should be easier to understand the
organizational policies and procedures governing assessment practices.
END OF SECTION 1
SELF ASSESSMENT AND GROUP ACTIVITIES
Do Exercise one (1) in your
workbook now
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UNDERSTANDING OF THE SPECIFIC ASSESSMENT PROCESS, THE EXPECTATIONS OF THE
CANDIDATE, THE ORGANISATIONAL ASSESSMENT POLICY, MODERATION AND THE APPEALS
PROCEDURES
This unit will help you as the Evidence Facilitator to explain to candidates (in other words candidates who
are to be assessed or preparing for assessment) the assessment process and all assessment policies
impacting on assessment. In addition you must also be able to explain to them their rights in terms of
assessment. Candidates will comfortable and at ease when they know that they will be entitles to an appeal
and that they have the assurance that the evidence submitted by them will be check by another person,
called the “Moderator” to ensure fairness, validity and reliability.
But before we can get to this in detail it would appropriate for you to know how to interact and
communicate with candidates to ensure you set them at ease and that your guidance and advice will
promote understanding of assessment. We will provide you as the Evidence Facilitator with specific
methods to facilitate and communicate the understanding of assessment to candidates. This will include
explaining how to communicate effectively, setting up an orientation session, and some role-play
techniques to ensure that candidates understand and participate in effectively in the process of getting
them to understand assessment.
COMMUNICATION IN THE ASSESSMENT PROCESS
Communication is the sending and receiving of messages. It is concerned with sending (conveying)
knowledge or information from one person to another. Communication should be clear, understandable
and unambiguous. The purpose of communication is to establish understanding and to convey a message.
• By the of this unit you will be able to interact with candidates to set them at ease and promote understanding of the assessment.
Section 2 - Interaction with candidates
• Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
ASSESSMENT CRITERION RANGE
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DEFINITIONS OF COMMUNICATION Webster defines communication as an “Interchange of thoughts and opinions.” MacKenzie defines
it as “Communications is ensuring understanding”; “Communications is the Process of sending and
receiving information in order to achieve an objective”. We all interact with the printed word as
though it has a personality and that personality makes positive and negative impressions upon us.
Without immediate feedback your interaction effort can easily be misinterpreted by the
candidate, so it is crucial that you follow the basic rules of etiquette to construct an appropriate
communication tone.
The following can be used with both written and oral communication: Four Critical Steps of Communication
Clarify the message.
Test the receptivity of the message.
Convey or transmit the message.
Check the feedback. Six Barriers to Communication
Distortion
Stating inferences as facts
Jumping to conclusions
Confusion over the meaning of words
Experiences, value systems, and prejudices Failure to listen
THE PRINCIPLES OF COMMUNICATING EFFECTIVELY
Seek to clarify your ideas before communication.
Examine the true purpose of each communication.
Consider the total physical and human setting whenever you communicate.
Consult with others, where appropriate, in planning communication.
Be mindful, while you communicate, of the overtones as well as the basic content of your
message.
Take the opportunity, when it arises, to convey something of help or value to the receiver.
Follow up your communication.
Communicate for tomorrow as well as today.
Be sure your actions support your communications.
Last, by no means least: Seek not only to be understood but to understand — be a good
listener.
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Let us discuss the principles.
SEEK TO CLARIFY YOUR IDEAS BEFORE COMMUNICATION.
The more systematically we analyze the problem or idea to be communicated, the clearer
it becomes. This is the first step toward effective communication. Many communications fail because of
inadequate planning. Good planning must consider the goals and attitudes of those who will receive the
communication and those who will be affected by it.
EXAMINE THE TRUE PURPOSE OF EACH COMMUNICATION
Before you communicate, ask yourself what you really want to accomplish with your message—obtain
information, initiate action, change another person’s attitude? Identify your most important goal and then
adapt your language, tone and total approach to serve that specific objective. Do not try to accomplish too
much with each communication. The sharper the focus of your message, the greater its chances of success.
CONSIDER THE TOTAL PHYSICAL AND HUMAN SETTING WHENEVER YOU COMMUNICATE
Meaning and intent are conveyed by more than words alone. Many other factors influence the overall
impact of a communication, and the manager must be sensitive to the total setting in which he
communicates. Consider, for example, your sense of timing (i.e., the circumstances under which you make
an announcement or render a decision); the physical setting—whether you communicate in private, for
example or otherwise; the social climate that pervades work relationships within the agency or a
department and sets the tone of its communications; and custom and past practice—the degree to which
your communication conforms to, or departs from, the expectations of your audience. Be constantly aware
of the total setting in which you communicate. Like all living things, communication must be capable of
adapting to its environment.
CONSULT WITH OTHERS, WHERE APPROPRIATE, IN PLANNING COMMUNICATION
Frequently it is desirable or necessary to seek the participation of others in planning a communication or
developing the facts on which to base it. Such consultation often helps to lend additional insight and
objectivity to your message. Moreover, those who have helped you plan your communication will give it
their active support.
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BE MINDFUL, WHILE YOU COMMUNICATE, OF THE OVERTONES AS WELL AS THE BASIC CONTENT
OF YOUR MESSAGE
Your tone of voice, your expression, or apparent receptiveness to the responses of others—all have
tremendous impact those you wish to reach. Frequently overlooked, these subtleties of communication
often affect a listener’s reaction to a message even more than its basic content. Similarly, your choice of
language—particularly your awareness of the fine shades of meaning and emotion in the words you use—
predetermines in a large part the reactions of your listeners.
TAKE THE OPPORTUNITY, WHEN IT ARISES, TO CONVEY SOMETHING OF HELP OR VALUE TO THE
RECEIVER
Consideration of the other person’s interests and needs—the habit of trying to look at things from his point
of view—will frequently point up opportunities to convey something of immediate benefit or long-range
value to him. People on the job are most responsive to the managers whose messages take their own
interests into account.
FOLLOW UP YOUR COMMUNICATION
Our best efforts at communication may be wasted, and we may never know whether we have succeeded in
expressing our true meaning and intent, if we do not follow up to see how well we have put our message
across. This you can do by asking questions, by encouraging the receiver to express his reactions, by
following up contracts, by subsequent review of performance. Make certain that every important
communication has a “feedback” so that complete understanding and appropriate action result.
COMMUNICATE FOR TOMORROW AS WELL AS TODAY
While communications may be aimed primarily at meeting the demands of an immediate situation, they
must be planned with the past in mind if they are to maintain consistency in the receiver’s view; but, most
importantly, they must all be consistent with long-range interests and goals. For example, it is not easy to
communicate frankly on such matters as poor performance or poor test results but postponing
disagreeable communications makes them more difficult in the long run and is actually unfair to your
candidates.
BE SURE YOUR ACTIONS SUPPORT YOUR COMMUNICATIONS
In the final analysis, the most persuasive kind of communication is not what you say but what you do.
When a person’s actions or attitudes contradict his words, we tend to discount what he has said. For every
manager this means that good supervisory practice—such as clear assignments or responsibility and
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authority, fair regards for effort, and sound policy enforcement—serve to communicate more than all the
gifts of oratory.
LAST, BUT BY NO MEANS LEAST: SEEK NOT ONLY TO BE UNDERSTOOD BUT TO UNDERSTAND—
BE A GOOD LISTENER
When we start talking we often cease to listen—in that larger sense of being attuned to the other persons
unspoken reactions and attitudes. Even more serious is the fact that we are all guilty, at times, of
inattentiveness when others are attempting to communicate with us. Listening is one of the most
important, most difficult—and most neglected—skills in communication. It demands that we concentrate
not only on the explicit meanings, unspoken words and undertones that may be far more significant.
SELF ASSESSMENT AND GROUP ACTIVITIES
Effective communication can modify behaviour, effect changes, make information productive and achieve
goals. It is critical to each of us in work and play. Interpersonal communications are not confined to any
single aspect of our lives but with each and every time that we interact with others.
Successful communication can only take place if the people involved share the same meanings for words
and ideas. Communicating with another person is not a science; there are specific sound principles but
thousands of variations.
Now that you have some understanding it will be a good time to introduce you to the OBE Assessment
Practices and methods that you need to understand before you can engage evidence in evidence
facilitation session with your candidate/(s). Remember what is the purpose of this unit standard?”; to
“Facilitate the preparation and presentation of evidence for assessment”. All learning activities discussed
in this guide is directed in achieving this.
Do Exercise two (2) in your
workbook now
This brings us to the next unit and that is to ensure that your interaction with
candidates help to set them at ease and promote understanding of the assessment.
You should have a clear understanding of Outcomes-Based Assessment in the context
of the National Qualification Framework.
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THE PURPOSE OF INTERVIEWS/ONE-ON-ONE ORIENTATION SESSIONS
The purpose of orientation session to explaining and clarify the details of assessment to candidates.
(purpose, process, expectations, roles, responsibilities). It is important that the learners understand from
the onset what their role and responsibilities are regarding their own assessment. The candidates need to
understand what the process is and why it is so. The candidates need to know what to expect from the
assessor. The Evidence Facilitator needs to explain to the candidates what Assessor will expect from them.
We will provide you with sound principles in setting up one-on-one session with your candidate later in this
section but we first need to look at what you should understanding and discuss during these orientation
sessions.
THE ASSESSMENT PROCESS
All assessments, regardless of the subject matter, follow the same basic procedure, i.e. the planning of the
assessment with the candidate, the conducting of the assessment and on completion of the assessment,
the feedback to the candidate. However, before the assessment can take place, the assessor has to plan,
design and prepare assessments. This includes making decisions about the method of assessment, the
instruments to be used, the activities to be structured and the extent to which more than one
learning outcome can be assessed simultaneously.
STEPS IN THE ASSESSMENT PROCESS
The Steps in the Assessment Process are broadly divided into three areas:
The Preparatory Phase
The Assessment
Record and Review
The process is described below.
• Information to candidates is clear, precise and in line with instructions provided in the assessment instruments, and opportunities are provided for clarification concerning the process and the expectations.
Section 3 - Clear and Precise Information
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Planning
Identify need for assessment.
Determine & state required criteria for performance.
Determine the assessment strategy.
