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LEARNING MATERIALS
FOR THE RPL ASSESSMENT OF UNIT STANDARDS…
UNIT
STANDARD # UNIT STANDARD TITLE
NQF
LEVEL CREDITS
12544 Facilitate the preparation and presentation of evidence for assessment
4 4
7387 Fulfil administrative requirements of a learning group
4 6
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ b ~
CONTENTS
1. Alignment .................................................................................. c
2. Entry Requirements ...................................................................... d
3. Assessment of Candidates’ Portfolio’s ................................................. e
4. Appeals Procedure ........................................................................ e
5. Assessment Requirements ................................................................ f
6. Assessment Strategy ....................................................................... f
7. Organisational Structure ................................................................. g
8. Unit Standards ............................................................................. h
9. Portfolio Evidence ........................................................................ n
10. Portfolio Index ............................................................................ o
SECTION 1 - PORTFOLIO OF EVIDENCE .................................................... P
SECTION 2 – Learner Guide ............................................................... AA
SECTION 3 – Portfolio of Evidence (continued).......................................... 1
SECTION 4 - PORTFOLIO OF EVIDENCE (CONTINUED) ................................ 15
SECTION 5 - PORTFOLIO OF EVIDENCE (Feedback) ................................... 44
SECTION 6 – ASSESSMENT MODERATION GUIDE ...................................... 1
SECTION 7 – HANDOUTS .......................................................................I
Moderator Report on Assessment Guide ............................................. 43
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ c ~
About this Guide
1. ALIGNMENT
This Portfolio Guide must be read in conjunction with the Supporting Adult Skills
Development learner guide, which is based on the following unit standard:
EXIT LEVEL OUTCOMES US NUMBER AND
TITLE LEVEL CREDITS
Learners are expected to obtain, record and organise administrative information and fulfil the administrative requirements needed to manage an adult learning group
US 7387 Fulfil administrative
requirements of a learning group
4 6
Learners are expected 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.
US 12544 Facilitate the preparation and
presentation of evidence for assessment
4 4
Total credits 10
The rationale for the above is to accommodate the credit recognition policy that
SAQA has presented in to SETA ETQAs, and to allow for entry level options for
candidates in terms of an RPL option or training and assessment option.
The purpose of this guide is to provide candidates, Evidence Facilitator, Assessor
and Moderator with guidelines in the preparation and presentation of the Portfolio
of Evidence within an RPL (Recognition of Prior Learning) setting
When deemed competent in this assessment, candidates will have proved that
they can: -
Obtain, record and organise administrative information related to learners.
This information must include (but not limited to)…
o Learner registration documentation (as specified by ETQA’s and
organisational policies, document templates and procedures)
o Record of learner details such as names, surnames, identity number,
employment details (if applicable), contact numbers, special needs,
etc.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ d ~
o A pre-populated (from the learner record document) attendance
register for each day of training that indicates times, absenteeism,
etc.
o File of lesson plans and schemes of work
o Records of materials used (e.g. video camera, laptops,
communication, etc.)
Provide information to learners about outcomes-based assessment in general
and their assessment in particular. Information provided to learners must
include …
o general principles and procedures of outcomes-based assessments
o organisational policies and procedures regarding outcomes-based
assessments, and
o the requirements of the particular assessment at hand
Advise and support candidates to prepare, organise and present evidence.
Check and give feedback on evidence presented by learners
Communicate relevant administrative information to learners, which may
include…
o Dates and times of learning events
o Venues
o Registration procedures
o Fees
o Absentee procedures, etc.
Maintain the learning environment
2. ENTRY REQUIREMENTS
The credit value is based on the assumption that candidates seeking to be deemed
competent in these unit standards 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.
Candidates will also show oral and written competence at NQF level 3 or RPL
equivalent.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ e ~
3. ASSESSMENT OF CANDIDATES’ PORTFOLIO’S
Within three months of submitting your portfolio:
Your assessor will verify the evidence presented
Your assessor may contact you to ask for further evidence, to clarify
anything and/or to conduct an oral assessment
Your assessor will provide a written assessor report to you or your sponsor
The assessment results will be moderated
When assessed as competent against both unit standards, you will be issued
with 10 credits towards the qualification 57428: FETC: Youth Development.