Select or design assessment procedure.
Consult the candidates on the process of the assessment. Clarify
requirements, standards and expectations.
INTER
NA
L MO
DER
ATIO
N
Implementation
Explain the assessment procedure.
Gather the evidence.
Match the evidence against the required criteria.
Make an assessment decision (allocate competent/not yet
competent rating)
Provide feedback.
Implement assessment result/decide on development plan.
Record & Review
Record assessment results.
Record development plans (if any).
Handle assessment appeals (if any).
Review the assessment procedure.
MODERATION OF OBE ASSESSMENT
Moderation systems combine moderation and verification. Both moderation and verification
systems must ensure that all assessors produce assessments that meet the requirements for
assessment (fair, valid, reliable, etc.). This implies that the methods of assessment can be used for
moderation as well. The same evidence of assessment information thus needs to be gathered.
Candidates must be informed by Evidence Facilitators that assessments are moderated and that
they have the right to submit queries to the moderator where feedback from assessors were not
sufficient.
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PROCESS OF MODERATION
Moderation ensures that assessment that is conducted by a single learning provider is consistent,
accurate and well designed. The three main stages to moderation are:
Design: Ensuring that the choice and design of assessment methods and instruments are
appropriate to the unit standards and qualifications being assessed. Design can also be
used as the check that assessors carry out when selecting assessment instruments.
Implementation: Ensuring that assessment is appropriately conducted and matches the
specifications of unit standards and qualifications – it involves making sure that
appropriate arrangements have been made and having regular discussions between
assessors.
Review: Ensuring that any lessons learnt from the other two stages are considered and the
necessary changes required are made.
Accredited providers should have individuals to manage their moderation systems. Providers’
moderation should:
Establish systems to standardise assessment including plans for moderation.
Monitor consistency of assessment records.
Through sampling, check the design of assessment materials for appropriateness before they are
used, monitor assessment processes, check candidates’ evidence, check the results and decisions of
assessors for consistency.
Co-ordinate assessor meetings.
Liaise with verifiers.
Provide appropriate and necessary support, advice and guidance to assessors.
Moderate assessment practices.
Maintain and monitor arrangements for processing assessment information.
RECOGNITION OF PRIOR LEARNING
It would most certainly be to your advantage to attend the course based on the unit standard:
Develop, Support and Promote RPL Practices if you wish to gain more information and knowledge
on recognition of prior learning (RPL). Here we will only discuss the basics of RPL, which will at
least give you a good idea of what it entails.
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Purpose. The purpose of RPL can include access to and appropriate placement at a particular level
at a learning institution; granting advanced status, advanced standing, crediting and certifying
candidates for the parts of the qualification where all the requirements have been met. A
candidate can achieve a qualification either in part (e.g. where a candidate is granted credits for
some unit standards) or wholly through the process of RPL. (Criteria and Guidelines for the
Implementation of the RPL: 28.)
The following descriptions for the abovementioned options may be helpful:
Access. To provide ease of entry to appropriate level of education and training for all
prospective candidates in a manner that facilitates progression.
Placement. To determine the appropriate level for candidates wanting to enter education
and training through a diagnostic assessment.
Advanced status. To grant access to a level of a qualification higher than the logical next
level following on the preceding qualification.
Credit. To award formal, transferable credits to the learning that meets the requirements
of the part or full qualification.
Certification. To certify credits attained for the purposes of the qualification.
Processes. The process by means of which RPL is implemented must meet the SAQA requirements
in this regard. The following generic RPL process is suggested by SAQA (Criteria and Guidelines for
the Implementation of the RPL: 32).
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The RPL process
RPL evidence facilitator meets the
candidate to conduct pre-screening to
ascertain viability of pursuing the RPL
option.
If not viable, i.e. the candidate
will clearly not meet the
minimum requirements in
terms of language or numeracy
and/or other competencies,
the candidate is referred for
further advice on alternative
pathways.
If viable, then pre-assessment takes place. The RPL
evidence facilitator takes the candidate(s) through
preparation for assessment:
o Portfolio development and related workshops, and/or o One-on-one advising. o Assessment approaches, tools mechanisms. o Guidance on collecting evidence, which the candidate
then follows. The assessor (preferably with the facilitator present) and
candidate develop the assessment plan:
o Review unit standard(s) and requirements. o Type and sources of evidence. o Assessment tools to be used in the assessment. o Dates and time for assessment. Assessment stage:
o The candidate undergoes practical assessment, and/or o The candidate sits knowledge tests, and/or o The candidate goes through pre-and post-interview,
etc.
Judgement stage: The evidence is assessed by the assessor.
Moderation stage. Feedback stage.
Credit not awarded
Credit awarded.
Appeal process may be
initiated. Post-assessment
support and
certification, if
applicable.
RELATED ASPECTS
ASSUMED TO BE IN PLACE
1. RPL policies, procedures and systems must be in place; information on RPL must be readily available.
2. The provider has developed a criteria framework within which pre-screening takes place; pre-screening criteria are readily available to the candidates.
3. Assessment instruments have been developed and moderated.
4. Alternative pathways/options as well as additional counseling services are available.
5. Where no facilitators are available, assessors will undertake all functions.
Note: Credit awarded
could be replaced with
‘access’; ‘advanced
status’, etc. depending on
the context and purpose
of RPL within the
institution.
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Benefits. RPL holds benefits for the candidate, the employer of the candidate and the institution
who offers RPL. Many such benefits will be discussed with you once you do the RPL course, based
on the unit standard Develop, support and promote RPL practices. Generically speaking, RPL offers
the following benefits:
Costs can be kept down by co-operation between the employer and the providers of RPL.
New skills can be built.
New and dormant learning pathways can be opened.
Credit transfer is facilitated, provided that other learning providers recognize credits obtained through
RPL.
Consensus on the level(s) and the minimum requirements for candidates seeking credits for particular
qualifications or entry to further study supports the objectives of the NQF.
Learning institutions maintain their independence, since RPL procedures are generic and not
dependent on specific learning content or curriculums.
Challenges. Successful implementation of an RPL service is hampered by the following challenges:
Not all learning institutions use or recognize unit standard-based learning.
There are few assessors specifically trained in assessing RPL, and no registration option as RPL assessors
is currently available.
Not many providers of learning have staffs that are trained in the RPL processes.
RPL is often seen as a shortcut towards obtaining qualifications. Candidates do not always realize that
RPL also requires evidence of competence.
RPL ASSESSMENT COMPARED TO “OTHER FORMS” OF ASSESSMENT
It is obvious that this is a totally different process from the traditional teach-and test environment
of the pre-outcomes-based learning era. It is not advisable to approach RPL as something
different and divorced from formal learning. The contents of RPL must be the same as that for
formal learning. The RPL process does not require highly specialized training skills in test design
and statistics on the part of the assessor, although a holistic assessment approach with high levels
of flexibility, specialized activities, functions and procedures has to be conformed to. The RPL
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process is non-competitive as each portfolio is distinct and personal. RPL assessment documents
are guided by the types of evidence the candidate provides.
In formal learning the assessor is limited to one or two generic assessment documents. The RPL
candidate is in control of the RPL process and has to show a high level of commitment, self-
analysis, reflection and objectivity. The focus is on what the individual has achieved and not the
time, the place or the method used. RPL can be utilized and applied in a number of different
contexts. This reflects a shift in learning from a lecturer-centered approach to a candidate-
centered approach and makes the RPL candidate a stakeholder in the RPL process. The candidate
is consulted in determining a timeframe for portfolio development but the time allowed for
completion should not exceed the time required to attend formal tuition. In RPL the candidate
should be fully aware of all assessment criteria against which suitable evidence of competence
has been prepared and matched. The candidate should be aware of and have access to the
assessment activities used by the assessor. The evidence of learning in RPL can take many
different forms, whereas in formal assessment, it is mostly limited to specific outcomes-based
questions and assessment criteria as specified in the unit standard.
The essential reference point for “marking” or “grading” a RPL candidate as competent is the
lowest mark which enables a formal learning candidate to “pass”. The learning is therefore
assessed in terms of whether competence has been achieved or not. A RPL assessment
framework provides a template from which various assessment instruments can originate in
order to match the evidence provided by the RPL candidate. The RPL portfolio should always
achieve what it sets out to do and the duplication of learning is reduced. The evidence provided
by the candidate must meet the requirements set by the relevant ETQA. In RPL administrative
records need to be carefully completed to provide an accurate historical perspective of the
candidate’s assessment.
RPL SUPPORT
It is important to realize that the reality in South-Africa is different from especially first world
countries and that our candidates therefore have different needs. To avoid candidates feeling
alienated, RPL needs to be integrated with other learning and assessment services and
opportunities.
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The biggest misconception that RPL candidates hold is probably the perception of what is meant
by “life experience” entails. “Life experience” evidence must be output driven and linked to
specific assessment criteria. Candidates should be assisted to reflect on their experiences and
identify their strengths, weaknesses and accomplishments and link them to the specific
assessment criteria – where and if possible.
RPL candidates need to be informed of the dynamics of the RPL process and they should be
encouraged to clarify their goals, overcome obstacles and develop strategies to overcome them.
Candidates should be assisted to match claims of competence with qualifications, unit standards
and assessment criteria. Candidates need correct and adequate information which will enable
them to make sound decisions and listen attentively. They need information, advice, guidance and
tutorial support that will hopefully empower them to make good decisions.
The support services should consciously address the invisible barriers (lack of access to learning
and non exposure to formal learning) to successful assessment. These (social, cultural, economical,
educational and psychological) barriers can be overcome by adapting assessment and
accreditation practices to suite the unique South African context. The inclusion of advising and
counseling services to complement evidence, facilitation and assessment should meet the needs
of the candidates.
The candidates need relevant support in a well-managed, cost-effective process with post-
assessment care. This could be achieved through well structured and well managed portfolio
development workshops. Candidates need access to portfolio development workshops in order to
select or develop the most appropriate evidence, construct his/her portfolio and prepare
him/herself for assessment. During portfolio preparation the RPL facilitator needs to provide
information, respond to questions, review candidates’ work, encourage candidates, liaise with
assessors and give candidates fair and accurate feedback.