If assessed as not yet competent, you will receive detailed guidance on what
you need to be before you can be assessed as competent.
4. APPEALS PROCEDURE
In order to conduct the NQF system in an equitable & transparent manner, it is
important that there is a mechanism by which a learner can appeal against the
assessment conducted by the person who has been given the task of assessing him
/ her.
A learner may appeal against an assessment decision if he / she feels that the
assessment was not
i. Valid
ii. Fair
iii. Reliable
iv. Practicable
The assessor is required to advise the candidate of the required appeals process to
follow:
1) Attempt to resolve dispute with assessor
2) Submit formal request for dispute resolution to organisation’s SDF /
Moderator
3) SDF will meet with the learner to discuss and agree on a possible resolution
(appoint different assessor to re-assess, appoint moderator to moderate the
assessment, submit additional information for assessment)
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ f ~
4) If, after a second assessment and moderation, the learner is still
dissatisfied, he / she may fill in the Appeal Form and submit to the SDF /
Moderator. (This form is explained to every learner prior to assessment
commencing, the learner has free access to an Appeal Form as a copy of the
form is kept on the site where the learner is assessed.)
5) The SDF/ Moderator will appoint an Appeals Committee within the
organisation to review the appeal, during which both learner and assessor
will have the opportunity of stating their case to the Appeals Committee.
6) The Appeals Committee will make a decision of upholding or overthrowing
the appeal, and communicate the decision to all relevant parties.
7) Should the candidate still not be satisfied with the outcome, he may
approach the organisation for further information on possible alternative
actions to resolve the matter, or lodging an appeal with the relevant ETQA.
The decision of the ETQA will be final and binding on all parties. (You will
find a learner assessment appeals form at the end of your Portfolio Guide.)
5. ASSESSMENT REQUIREMENTS
Self Assessment - Review the assessment strategy provided below – it will provide
you with sufficient evidence against this module of the qualification, and prepare
you for the FSA (Final Summative Assessment)
6. ASSESSMENT STRATEGY
This module has been aligned to registered unit standard/s. You will be assessed
against the SO’s of the US’s by completing an Integrated Practical Workplace
Assignment and / or Knowledge Questionnaire that covers the Essential Embedded
Knowledge (EEK’s) stipulated in the US’s. The compilation of a PoE provides proof
of your ability to apply the learning to your work situation.
The designer prides herself in the promotion & practice of good assessment
principles to ensure proper support for you. These include: -
Advice and guidance to you through dedicated mentors
Matching developmental needs against unit standard requirements
The identification and support of special requirements and an appeals
procedure.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ g ~
The choice of assessment method and the design of the assessment tools or
instruments within this Portfolio Guide is according to credible assessment
principles, thus ensuring that the assessment meets the evidence requirements
within the required Unit Standards.
Our Quality Management System is constantly perfected and reviewed to ensure
that all the role players in the assessment process know exactly what their roles,
rights and responsibilities are. We endeavour to promote practices and procedures
that ensure proper learner support.
You are provided with advice and guidance; your development needs are matched
against unit standard requirements, regular but not unlimited assessment (limited
to two attempts) of the learner in terms of the unit standards outcome
requirements, the identification and support of special requirements and an
appeals procedure.
Therefore, the assessment strategy will focus on ensuring that you find the
assessment experience fair, valid, accurate, current and sufficient.