ASSESSMENT PRACTICES
In this section we will discuss the practices that should be associated with assessment to ensure
that what we do is in line with quality assurance requirements, recognized codes of practice and
learning-site or work-site standard operating procedures. You should not read this in isolation, nor
should you see it as separate from the rest of the procedures of conducting assessment. What I
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am trying to do here is to give you a summary of the quality assurance activities that should
accompany conducting outcomes-based assessment. Let us start of by exploring what the
Assessment Process entails and then the discuss the policies and instruction that governs and
regulate the actual assessment.
THE ASSESSMENT POLICY
The assessment policy should specify the following:
Time spent on contact learning and experiential, as well as how much time is allowed for
preparing practical portfolios of evidence.
How much time candidates should spend on contact learning before they can be assessed.
Assessment instruments in use (theoretical, practical, types of questions, criterion-
referenced, norm referenced.)
How formative assessment will be used and if it will count towards the candidate’s final
mark, i.e. if it will also have a summative value.
Types of competence to be assessed. The following types of competence should be
considered for inclusion:
o Foundational competence. If a unit standard requires that embedded knowledge
and theory must be assessed separately, it has to be adhered to in addition to the
practical summative application-type assessments.
o Practical competence. This evidence must be as holistic, direct, integrated and
naturally occurring as possible. If simulations and scenario-type application is not
allowed for assessment purposes according to the unit standard notes, this must be
adhered to.
o Reflexive competence. Reflexive competence is the ability of a candidate to
critically reflect on his or her ability to apply the knowledge gained. Qualitative type
questioning should be used and should include reflection on the critical outcomes.
The sources of reflective competence can include self- and peer assessment as well
as third party evidence of these particular skills.
THE ASSESSMENT GUIDE
One of the key documents in the design of assessment is the compilation of an assessment guide.
This document should not be confused with the assessment plan. The assessment plan is an
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organising and management tool which links activities to a time scale and has the candidate’s
support in mind. Much of the information in an assessment plan could be explained further in the
assessment guide. The assessment guide is a guide, it gives direction and provides more
information regarding the unit standard itself and has quality of assessment in mind. The content
of an assessment guide is much more comprehensive and could replace a curriculum, provided it
contains all the required information and is based on a proper assessment analysis and design.
The assessment guide is a separate document that accompanies a course manual. The assessment
plan can form part of it, because cross-references are made to the guide. The assessment guide
should contain the following:
The guide contains all the details needed by assessors to conduct assessments in line with
defined assessment principles.
The guide provides clear details of the assessment activities in line with the assessment
design, so as to facilitate fair, reliable and consistent assessments by assessors. The
activities are presented in a form that allows for efficient communication of requirements.
The structure of the guide promotes efficient and effective assessment. It further facilitates
the recording of data before, during and after the assessment for purposes of record
keeping, assessment judgement and moderation of assessment.
The guide includes all support material and/or references to support material, including
observations sheets, checklists, possible or required sources of evidence and guidance on
expected quality of evidence including exemplars, memoranda or rubrics as applicable.
The guide makes provision for review of the assessment design, and is presented in a
format consistent with organisational quality assurance requirements.
If there is any reason that the candidates should NOT get parts of the assessment guide, this can
be deleted from their version and only given to the assessors. This includes information such as:
Memoranda.
Assessment instruments.
Instructions to assessors and support personnel.
Administrative procedures not meant for the candidates e.g. scheduling of assessments,
quality assurance meetings, etc.
Assessment review information.
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THE ASSESSMENT PLAN
One of the important documents used during assessment, is the assessment plan. It is the
agreement between the assessor and the candidates on what the plan is that will be followed to
gather evidence against a unit standard. For a group, one plan will be compiled and discussed in a
group. The essential parts preceding the plan will be signed and returned to the facilitator or
assessor to keep as evidence. (The ideal is that the candidates keep a copy and the provider or
assessor the original.)
An individual plan can be compiled if only an individual candidate is involved. This is especially the
case in RPL where the detail on gathering evidence could differ from that of a group. This planning
will form part of a counselling/interview session to prepare for RPL.
The Evidence Facilitator or assessor must discuss the assessment plan with all candidates.
Both the assessor/facilitator and candidate/leaner must sign the assessment plan once it has been
discussed.
The assessment plan becomes a learning contract once it is signed. It has to be stored with the
assessment evidence for verification. The crux of an assessment plan is that it should contain all the
information that tells the candidates:
o What exactly will be assessed (links with the unit standard)
o How assessment will be done (methods and instruments used,
how the grading is done, whether assessments are formal or
informal, etc.).
o Where and when the assessment will be conducted.
o What their responsibility is.
o What and how must they must learn? Is it an open-book assessment? Is it part of a
cumulative mark? Will candidates be allowed to conduct re-assessment and under
what conditions?
o What if a candidate falls ill and cannot participate in the assessment?
o Can the candidates work in a group? How will the group effort be scored?
o Must they submit a portfolio to the assessor?
All these questions should be encouraged and recorded as part of the assessment plan.
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THE MEMORANDUM
The memorandum (containing model answers) is another important document used during the
assessment process.
A model answer is required for factual and calculated answers.
In examination papers or practical exercises where creativity is an element, there may be more
than one possible correct solution or answer.
Where more answers are possible than the allocation of marks indicates, all possibilities must
appear in the memorandum, if possible. (In the case of creative problem solving, a mark out of
100, based on certain elements of the problem, should be used as yardstick.)
With discussion and opinion-type questions the main points should be listed in order of
importance and a broad explanation of that which is expected must be provided. The assessor
will mark such question papers, so that it can be subject to moderating.
There may be no confusion in respect of the question that was asked and the expected
answer.
The memorandum must be a comprehensive set of answers covering all subsections of all
questions and phrased in the exact manner the assessor expects the candidates to answer the
questions.
In the case of question papers where no model answer can be provided and where the
assessor must evaluate the answer at his or her own discretion, no prototype can be expected.
The marks awarded for each answer or subsection of an answer must be shown clearly.
The answers must be in the same sequence as the questions in the question paper.
References to textbooks and lectures are not acceptable.
Where annotated drawings are required, the complete drawings with annotations must
appear in the memorandum.
THE ASSESSMENT APPEALS PROCESS AND RE-ASSESSMENTS
Candidates must have the security of knowing that, if they feel that unfairness, invalidity,
unreliability, impracticability, inadequacy of experience or expertise, and unethical practices were
present in assessment, they may appeal against the results of assessment. Appeals are normally
lodged in writing and the merits of all appeals must be investigated. A learning or assessment
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provider must have a clear and fair appeals procedure and this must be brought to the attention
of all candidates
An appeal against an assessment decision or the manner in which the assessment was conducted
may be lodged by any of the role players in the assessment process. This is the proposed
procedure to follow in the event of an appeal:
Assessment conducted.
Feedback given to candidate.
Appeal lodged within 3 working days.
Internal moderator.
Education and Training Committee.
Top management for final decision
The assessment process has to have built in a process for re-assessment. When a candidate has to
undergo re-assessment they have to be given feedback so as to concentrate on areas of weakness.
Ideally continuously conducting formative assessment should minimise the need for reassessment
as the assessor and candidate will decide on carrying out summative assessment when both have
agreed that the candidate is ready for it. Re-assessment should comply with the following
conditions: (SAQA Guidelines, 1999: 29.)
The reassessment should take place in the same situation or context and under the same
conditions.
The same method and instrument may be used, but, the task and materials should be
different – the task and materials should, however, be of the same complexity and level as
the previous ones – in case the methods and instruments are changed it must be ensured
that they are appropriate for the outcomes specified.
Care should be taken regarding how often re-assessment can be taken and the length of time
between the original assessment and the re-assessment. Limits should be set to the number of
times a candidate can undergo reassessment and for the length of time between assessments. A
candidate who is repeatedly unsuccessful should be given guidance on other possible and more
suitable learning avenues.
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SELF ASSESSMENT AND GROUP ACTIVITIES
Finally we get to the point where we have started at the beginning of this section….
One of the critical success factors of planning for success is to undertake regular interviews / one- to-one
orientation session to review and evaluate the assessment processes, activities and instructions. At this
orientation session all assessment activities must be made clear and the Evidence Facilitator must ensure
that the candidate is understand and is at ease with the process. The registered assessor is depending on
the outcome of this as the candidate’s should be declared ready for assessment on completion of this
orientation session. If the candidate is not ready this must be made known to the assessor and immediate
action must be taken to get the candidate ready and prepared.
This process needs to:
■ encourage the candidate to self-reflect with the view to clarifying where and how progress has
been made,
■ identify, recognise and celebrate success with the purpose of promoting personal confidence and
growth,
■ set high standards and create an environment of high expectations, which are challenging but
realistic,
■ provide encouragement and support, but leave the responsibility of making progress with the
candidate, to encourage independent candidates;
■ help candidates prioritise, especially where there are conflicting priorities,
■ help candidates set goals and solutions.
Do Exercise THREE (3) in your
workbook now
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CREATING A CLIMATE CONDUCIVE TO ASSESSMENT, REFLECTION AND ACHIEVEMENT
It takes time to build a rapport to promote trust and openness with candidates. This is necessary to
promote a climate of confidentiality in this important professional relationship where clear boundaries are
agreed from the outset about what can be discussed within the planning for success context. It is crucial
that Evidence Facilitators truly believe that all candidates can learn and achieve, and that they
communicate this view effectively to candidates. When this climate has been created, candidates’ self-
esteem can be built. Many candidates who have experienced difficulties at summative assessment may feel
that they do not have the necessary potential to succeed. Planning for success can overcome these fears
and prevent candidates withdrawing from assessment.
Start building a professional relationship beginning with:
■ showing genuine interest in candidates;
■ demonstrating respect for the candidate;
■ establishing effective channels of communication;
■ Promoting effective open dialogue.
■ Set the timeframe for the orientation session. Candidates might get the impression that
when they raise difficult issues the Evidence Facilitator will bring the session to a close
because they don’t want to address these concerns. Setting the parameters for discussion
and defining the time available is an important part of the session and to encourage open
dialogue. Then critically:
put the candidate in the driving set within an agenda agreed at the outset of the
orientation session;
allow the candidate to communicate their aspirations, successes, needs and concerns,
and encourage them to put forward their own solutions to problems;
don’t give advice while the candidate is still talking.
Listening to feedback from candidates. Just because Evidence Facilitators are listening to what the
candidate is saying, it does not necessarily mean that they are hearing what is being said. Being able to
clarify what a candidate is saying at strategic points is an important skill.
Active Listening skills involve:
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■ valuing the candidate’s contribution;
■ looking interested in what the candidate is saying;
■ minimising distractions;
■ demonstrating patience;
■ communicating empathy;
■ maintaining eye contact (in certain cultures this is not to be good practice);
■ refraining from interrupting;
■ making some non-verbal signals to indicate encouragement and agreement such as
nodding to indicate you are listening to what is being said;
■ not looking at your watch or a clock (although it is useful to have clock in the room as part
of time management);
■ avoiding making early judgements.
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IDENTIFY SOURCES OF EVIDENCE
The purpose of assessment is to gather evidence of performance against predefined criteria against which a
judgement decision of competence can be made. You as the Evidence Facilitator should memorise this and
measure all you actions against the purpose of assessment. All information and advice that you provide
must be aligned with purpose. Always ask this question; “Does the information that I provide help
candidates to identify the appropriate and essential evidence necessary against which a decision of
competence can be made?”
If your answer to this question is ”No” or if you are in doubt surely you must rethink your evidence
facilitation strategy. Strategy means in short; “The ways and means to achieve the end”! Take all steps
necessary in considering the most important activity when informing candidates, is providing information
on how to identify sources of evidence). The candidates should know:
• The kinds of assessment activities that they could be asked to perform.
• The standard and level of performance expected.
• The type and amount of evidence to be collected.
• Their responsibility regarding the collection of evidence.
• The purpose of assessment.
• Assessment methods including purpose of unit standards and evidence guides.
• Assessment procedures.
• The NQF (in relation to assessment) and the national certification bodies.
• The role and responsibilities of the role-players in assessment.
• The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment.
Section 4 - Producing evidence for assessment
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• The opportunities available to the candidates during and after the assessment process, including
the appeal procedure.
IN ADDITION - ALLOWING FOR INPUT (FEEDBACK) BY THE CANDIDATE
The candidates and the Evidence Facilitator should be satisfied that the timing of the assessment, the
opportunities identified, and the place of assessment are suitable.
Opportunities should be provided for input from the candidate/learner on possible sources of evidence
that could contribute to valid assessment. This is especially important in adult and occupationally directed
learning, because candidates often have valuable experience, so that they can make good suggestions of
what assessment methods should be most effective and efficient. Modifications made on the basis of the
inputs maintain and/or improve the validity of the assessment. Informing the candidates about their
assessment is thus important in that there may be cases where, because of the maturity and experience of
the candidates, they may be in a position to alert the assessor to other opportunities that the assessor may
not have been aware of in planning. Inputs obtained from candidates might lead to the assessor having to
modify or redesign the assessment. This includes questioning the candidates on their prior experience to
assist in determining their knowledge and skills to identify relevant unit standards according to assessment
requirements. (Design should, nevertheless, take place before candidates can be informed.) Depending on
the language policy of the learning institution, candidates can also be consulted in which language the
assessment will be conducted and the learner’s readiness for assessment.
ASSESSMENT METHODS, INSTRUMENTS AND RESOURCES
This topic was discussed in more detail earlier in this unit. Assessment methods refer to the
activity that an assessor engages in, as he or she assesses a candidate and the candidate’s work.
Many different methods can be used to gather evidence of candidate’s knowledge, skills and
understanding. The assessment activities, instruments and resources selected must be appropriate
to the outcomes to be assessed and the assessment candidates, and have the potential to enable
valid and sufficient evidence to be collected.
EVIDENCE AND ASSESSMENT
What Evidence Facilitators must know and understand regarding the amount of evidence
required.
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The amount of evidence required. There is quite some disagreement between providers of
learning and assessment about exactly how much evidence is required to justify finding a
candidate competent. To some extent this will depend on the assessment method used. However,
the following general guidelines should help you decide if the evidence is sufficient:
The candidate must show competence in executing the specific outcomes and critical cross-
field outcomes of the unit standard and the unit standards of a qualification.
The candidate must meet the requirements of the assessment criteria linked to each specific
outcome. This can be rather subjective, so that the assessor might need to motivate his or her
judgement of “meeting the requirements” or not. That is why it is important to keep evidence
of assessment for a reasonable period of time, at least until after verification and until the
candidate had reasonable time to appeal against the results of the assessment, should he or
she wish to appeal.
The candidate must show an understanding of the essential embedded knowledge that forms
part of the unit standard. Rote learning is seldom necessary, but the candidate must
demonstrate the ability to find and use theoretical knowledge. This can often be achieved by
means of an open-book theoretical examination.
At least two different assessment instruments should be used, so that a measure of
corroboration can be achieved. The principle of triangulation is, however, always a safe one –
three assessment instruments are used.
The candidate must demonstrate added value in a workplace setting that is relevant to his or
her newly acquire skills. A workplace setting can, of course, also be simulated.
The candidate must show competence at the level of the unit standard and, ultimately the level of the qualification or learning programme.
GUIDING CANDIDATES ON EVIDENCE
The quality of outcome based-assessment relies on the quality of the evidence that you record in the
assessment process. Assessors collect the evidence using the different methods according to the outcomes
being assessed, the purpose and the characteristics of the candidates. You will need to make a judgement
concerning the quality of the evidence available.
Types of evidence; Fletcher [1997, p67; 1992, p82-84] identifies different types of evidence that may be
considered (discussed hereafter).
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PERFORMANCE EVIDENCE
This is any evidence, which is direct and gives clear information about the candidate’s performance.
Example:
Performance evidence may take on the following forms:
- Actual products of performance.
- Results of observation of performance.
- Results of questioning by the assessor.
- Assessor’s own notes/records.
- Video recording.
- Tape recordings.
- Record and documents which are themselves evidence of the required outcome.
- Signed written evidence by a recognised expert.
- Signed written evidence by specialist assessor.
SUPPLEMENTARY EVIDENCE
This is any evidence for which you rely on the judgement of other assessors [excluding specialist or
recognised expert assessors] or on documentation that supports the performance required. Which is in
itself, evidence of performance.
Examples:
- Letter [e.g. written by a customer of a candidate’s performance].
- Signed evidence by peers against a standard or qualification.
- Signed evidence by an assessee against a standard.
- Signed evidence by a customer against a standard.
- Verbal customer reference not obtained by asked for by the assessor for judgement against a
standard.
- Records and documents, which are not performance, evidence on their own.
KNOWLEDGE EVIDENCE
This is any evidence on which you make a judgement as to the knowledge and application of the knowledge
of the candidate.
Example:
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- Information gained from questioning.
- Written tests and the answers.
PAST ACHIEVEMENT EVIDENCE
This includes any performance, supplementary or knowledge evidence of performance relevant to the
standards which have occurred at a time before the current assessment.
Examples:
- Qualifications
- Customer references
- Reports
You would focus attention on performance evidence obtained directly to make a decision. All the evidence
would still need to comply with the assessment criteria.
SUMMARY OF UNIT 1
Outcomes-based assessment is entails the gathering of evidence of performance based on
predefined criteria against which a judgement, decision of competence can be made – whether it
is a decision of confirming competence or decision of “not yet” competence. Ultimately registered
assessors makes this decision based on the evidence provided by the candidate. YOUR job is to
ensure that candidates knows:
WHAT Evidence they must submit;
HOW they must submit the Evidence;
WHEN they must submit the Evidence;
WHY they must submit the Evidence;
WHERE they must submit the Evidence;
To achieve the above it is evident that you “as the Evidence Facilitator” must have sufficient
knowledge and understanding of all Policies, Procedures, Documentation, Methods and Activities
involved regarding the Assessment Process. Not only need you to understand this, but you must
also have the appropriate skills in place to facilitate this understanding to the candidate, who is
preparing for assessment.
Now you ask “Why all this fuss and emphasis on assessment’? The answer is simple; “To enhance
the achievement of learning”. Without achievement of learning there will be no competence in
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place meaning no competence in South Africa’s labour force, meaning no a foreign investment as
we will not have the skills to attract foreign investment, meaning no Jobs, meaning no social
growth - upliftment of each and every citizen of this country.
RPL is a specialized form of assessment in that candidates must provide evidence of previous
learning without having to attend formal training. It can be used for certification, placement,
granting advanced status and standing, crediting and access to further learning. RPL candidates
still need to provide evidence of competence – crediting is not an automatic process, based on
life-skills. RPL should not be managed separately from other learning and assessment services.
The difference between assessment procedures, approaches, strategies and methods are not clear
– different sources use the terminology differently, so that I felt it necessary to illustrate how we
will use them in this manual.
The following table should give you a good idea of our understanding of assessment procedures,
approaches, strategies and methods:
PROCEDURES METHODS
Continuous assessment.
Formative assessment.
Summative assessment.
RPL.
Observation in the workplace.
Simulation.
Practical demonstration.
Presentation.
Self-assessment.
Products of candidate’s activities.
Projects, assignments, tasks.
Documents linked to an activity.
Oral discussion or interview.
Written questions or essays.
Witness testimony/peer reports.
Photographs, videos.
Case studies and role plays.
Journals or logbooks.
Tests or examinations.
APPROACHES
Norm-referenced assessment.
Criterion-referenced assessment.
STRATEGIES
Performance-based assessment.
Outcomes-based assessment.
The principles of fairness, validity, reliability and practicability are probably the most important,
because the other principles will in all likelihood be met if those four are adhered to.
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SELF ASSESSMENT AND GROUP ACTIVITIES
Space for your notes
Do Exercise Four (4) in your
workbook now
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Advise and support candidates to prepare, organise and present evidence
Unit 2
PROVIDING GUIDANCE AND SUPPORT
One of the aims of outcomes-based learning is to make the entire process, including assessment,
more candidate-focused. Some of the ways suggested to achieve this is for Evidence Facilitators
and Assessors to acknowledge the needs, interests and abilities of candidates; to actively involve
candidates in all phases of the learning and assessment process.