7. ORGANISATIONAL STRUCTURE
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ h ~
8. UNIT STANDARDS
All qualifications and part qualifications 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:
Fulfil administrative requirements of a learning group
SAQA US ID UNIT STANDARD TITLE
7387 Fulfil administrative requirements of a learning group
ORIGINATOR ORIGINATING PROVIDER
SGB ABET Educators
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 6
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
PURPOSE OF THE UNIT STANDARD
Persons credited with this unit standard are able to obtain, record and organise administrative information and fulfil the administrative requirements needed to manage an adult learning group.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Show oral and written competence at NQF level 3 or RPL equivalent.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SO 1: Obtain, record and organise administrative information RANGE –
An attendance register which records learners' names and surnames, dates and times of classes and absenteeism
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ i ~
Records of learners’ addresses, contact telephone numbers, contact person
File of lesson plans and schemes of work
Record of materials used AC 1: Reasons for collecting personal information are explained to learners. AC 2: Records are accurate, complete and up to date. AC 3: Records are available to learners and relevant authorities. AC 4: Records are systematically organised.
SO 2: Communicate relevant administrative information to learners. RANGE –
Dates and times of learning events
Venues
Registration procedures
Fees
Absentee procedures AC 1: Information given is accurate. AC 2: Information is communicated at a time and place convenient to learners. AC 3: Language and presentation of information is appropriate for learners. AC 4: Communication of information is timeous.
SO 3: Maintain the learning environment AC 1: Venue is secured (through relevant authority) for the duration of the learning
event. AC 2: Venue and equipment are organised timeously. AC 3: Damage to equipment or venue is promptly reported to appropriate person. AC 4: Situations which may affect the health and safety of learners are promptly
reported to the appropriate person.
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
WORKING effectively with others as a member of a team, group, organisation, or community.
ORGANISING and managing oneself and one`s actions responsibly and effectively. COLLECTING, analysing, organising and critically evaluating information.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
ID QUALIFICATION TITLE
NQF LEVEL
STATUS END DATE
Core 20838 NatCert: ABET Practice 4 Reregistered 2015-06-30
Core 20159 NatDip: ABET Practice 5 Reregistered 2015-06-30
Core 20483 NatHigherCert: ABET Practice 5 Reregistered 2015-06-30
Core 20485 NatFirst Degree: ABET Practice 6 Reregistered 2015-06-30
Elective 57428 FETC: Youth Development 4 Reregistered 2015-06-30
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ j ~
All qualifications and part qualifications 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
PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to learners 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.
SAQA US ID UNIT STANDARD TITLE
12544 Facilitate the preparation and presentation of evidence for assessment
ORIGINATOR ORIGINATING PROVIDER
SGB Assessor Standards
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 4
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ k ~
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:
SO 1: Provide information to candidates about assessment. 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. AC 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. 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: Interactions with candidates help to set them at ease and promote understanding of the assessment.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ l ~
Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
AC 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.
AC 4: The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment.
SO 2: Advise and support candidates to prepare, organise and present evidence. AC 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence.
AC 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.
AC 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.
AC 5: The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors.
AC 6: Support is given in a way that strengthens candidates' ability to engage more independently in future assessments.
SO 3: Check and give feedback on evidence. 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.
AC 1: Checks establish the validity, authenticity, relevance and sufficiency of evidence.
AC 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. Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
AC 3: Gaps in the evidence are identified and dealt with appropriately. "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.
AC 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.
AC 5: Key lessons from the facilitation process are identified and recorded for integration into future interactions with candidates.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ m ~
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
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
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.
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering.
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ n ~
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
ID QUALIFICATION TITLE
NQF LEVEL
END DATE
Core 65051 FETC: Arts and Culture Development Support 4 2015-06-30
Core 49531 FETC: Inclusive Education 4 2015-06-30
Core 50332
FETC: Occupationally-Directed Education Training and Development Practices
4 2015-06-30
Elective 20175 NatCert: Hygiene and Cleaning Supervision 3 2015-06-30
Elective 22992 NatCert: Refractories Masonry 3 2015-06-30
Elective 48818 FETC: Arts and Culture Administration 4 2015-06-30
Elective 78529 FETC: Chemical Operations 4 2015-06-30
Elective 50480 FETC: Firearm Training 4 2015-06-30
Elective 66489 FETC: Foundry Operations 4 2015-06-30
Elective 49836 FETC: Gender Practice 4 2015-06-30
Elective 57712 FETC: Generic Management 4 2015-06-30
Elective 67463
FETC: Human Resources Management and Practices Support
4 2015-06-30
Elective 48962
FETC: Manufacturing and Assembly Logistics (M&AL)
4 2015-06-30
Elective 61949 FETC: Pulp and Paper Operations 4 2015-06-30
Elective 59037 FETC: Tissue Conversion 4 2015-06-30
Elective 57428 FETC: Youth Development 4 2015-06-30
9. PORTFOLIO EVIDENCE
“Good” evidence is, as per the SAQA requirements:
Valid (related to what is being assessed)
Current (as recent as possible)
Sufficient (enough evidence to prove the competence without “overkill”)
Authentic (conducted by the candidate him/herself, in a real-life work
environment, or acceptably simulated environment).