•Potential barriers to gathering evidence and special needs of candidates are identified, and appropriate guidance is given to overcome such barriers and to address special needs.
•The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence.
•The advice and support is given in a way that promotes the candidates` ability to present valid, relevant, authentic and sufficient evidence of current competence.
•Interactions with candidates enable them to organise and present evidence in a manner that contributes to the overall efficiency and effectiveness of the assessment, but without compromising the reliability and
•The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors.
•Support is given in a way that strengthens candidates` ability to engage more independently in future assessments.
Section 5 to 11: All Assessment Criteria relating to SO2 will be dicussed in this unit
• The proposals could be made to candidates and/or assessors and other role-players.
ASSESSMENT CRITERION RANGE
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Effective assessment, like good facilitation, should foster a positive relationship between
candidates, Evidence Facilitators and Assessors. It should encourage candidates to take
responsibility for their own learning, to develop the confidence necessary to cope with increasing
challenges, to reflect on their own abilities and progress and to be actively involved in improving
themselves. Assessment should help candidates who experience learning problems to a
reconsideration of the work that is being done, of facilitation procedures which are being followed
or of learning strategies which are being applied.
It is clear, therefore, that assessment should form an integral part of the learning process. As such,
it should be planned, implemented, recorded and reported in systematic and comprehensive
ways.
It is important for the Evidence Facilitator in cooperation with the Assessor plan the assessment so
as to ensure that the candidate will be assessed in a fair and effective manner, and that the
assessment will be credible, that is fair, valid, reliable and practicable. The Evidence Facilitator
would need to know from the onset the type and amount of evidence that will need to be
generated. During this stage the candidates will in all probability also be registered for assessment,
and the assessment methods will be chosen. The assessment must be carried out in accordance
with the assessment plan. Therefore the Evidence Facilitator must understand the assessment
plan in such a manner that it will facilitate execution. The assessment approach should, however,
be adapted as required by the situation, and unforeseen events are addressed without
compromising the validity or fairness of the assessment. Planning the assessment involves:
The Evidence Facilitator can obtain information on the assessment from a number of sources for
example:
Discussion with assessors. Evidence Facilitators will need to meet with Assessors of the same unit
standards or qualifications from time to time to discuss assessment issues. This could be part of the
moderation process. They can review each other’s plans and materials and discuss the assessment
strategies, evaluation of past assessment materials, new approaches and strategies, possibilities for the
use of more than one assessor, type and amount of evidence required.
Discussion with the learning facilitator. In instances where the Evidence Facilitator is not the
facilitator, he/ she would need to know from the facilitator about the learning programme that the
candidates have been through, the results of the formative assessment that the candidates have been
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through, the equipment and material that the candidates are familiar with and to ascertain candidate
readiness for summative assessment.
Decide on the timing of assessment. The Evidence Facilitator together with the assessor would need to
plan for time during the learning programme for both formative and summative assessments. He or she
would need to identify opportunities for carrying out assessment. In the case of the candidate being
employed, the they would need to find out when the candidate will be engaging in certain activities in
the workplace that relate to the outcomes specified in the unit standard or qualification. In the case of
learning programmes that include a practical component like teaching, they would need to see if such
opportunities could be used for assessment of some of the outcomes. It is also important to plan the
timing of assessment in cases where facilities have to be shared by a number of providers and,
therefore, time slots have to be booked for the use of facilities.
Modifications made on the basis of the inputs maintain and/or improve the validity of the
assessment. Informing the candidates about their assessment is thus important in that there may
be cases where, because of the maturity and experience of the candidates, they may be in a
position to alert the assessor to other opportunities that the assessor may not have been aware of
in planning. Inputs obtained from candidates might lead to the assessor having to modify or
redesign the assessment. This includes questioning the candidates on their prior experience to
assist in determining their knowledge and skills to identify relevant unit standards according to
assessment requirements. (Design should, nevertheless, take place before candidates can be
informed.)
Depending on the language policy of the learning institution, candidates can also be consulted in
which language the assessment will be conducted and the candidate’s readiness for assessment.
LANGUAGE AND ASSESSMENT
Candidates should, generally, be able to be assessed in a language that they are most proficient
in. In South Africa in particular, this is an important factor. In Chapter 1 Section 6 of the
Constitution it is stipulated that:
…the official languages of South Africa are Sepedi, Sesotho, Setswana, siSwati, Tsivenda, Xitsonga,
Afrikaans, English, isiNdebele, isiXhosa, and isiZulu… measures must be taken to elevate the status
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and advance the use of the historically diminished status of indigenous languages… all languages
must enjoy parity of esteem and must be treated equitably.
Furthermore, in Chapter 2, the Bill of Rights, Section 29, it is stipulated that:
…everyone has the right to receive education in the official language or languages of their choice in
public educational institutional institutions taking into account equity, practicability and the need
for redress…
These constitutional provisions give candidates the right to determine their language/s of learning
and teaching. Assessment policies, therefore, should ensure, as far as possible, that this right is
upheld for all candidates.
Language and expressions used should be at a level appropriate to the candidate and provide for
clear understanding of what is required without leading candidates. It is the responsibility of the
assessor to ensure that the level of the course and the level of the language used are as far as
possible the same. It is better to err in terms of using too simple language rather than the other
way around.
BARRIERS TO ASSESSMENT AND SPECIAL NEEDS OF CANDIDATES
Potential unfair barriers to achievement by candidates must be identified and plans made to
address such barriers without compromising the validity of the assessment. (Unfair barriers could
relate to issues such as language or disabilities.)
Disabled or impaired candidates are not only people in wheelchairs. Any disability that can make it
difficult or even impossible for a candidate to write (theoretical) or do (practical) assessment
qualifies as a special need. It is the constitutional right of such individuals to be assessed as one
would assess any other candidate. A disabled person can be physical, mental or emotional. In fact,
language may be a barrier requiring special arrangements.
Often the first barrier to overcome is the physical barrier to access. The Evidence Facilitator should
consider and evaluate the venue for learning and assessment where it will be accessible to people
with disabilities. Transport arrangements can be made, although it is normally the responsibility of
the candidate.
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If language is a barrier to writing examination, documentation can be translated into the language
of the candidate with a language problem. This, however, can make learning very expensive, so
that this will probably only be done with critical material. Sign language interpreters can be
arranged for deaf people. Childcare arrangements should also receive attention if there are
candidates who need such services - mostly single/working mothers who do not have anybody
else to look after the child while she attends learning or writes examinations. Examination papers
can be prepared in extra large font type for candidates with poor vision.
The only instance where a candidate can be refused assessment is where his or her writing or
doing the assessment will endanger the safety of others or themselves. For example, a blind
person will probably not be allowed to do an examination which will qualify him or her to work on
high tension electrical cables.
The basic principle is that candidates with special needs must as far as possible be allowed and
enabled to write examinations and do practical assignments. This, however, does not mean that
standards should be compromised.
OTHER BARRIERS TO LEARNING AND ASSESSMENT
We have used evidence from our literature review to create a series of typologies of factors,
barriers and triggers that affect engagement in learning. The following categories encompass, in
an extremely broad sense, the key components of those typologies:
• personal – family commitments, personal interest and motivation, financial commitments
and barriers, individual income
• institutional – employment and unemployment factors, availability of institutional finance or
funding, tax breaks and benefits, information, advice and guidance, the nature and quality of
provision itself
• systemic or external – transport, proximity to institutions, regional and local characteristics,
such as deprivation, nature of the labour market and availability of learning opportunities.
The most commonly found barriers derived from the abovementioned topologies are listed below.
Evidence Facilitators must ensure that they identify this in advance during the identification of
needs and ensure that necessary action is taken to reduce or void these barriers. Guidance must
be provided in line the organizational policy and should the assistance of the applicable SETA be
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sought where the giving learning opportunity was sponsored or funded with a specific intent by
the said SETA.
Most commonly found barriers include but is not limited to:
• Financial difficulties with course costs.
• Financial difficulties resulting from studying instead of working.
• Transport too expensive.
• Transport not available or difficult,
• Place of learning too far away to commute comfortable.
• Childcare too expensive.
• Childcare not available.
• Lack of time to study.
• Lack of time to attend.
• Caring responsibilities.
• Religious/cultural constraints.
• Lack of support from the institution.
• Lack of support from family or friends.
• A change in circumstances made continuing impossible.
• Wrong course enrolled.
Evidence Facilitators that shows a keen interest in resolving these barriers with candidates
involved will find renewed candidate willingness and positive participation to achieve.
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SUPPORT IS GIVEN IN A WAY THAT STRENGTHENS CANDIDATES` ABILITY TO ENGAGE MORE INDEPENDENTLY IN FUTURE ASSESSMENTS - DEVELOPING A FRAMEWORK FOR ASSESSMENT – BUILDING COMPETENCY PORTFOLIO OF EVIDENCE This framework is not prescriptive and can take various forms. It can take the form of the personal
development plan, it can be in the form of a learning journal or it can take the form of a simple table as
depicted in table below. We however suggest that learners start developing Competency Portfolios. If the
term confuses you with a Formal Portfolio of Evidence (PoE) submitted as part of summative assessment,
rather refer to it then as a “File in which candidates start to collect, chronological compile and prepare for
assessment”. This is not a PoE that the candidate will submit as part of summative assessment but a
“personal” file in which they start to prepare, plan and gather evidence to get them ready for assessment.
For all purposes let us refer to it as a Competency Portfolio.
“Example ‘Preparing Evidence”
Name of Plan: Learning Strategy for the Learnership in ETD
Name of Learner: P. Learnmore
Ser nr
Outcome to achieved Evidence/ Facilitator
Degree of excellence to be
achieve Target Date
Resources Required
1 Improve communication skills to assist with learning
Mr Malone Must be competent at least to NQF 4
10/05/08 Prescribed learning material – will be provided by the facilitator
2 Re-Submit portfolio on OBE Assessment
Mr Nel 60% 01/07/08 None
etc
DEVELOPING A PORTFOLIO OF COMPETENCIES
We strongly recommend that if that you advice your learner to construct some kind of portfolio - either
paper-based or electronic - to provide evidence of the learner’s competencies and performance. The
advantage of a portfolio is that it is:
Holistic – it allows you to present an overview of your professional path and competencies in
one place
Job-related – it is based on the demands of your current job and prospective development
opportunities
Appropriate – you select the evidence to illustrate achievements you think are relevant
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Historic – it contains evidence of past achievements
Prospective – it details future plans
WHAT WILL WE FIND WE FIND IN A COMPETENCY PORTFOLIO?
As a portfolio is a record of learning and development, it will probably contain:
Details of Unit Standard or the Unit Standard itself.
The Assessment Guide or Curriculum.
Workbooks and practical activities that they completed during the learning programme.
The Assessment Plan.
Detail regarding the Assessment Methods that will be used during summative assessment.
Competencies they need to develop per specific outcome and identified assessment criteria.
Methods to demonstrate competence against the assessment criteria and possible questions that
might be asked by the Assessor.
Learning that they still are in doubt with and aspects that they must clarify with you the Evidence
Facilitator..
Evidence of competence (cross-referenced to the competencies contained in the framework).
Learning plan and target time frames in the form of a plan to learn and master the competencies
necessary to produce as evidence of competence during Summative Assessment.
In order to create the portfolio, the will need to look at their own strengths and weaknesses by comparing
their personal profile against the requirements of the Assessment Activities listed in the Assessment Guide
and Assessment Plan. This will help them to identify the essential evidence necessary for assessment
which they can then discuss with you the Evidence Facilitator. They will then be able to identify their own
personal learning development plan based on criteria of the assessment.
The development plan should reflect not only what is desirable, but what is possible and achievable, and
should include:
What is to be achieved
How they will know if they have achieved it
When - what is the required timescale
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EVIDENCE TO BE COLLECTED WITHIN THE COMPETENCY PORTFOLIO
The evidence they collect in the portfolio must be aligned clearly with the assessment criteria of the unit
standard against which the learning programme was designed and developed.
In addition this will allow candidates to carry out a self-assessment and hereby providing scope for
candidates to prepare more independently for assessment. Following this, they may wish to involve you the
Evidence Facilitator to discuss those assessment activities still causing doubt or concern.
Evidence compiled should ultimately result in:
Suggested sources of evidence:
Products – the tangible evidence/ activities necessary for Assessment.
Process – information about the methodology and rationale of the assessment approach.
Suggested types of evidence:
Research and continuing professional development activities.
Teamwork activities: co-operation with colleagues and with other departments.
Samples of work produced, e.g.
o a learning programme submissions etc.
o Assessment reports.
Other feedback reports from other assessors, learning facilitators, fellow learners etc.
Analysis on summaries these reports and feedback received fro example on formative assessments.
The format of the portfolio will depend on whether they have chosen to work with a paper-based or
electronic portfolio (ePortfolio). A paper-based portfolio is a perfectly adequate tool for presenting written
documentation. It can also have certain artefacts attached to the written document and contain references
to digital and online sources. The ePortfolio, however, will give you more opportunities to present a varied
range of evidence, including:
Audio files
Graphics
Video clips
HTML files
PPT presentations
Digitized photographs
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HOW WILL THE PORTFOLIO PROGRESS BE MEASURED?
Criteria for evaluation include the fact that the evidence must:
Be based on actual performance and not just theoretical knowledge.
Demonstrate an acceptable level of competence against performance indicators (e.g. the Unit
Standards and NQF Level Descriptors)
Demonstrate an ability to transfer competence to work situations (i.e. if they are working in a
different environment, could they still perform to the same level?)
Be reliable and valid.
Be sufficient to prove competence.
THE END-RESULT OF ALL INFORMATION AND ORIENTATION SESSIONS - CONFIRMING
CANDIDATES’ READINESS FOR ASSESSMENT
The Evidence Facilitator must make sure that the candidates are ready and well-prepared for the
assessment. This can be achieved by reviewing the results of formative assessment, but the
candidates must also be given an opportunity to declare if they are ready or not. It is important
that the candidates’ confirmation that they are ready be documented. This is done by taking
minutes during the orientation of the candidates on the assessment. However, we tend to
generate way too much paperwork when preparing for assessment. Consequently the same
results can be achieved by having the candidates sign a declaration that they are ready for the
assessment. This can take the following format:
“START of EXAMPLE”
THE FOLLOWING QUESTIONS MUST BE COMPLETED BY THE CANDIDATE:
Do you have any special requests or requirements now that we discussed the assessment plan?
Please list them:
1. ……………………………………………………………………………………..
CANDIDATES MUST COMPLETE THIS FORM AFTER HAVING READ THE ASSESSMENT
GUIDELINES AND SUBMIT THE COMPLETED FORM PRIOR TO WRITING THE THEORETICAL
EXAMINATION. IT ALSO APPLIES TO THE PRACTICAL EXAMINATION.
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2. ……………………………………………………………………………………..
3. ……………………………………………………………………………………..
Do you have any questions about the examination? (Please be sure to pose your questions to the
facilitator/Assessor before commencement of the examination.)
1. …………………………………………………………………………………….
2. …………………………………………………………………………………….
3. …………………………………………………………………………………….
I hereby confirm that:
Yes No
1 I understand the contents of this assessment plan.
2 That the contents have been explained to me.
3 That I have been given an opportunity to ask questions.
4 That I have been involved and that changes have been made to suit
my reasonable objections or suggestions.
5 That this is the plan that we will follow to gather the evidence
needed.
………………………………………. ………………………………………
SIGNATURE: CANDIDATE SIGNATURE: ASSESSOR
Date: …………………………. Date: ……………………..
“END of the EXAMPLE”
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THE ROLE OF THE CANDIDATES IN ASSESSMENT
It is important that the candidate understands from the onset what his or her role and
responsibilities are regarding the assessment, as well as the evidence that is required for
assessment. The candidate needs to understand what the process is and why it is so. The
candidate also needs to know what to expect from the assessor. The Evidence Facilitator or
assessor needs to explain to them what he/she expects from them. This should be contained in
the assessment guide and the assessment plan. The assessment guide must provide all the
information listed in the unit standard
SUMMARY OF UNIT 2
Candidates must be properly informed about all the details of the assessment and they should be
given an opportunity to suggest alternatives and raise concerns or objections. The Evidence
Facilitator on conjunction with assessor must also confirm that the candidates are ready to be
assessed and the candidates must confirm their readiness in writing. After the assessor briefed the
candidates on the assessment, gave them an opportunity to air their views, reservations and
suggestions on the assessment, everything should be in place for conducting the assessment.
SELF ASSESSMENT AND GROUP ACTIVITIES
Do Exercise Five (5) in your
workbook now
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Check and give feedback on evidence
Unit 3 OUTCOME RANGE
This is limited mainly to checking the completeness and
appropriateness of the evidence, and is not expected to amount to
an assessment judgement as would be appropriate for an assessor.
On completion of this unit the candidate will be able to check and give feedback against the following
criteria:
• Checks establish the validity, authenticity, relevance and sufficiency of evidence.
• Decisions are made concerning the readiness of the evidence for presentation to registered assessors, and recommendations contribute to the efficiency and effectiveness of the assessment process.
• Gaps in the evidence are identified and dealt with appropriately.
• Feedback about the evidence is communicated to assessors where required, and to candidates in a culturally sensitive manner and in a way that promotes positive action by the candidate.
• Key lessons from the facilitation process are identified and recorded for integration into future interactions with candidates.
In this unit Assessment Criteria 1 to 6 of Specific Outcome 3 will be disussed
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CHECKS ESTABLISH THE VALIDITY, AUTHENTICITY, RELEVANCE AND SUFFICIENCY OF EVIDENCE
Candidates must receive specific feedback on both their work and their self-assessment of that
work, if applicable. By reporting results facilitators/assessors could provide candidates with more
than mere feedback on their progress. They could also be offering helpful suggestions on how
candidates could go about improving their performance and how they should, in future, tackle
assessment tasks. As such, reporting becomes an integral part of facilitating, i.e. it serves a
formative purpose.
Feedback to candidates can take place verbally or in writing. Facilitators, or peers, could respond
to a particular candidate’s contribution to classroom activities, or a piece of work submitted after
experiential learning. Recording candidate performances electronically, for example, is particularly
helpful for discussion purposes and for self-assessment. Spoken feedback should be constructive,
informal and instantaneous, giving credit for effort, encouraging perseverance and offering
suggestions for overcoming difficulties. Written comments should be clear, specific, supportive
and reader-friendly.
GIVING FEEDBACK ON DIFFERENT RESULTS
There are four primarily four “types” of results that feedback must be given on, and each of them
should be approached differently.
The easiest type is where the candidate meets all the requirements to be found competent. In this
instance the candidate will be given the results, receive credits and a certificate, if applicable. No
further action is necessary.
The second situation would be where the candidate clearly does not meet any of the criteria for a
particular outcome. This must be communicated to the candidate in writing and the candidate
must be informed what he or she needs to do to be found competent. If it is the purpose of the
unit standard that the candidate cannot be found competent against, the assessor or facilitator will
have to decide if the candidate has the ability to master the material or not. It might be necessary
to suggest to the candidate that he or she should rather follow a different learning pathway or
switch to a lower level course. Remember, however, that in outcomes-based learning the candidate
who is willing to work should be given an opportunity to do so.
The third situation is where the candidate meets some of the criteria. In this instance the candidate
may be allowed to resubmit questions or exercises on the assessment criteria that he or she does
not meet yet. If the candidate clearly needs further guidance, the assessor or facilitator will ask the
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candidate to visit him or her to discuss the problem and to provide the necessary guidance and
support.
The fourth situation is where more evidence is required in order to make a judgement of
competence. In this instance the candidate may be allowed to submit outstanding questions or
exercises on the assessment criteria that he or she did not provide evidence of competence against
yet. If the candidate clearly needs further guidance, the assessor or facilitator will ask the candidate
to visit him or her to discuss the problem and to provide the necessary guidance and support.