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ o ~
10. PORTFOLIO INDEX
You will be provided with a lever arch file with five (5) sections in it, numbered and
tagged as follows:
TAB INDEX INFORMATION
1 Personal Details
Completed Learner Information Form
Signed & Dated comprehensive CV and ID
Signed & Dated Organisational Policies and Procedures regarding
- Learner communication & registration
- Learner guidance & support
- Assessment
- Moderation
- Certification
Completed, Signed & Dated Declaration of Authenticity
Signed & Dated Learner Rights and Responsibilities
Completed, Signed & Dated Assessment Plan & Minutes of Pre-assessment Meeting
Assessor Declaration
Moderator Report on Assessment Guide
2 Learning Material Learner Guide
3
Evidence in support of Competence in US 7387 - Fulfil administrative
requirements of a learning group
Formative Assessment Activities (X1)
Summative Assessment Activities (X2)
Feedback on Observation by Supervisor / Manager
Feedback from Assessor
Feedback from Moderator
4
Evidence in support of Competence in US
12544 - Facilitate the preparation and presentation of
evidence for assessment
Formative Assessment Activities (X4)
Summative Assessment Activities (X1)
Feedback on Role-Play by Supervisor / Manager
Feedback from Assessor
Feedback from Moderator
5 Feedback from Learner on Assessment Process
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ p ~
SECTION 1
PERSONAL DETAILS
SURNAME
NAMES
ID NUMBER
EQUITY(BLACK AFRICAN, BLACK
COLOURED, BLACK ASIAN, WHITE, OTHER – SPECIFY)
LANGUAGE
PHYSICAL ADDRESS
POSTAL ADDRESS
Area Code:
TELEPHONE NUMBER ( ) -
CELL NUMBER ( ) -
EMAIL ADDRESS
EMPLOYER
EMPLOYER CONTACT DETAILS
DATE OF PORTFOLIO SUBMISSION
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ q ~
LEARNER CV & ID
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ r ~
ORGANISATIONAL POLICIES PROCEDURES
Please ask your line manager to provide you with a copy of your
organisations’ Standard Operating Procedure relevant to your
responsibilities as a Programme Manager, as well as a copy of your
job description.
Sign and date these documents and file behind this page.
Remember that you MUST declare these documents
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ s ~
DECLARATION
DECLARATION OF LEARNER PREPARATION:
I hereby declare that I have been prepared for all assessment activities related to the Learning Unit. I am aware of the requirements and time frames of this assessment, and undertake to complete any remedial work required for assessment of this Learning Unit, where required.
DECLARATION OF AUTHENTICITY:
I hereby declare that the evidence presented in this Portfolio is my own work, and that I have participated in preparing the evidence in the case of group work activities. Where applicable, I have recognised sources of information used in the preparation of this Portfolio of Evidence for Learning Unit 7387 & 12544: Fulfil administrative requirements of a learning group & Facilitate the preparation and presentation of evidence for assessment
PAGE # TYPE OF EVIDENCE DATE INSERTED SIGNATURE
LEARNER NAME
LEARNER ID #
DATE SIGNATURE
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ t ~
LEARNER RIGHTS
a. Learners should be assessed against each unit standard (or coherent group of
linked standards) and/or qualification for which they are registered.