GIVING FEEDBACK ON ASSESMENT RESULTS
The Evidence Facilitator together with assessor has to decide when to say that the candidate has
given enough evidence of appropriate quality to confirm that he/she is capable of performing the
outcome/s consistently and to the required standard. Sufficient evidence can include evidence
generated over time, to enable valid, consistent and fair assessment judgements to be made. This
judgement is made against the outcomes and assessment criteria in the unit standards and
evidence guides, taking the range (scope, context, underpinning knowledge and any other relevant
information) into account. Supplementary evidence may be used when necessary, for example
results of formative assessment, class participation, etc.
The assessor decides on the competence of the candidate once sufficient evidence has been
collected, the Evidence Facilitator can assist with this process by providing appropriate feedback
and input to the assessor. The ability to make assessment judgements must be demonstrated
using diverse sources of evidence and in situations where: special needs of candidates need to be
considered, candidates meet all criteria, candidates clearly do not meet the criteria, candidates
meet some, but not all criteria, and more evidence is required in order to make a judgment. The
quality and type of evidence can be assessed in terms of the assessment outcomes, against all the
assessment criteria in the relevant unit standard or qualifications. Assessment judgements are
always justified by the quality and sufficiency of the evidence. Judgements should be
substantiated in terms of the consistency and repeatability of the candidate’s performance and
evidence from various sources and time periods.
The candidate has to be informed what was correctly done and achieved, and if necessary what
was not correctly done and achieved. They should be told that they are deemed competent or not
yet competent. In formative assessment the candidate should be told what their strengths and
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weaknesses are, why they have the strengths and weaknesses, and what they need to do to deal
with the weaknesses. In summative assessment the candidate has to know that they are
competent or not and why. If judged not competent they should be told what steps could be taken
to get them to competency.
Not all candidates going through the same learning programme will reach competency at the same
time and the assessors should keep this in mind. Furthermore, some candidates may never be able
to achieve competence based on a number of factors and the reasons for this have to be
explained to them and advice given of other avenues which may be available, e.g., changing to
other learning programmes
Check that the evidence meets the criteria spelt out as it is essential when choosing assessment
methods..
Check that sufficient evidence is collected on which to base a decision, the evidence is accurate
and that the evidence is up to date.
When reviewing assessor decisions to provide feedback to candidates:
• Compare the evidence with the requirements of the assessment criteria.
• Provide feedback each decision point made by the assessor.
• Provide overall feedback against the whole assessment decision of the Assessor. To do this you will
need to discuss this in detail with the assessor. Do not make any assumptions about the assessors
decision clarify and discuss it with the assessor before giving feedback.
• Be prepared to explain and justify every decision made.
Beware of:
• Identifying with the candidate.
• Being influenced by the candidate’s past performance.
• Making assumptions, or being discriminating.
• Being overly influenced by one particular thing the candidate does, especially if it happens early on in
the process.
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The ability to give feedback must be demonstrated in situations where:
Special needs of candidates need to be considered, candidates meet all criteria, candidates clearly
do not meet the criteria, candidates meet some, but not all criteria, and more evidence is required
before a judgment is possible. Feedback should be given to relevant parties in accordance with
confidentiality requirements, in an appropriate sequence and within agreed timeframes.
Feedback should focus on the quality and sufficiency of the candidate’s performance in relation to
the agreed outcomes and criteria. The type of feedback and manner of giving feedback should be
constructive and related to the relevant party’s needs.
Sufficient information must be provided to enable the purpose of the assessment to be met, and
to enable parties to make further decisions. (Further decisions include awarding of credits and
redirecting candidates to alternative learning or re-assessment.) Feedback processes and models
should be described in terms of the potential impact on candidates and further learning and
assessment
Feedback about the assessment should be given:
As soon as possible.
In an appropriate place.
In a constructive and affirming way.
In a manner based on facts and the evidence collected in the assessment.
The candidate needs:
Time to discuss the assessment.
To be able to ask questions.
To ask the moderator for feedback in their methods and approach and their use of
different types of evidence.
To ask for advice on further steps to take in terms of training and assessment.
Where appropriate, to ask for advice on the appeal procedure.
To provide their own comments on the process.
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Do’s on giving feedback:
Try to give feedback as soon as possible after the evidence-collection process.
Always say something positive first.
Be specific in ones praise – there must be something the candidate did right! Name it clearly. Don’t
be vague or make generalisations.
Be sensitive and tactful.
Be reassuring and constructive.
Be helpful and encouraging.
Give reasons.
Describe rather than judge.
Be professional. Focus on the competency not the personality.
End on a positive note.
Don’ts on giving feedback:
• Don’t be vague.
• Don’t make generalised comments like “Your problem solving skills are not acceptable”.
• Don’t be judgemental or evaluative. Don’t say “The way you did that was good” but rather “The
way you did that matched exactly the requirements of the assessment criteria”.
• Don’t blame, or behave as if problems are the candidate’s fault.
• Don’t end off without making suggestions how the problems can be addressed.
PROVIDING FEEDBACK TO THE ASSESSOR
The assessor may need accurate advice and support to enable him/her to identify and meet the
candidate’s training and development needs. This is why it is advisable to make use of assessment
panels, including other assessors, facilitator(s) and moderator(s).
The assessor must be objective and fair. Agreements reached and key elements of the feedback
must be recorded in line with the organisational quality assurance system.
Feedback is not one-way traffic. The candidate should also be given an opportunity to give
feedback on how he or she experienced the assessment, and opportunities must be provided for
clarification and explanations concerning the entire assessment.
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FEEDBACK ON CRITICAL CROSS-FIELD OUTCOMES
The Evidence Facilitator also wants to know what candidates have learned at the end of a learning
programme in terms of social skills. What knowledge and awareness have been gained? What
questions or tensions remain or were newly created? What type of support system is available to
candidates as they apply what they have learned?
Written statements, action plans, and presentations synthesising a candidate’s learning present
various methods for assessing the impact of the course. The facilitator may also ask direct
questions such as: What have you learned? What has changed in your understanding of these
issues? What next steps would you like to take to continue to learn about and address these
issues? How will the learning influence your social and work-life?
Particularly with social justice content, application to real world contexts is an important goal for
learning. Depending on the duration of a course, candidates may choose to implement these
strategies and report the results back to the class. When time is more limited, a written or verbal
description of the proposed action plan helps transfer the learning from classroom to daily life.
FURTHER DECISIONS – WHAT NEXT
The summative assessment results should not be the end of the road for most candidates. It is the
responsibility of the learning provider, facilitator and/or assessor to motivate candidates to
continue learning. The following will typically happen after assessment and the completion of a
particular learning intervention, be it a unit standard-based course, candidateship, learning
programme or national qualification.
Awarding of credits. Credits can only be awarded once the verifier or verifiers endorsed
the decision of the moderator. Awarding of credits is done by reading the successful
candidate’s credits into the National Candidate Record Database (NLRD). The learning
provider forwards the results to the ETQA, where the person responsible will read the
credits into the NLRD.
Redirecting candidates for further learning. In a strategy of lifelong learning, successful
candidates should be urged to enroll for learning on a higher level or the same level,
perhaps in a different field. This also applies to unsuccessful candidates, sine they will often
perform better in a different field of learning or at a lower level.
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Guiding candidates for further application or re-assessment. Candidate guidance and
support must still be available to candidates after the assessments. Learning providers
should create a spirit of continuously upward spiraling growth in knowledge, skills and
attitudes. Outcomes-based learning should always improve the ability of the candidates to
work more efficiently. This is a continuous process that should carry on for the working
years of all adult candidates. Candidates who were not successful should be encouraged to
either try again or to try a different field of learning. Candidates should be helped to
discover their strong points and the fields of learning in which they will have the best
chance of success.
ASSESSMENT DOCUMENTATION
Assessment documentation is prepared to facilitate efficient and effective assessment and
recording of information. The documentation provides all details of the assessment process
needed to ensure fair, open, reliable and consistent assessment. Details include instructions to
candidates, assessors and other relevant parties.
REVIEWING OF ASSESSMENT
Reviewing assessment is a process of quality assurance and should probably be seen as a research
process rather than assessment as such. The existing assessment instruments are evaluated and,
based on the results of the evaluation, improved, changed or replaced.
Assessment instruments and procedures should be reviewed on a regular basis, in the light of
ETQA feedback, SAQA feedback regarding development of new standards, and client/candidate
feedback. Reviewing assessment and moderation systems should be coordinated by a person
specifically tasked with the responsibility. This is done prior to and also after tests or examinations
have been taken to identify good and bad practices in assessment design and processes, and to
incorporate it in the assessment redesign. Changes to assessment can take place at different levels
i.e. at the level of the individual facilitator, course team or the training/ assessment institution.
Weaknesses in the assessment design and processes that could have compromised the fairness,
consistency and reliability of the assessment should be identified and changed. Weaknesses
arising from poor quality unit standards or qualifications may also be identified and brought to the
attention of the relevant bodies (probably SGBs).
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QUALITY OF THE ASSESSMENT INSTRUMENTS
There is no such thing as a perfect assessment instrument. All assessment instruments have flaws,
simply because they were designed and developed by human beings, and we all know how fallible
human beings can be. Nevertheless, this does not mean that we should accept less than the best
quality instruments. It is in he interest of our candidates to ensure that they receive a fair and
equal chance of achieving success in assessment.
REVIEWING THE ASSESSMENT PROCESS
The assessment process should be reviewed every time the instruments were used. The
moderator would have evaluated the assessment instrument before it was used, but even this
does not mean that the instrument will be perfect. Using the instruments is probably the best acid
test for any assessment instrument. The following is a list of items that should be reviewed:
Was the assessment instrument designed in accordance with the quality assurance policy?
Are instructions to the candidates clear and unambiguous?
Was the assessment instrument sufficient to protect the integrity of standards and qualifications?
Is each assessment task clearly described and outlined?
Is the purpose of each task clear and clearly linked to the purpose of the learning programme?
Are the tasks relevant to the candidate’s context?
Are the assessment methods and tasks fit for purpose?
Is the evidence collection integrated into the workplace where appropriate?
Was the choice and design of assessment methods and instruments appropriate to the unit
standards and qualifications being assessed?
Is the assessment instrument consistent, accurate and well designed?
Does the assessment instrument make provision for reassessment?
Will it be necessary to redesign the assessment instrument?
Has the memorandum been prepared according to the quality assurance policy?
If annotated drawings are required, do complete drawings with annotations appear in the
memorandum?
Is the design of the assessment instrument linked to an assessment strategy? (Environmental
analysis to find the best assessment opportunities and approach.)
Is the grading design compatible with the assessment instrument? (assessment criteria, weighting,
format for judgements, etc.)
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Is the assessment instrument implementable within any reasonable site costs and time
requirements?
Are marks for sections and subsections shown clearly?
Did the assessment instrument make provision for special needs without compromising the validity
of the assessment?
Does the assessment instrument endeavour to determine the attitude of the candidate towards his
or her vocation as well as his or her sense of responsibility towards his or her vocation?
Was the assessment instrument career- and practice-oriented?
Are critical cross-field outcomes also assessed?
Does the recording format clearly state criteria and evidence requirements?
Does the recording format allow for third party testimony/witness statement? (Especially relevant
to RPL.)
Does the recording format allow for levels of performance to be recorded?
Does the recording format enable accurate recording of administrative information?
REPORTING AND HIGHLIGHTING ASSESSMENT GAPS
Weaknesses in the assessment design and process that could have compromised the fairness of
assessment must be identified and dealt with in accordance with the assessment policy.
Weaknesses arising from poor quality of unit standards or qualifications need to be identified, and
effective steps taken to inform relevant bodies.
The pool of items for a particular test can be reviewed by the individual who constructed them or
by a colleague. In either case it is helpful for the reviewer to read and answer each item as if taking
the test. This provides a check on the correct answer and a means of spotting any obvious defects.
A more careful evaluation of the items can be made by considering them in the light of each of the
following questions. (Gronlund, 1998: 114.)
Does each test item measure an important learning outcome included in the test specification? Each
test item should relate to one of the outcomes in the unit standards, since each item is designed to
measure one aspect of the subject matter and candidate performance specified there. If the outcome
to which the item refers was noted on the card at the time the item was constructed, the task is simply
to read the item and recheck its appropriateness. Essay questions and complex objective items may
have to be checked against several outcomes in the unit standards. In the final analysis each item
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should be related directly to the type of performance specified by the learning outcome(s) to be
measured.
Is each item appropriate for the particular learning outcome to be measured? Some learning
outcomes can be measured by any of the common item types. In such cases the multiple-choice item
should be favoured. However, if the learning outcome calls for supplying the answer, the completion or
essay test must be used. If only two alternatives are plausible, the true-false item might be the most
useful, and if the outcome calls for relating a series of homogeneous elements, the matching item
might be more efficient. Reviewing the items provides for a second check on the appropriateness of
each item type for the outcomes to be measured.
Does each item present a clearly formulated task? The problem presented by a test item, regardless of
item type, should be so clear and unambiguous that all candidates understand the task they are being
called on to perform. Those who fail an item should do so only because they lack the knowledge or
intellectual skill called for by the item and not because of poorly formulated tasks or questions.
Although ambiguity is a major problem in test construction, it is fortunately a flaw that becomes more
apparent during a follow-up review of the items.
Is the item stated in simple, clear language? This point is obviously related to the previous one, but
here we are concerned more with the appropriateness of the reading level of the item for the NQF level
to be tested. Except for technical terms that are a necessary part of the problem, the vocabulary should
be simple. Similarly, short and simple sentences are to be favoured over long and complex ones.
Meeting these two standards is likely to help remove ambiguity but, equally important, they enable
poor readers to demonstrate their levels of achievement more adequately. Reading ability is well worth
measuring in its own right, but attempts should be made to keep it from interfering with the
measurement of the learning outcomes. Ideally the reading level of the items should be adapted to the
least able reader in the group to be tested.
Is the item free from extraneous clues? Although we do not want candidates to fail an item if they
have achieved the outcome being measured, neither do we want them to answer an item correctly
when they have not achieved the intended outcome. Thus, the review of items provides another
opportunity to ferret out clues that might lead the uninformed to the correct answer. Verbal
associations, grammatical inconsistencies, and other clues that are easily overlooked during the
construction of the items frequently become obvious during review.
Is the difficulty of the items appropriate? The difficulty of the items in a criterion-referenced test
should match the difficulty of the learning task set forth in the specific learning outcomes. No attempt
should be made to alter item difficulty simply to obtain a spread of test scores. The important question
here becomes: Is the difficulty of the test item the same as that of the specified learning task? We
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assume, of course, that the appropriateness of the learning task for the group to be tested (NQF level)
was checked at the time the list of learning outcomes was prepared.
o In evaluating the difficulty of the items in a norm-referenced test, we shift our focus to the
question: How effectively will this item discriminate among candidates? Recall that the purpose
of a norm-referenced test is to obtain a dependable ranking of candidates, and to do this we
need items that discriminate. (Norm-referenced assessment is not favoured by an outcomes-
based approach to learning, but one cannot rule out the possibility that it might be the best
option under certain conditions.) Item analysis can be used to determine the discriminating
power of test items. Items that are difficult enough to discriminate between high and low
achievers are to be favoured.
Is each test item independent, and are the items as a group free from overlapping? Knowing the
answer to one item should not depend on knowing the answer to another item. Thus, each item should
be a separate scorable unit. Interlocking items are especially likely to occur when several items are
based on common introductory material. A closely related problem occurs when information in one
item helps the candidate determine the answer to another item. This is most common in tests that
include both selection and supply items. Frequently the information given in selection items is useful in
answering the supply items. These defects can easily be remedied by an overall review of the items
during the final selection of the items to be included in the test.
Do the items to be included in the test provide adequate coverage of the test specifications? The
review, elimination, and revision of test items may result in a pool of items that deviates somewhat
from the set of specifications. Thus, it may be necessary to further revise some of the items or to
construct new ones. In any event the final selection of items for the test must be made in light of the
test specifications in order to assure adequate sampling of the intended learning outcomes.
In addition to these general questions that apply to all item types, the rules for
constructing each specific type of item provide for item evaluation. In the review of
multiple-choice items, for example, the completeness of the problem given in the stem,
the inclusion of one clearly best answer, and the plausibility of the distracters all warrant
special attention. Just before reviewing a pool of items, one should consult the checklist for
evaluating each item type.
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CHANGING ASSESSMENT PRACTICES
It is necessary to review assessment even after test or examinations to identify good and bad
practice in assessment design and process, and to incorporate it in the assessment redesign.
Changes to assessment can take place at different levels – the individual facilitator, course team,
department and learning institution. At any of these, it is possible to make a change. For example,
an individual facilitator may wish to introduce a new assessment method and may be able to do
this without affecting other people. At the other end of the scale, the learning institution may
formulate a mission that requires for its achievement changes in the design and implementation
of assessment – for example, producing more independent candidates or achieving better results.
Some changes require a concerted effort at more than one level. For example, to achieve a
consistent approach to assessment in financial management would require agreement by
individual facilitators, course teams and the department. (Freeman & Lewis, 1998: 311.)
Candidates may also be involved in the review process.
Weaknesses in the assessment design and processes that could have compromised the fairness of
the assessment should be identified and changed in accordance with the institution’s assessment
policy. Weaknesses in the assessment arising from poor quality of unit standards or qualifications
should also be identified and relevant bodies be informed if changes call for their participation.
The Evidence Faciliator can also suggest how the assessment instrument can or should be
reviewed. The following is an example of a form which the candidates and assessor should
complete to facilitate review:
ASSESSMENT REVIEW
Review Item
CANDIDATE ASSESSOR
Remarks
YES NO YES NO
Were the assessment procedures clear?
Were the instructions and directions clearly specified?
Were all the specific outcomes tested?
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Was guidance offered to the assessors to help them collect and judge evidence?
Does the assessment material encourage candidate success, rather than failure?
Does the material encourage candidate self-evaluation?
Does the assessment material motivate the candidate?
Does the assessment material assess various thinking and communication skills?
Were the principles/criteria for good assessment achieved?
Is RPL assessment process work-related?
Did the assessment material provide for special needs of candidates?
Was feedback given constructively against the evidence required?
Was feedback given in a positive manner?
Was an opportunity to appeal given?
Was the evidence recorded?
SUMMARY OF UNIT 3
Assessment is part of the learning process, and all the role-players, including the candidate,
Evidence Facilitator, Learning Facilitator, Assessor, Moderator and Training manager should use it
as an opportunity to provide further training.
Feedback can be given verbally or in writing. It is important to keep written records of at least the
fact that feedback was given.
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The results of the assessment does not decide if feedback should be given or not, only how much
and on what feedback should be given.
Feedback should include guidance and support on how to correct the problem, should there be
one. Special needs of the candidate should also be taken into consideration.
Feedback must always be the product of sound quality assurance. In this respect it must be fair,
honest, positive, given in a mature manner and be well motivated. It should not only highlight
weak point, but should also include what the candidate did well. The purpose of feedback must
always be to improve the competence of the candidate, never to break down or offend. Feedback
must be given as soon as possible after assessment.
The candidate must be given an opportunity to respond to feedback and to appeal if he or she
feels that the assessment was not fair. Reassessment should always be an option, within realistic
limits, of course.
Confidentiality of information should always be maintained when giving feedback. The first person
who is entitled to assessment results is the candidate, and it is also the candidate who may decide
who else can have access to the results.
Feedback is not the end of the learning process. The following can follow after assessment and
feedback:
Awarding of credits.
Redirecting candidates for further learning.
Guiding candidates for further application or re-assessment.
SELF ASSESSMENT AND GROUP ACTIVITIES
Do Exercises Six and Seven and Eight
in your workbook now
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REFERENCES
1. Adams, M., Bell, L.A., Griffen, P. 1997. Teaching for Diversity and Social Justice. Routledge,