b. Learners’ assessment should address each specific outcome contained within
a unit standard, and all assessment criteria and range specified within the unit
standard should be taken into consideration in the assessment design. The unit
standard contains all the information and criteria necessary for assessment.
c. Once they have been found competent against a unit standard or qualification,
learners will be certificated for that unit standard or qualification.
d. Learners have a right to an interpreter for an assessment unless one of the
assumptions for the unit standard is competency within the language of
assessment, where the language of assessment is different to that of the
learner.
e. If learners are found “not yet competent” as a result of the assessment, they
will be given specific feedback regarding the areas of shortfalls, and will be
guided and informed on how to address identified gaps.
f. Learners have a right to access to their assessment records.
g. If learners do not agree with the assessment decision, they have the right to
ask that the assessment be moderated (if not already done).
h. If after the moderation learners still do not agree with the results of the
assessment, they have the right to lodge a formal appeal with the provider.
i. Confidentiality regarding learner‟s assessment and assessment results must be
maintained, and only authorised parties should have access to this information
during the appeals process.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ u ~
LEARNER RESPONSIBILITIES
a. Learners have the responsibility of familiarising themselves with the providers’
policies regarding assessment
b. Learners’ have the responsibility of familiarising themselves with the kinds of
assessment activities that they would be asked to perform, the standard and
level of performance expected, the type and amount of evidence to be
collected and their responsibility=y regarding the collection and presentation
of evidence
c. Learners are responsible for their own readiness for assessment or re-
assessment, and for agreeing to arrangements for the date and time of the
assessment and any re-assessment offered.
LEARNER CODE OF CONDUCT
a. Cheating, copying or accessing assessments in advance in cases of written tests
and examinations is inadmissible and will be dealt with within the disciplinary
measures of the organisation
b. Bribing, blackmailing, threatening or harassing the assessor or others involved
in the assessment process will not be tolerated and will be dealt with within
the disciplinary measures of the organisation
c. Offering 3rd party witness statements, references, historical records,
certificates or other forms of evidence that is proved to be unauthentic, has
not been referenced and / or not declared will be treated as theft and will be
severely dealt with within the assessment and moderation measures of the
organisation
d. Should the learner be found guilty of any of the above, the SDP and ETQA will
not award the credits associated with this learning programme.
e. If the SETA verifier or appeals panel finds that the assessment result is invalid
as a result of the learners’ own unethical behaviour the credits or qualification
may be withdrawn if the learner was clearly only found competent as the result
of this unethical behaviour.
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ v ~
LEARNER DECLARATION
I ________________________________________________________________ hereby
declare that I have read, understood and agree with the rights, responsibilities and
code of conduct as detailed on the previous pages.
I therefore undertake to conduct myself in an acceptable manner for the duration of
this process.
Learners’ Signature .............................................................................
Date ................................................................................................
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ w ~
ASSESSMENT PLAN MINUTES OF PRE-ASSESSMENT MEETING
UNIT
STANDARD
DETAILS
US 7387: - Fulfil administrative requirements of a learning group (Level 4 / 6 Credits)
US 12544: - Facilitate the preparation and presentation of evidence for assessment (Level 4 / 4 Credits
Sign the steps below only if you are satisfied that all the steps have been made clear to you
LEARNER
SIGNATURE
1
I have met with my assessor who explained the following to me adequately and I am happy with the content:-
Key aspects of the NQF regarding the assessment of this portfolio
The purpose, process and relevance of this assessment (incl. Moderation and judgement of evidence)
The evidence I need to generate and possible sources
Readiness for assessment
My rights and responsibilities regarding confidentiality, conduct, outcomes of assessment, appeals, etc.
2 I understand that during assessment the principles of fairness, validity, authenticity, sufficiency and reliability will apply.
3
The Specific Outcomes that I will be assessed against are:-
Obtaining, recording and organising accurate and complete administrative information according to organisational SoP’s
Communicating relevant administrative information to learners timeously, accurately and according to organisational SoP’s
Maintaining the learning environment efficiently and effectively and in line with organisational SoP’s
Providing information to assessment candidates about assessment in line with organisational SoP’s
Advising and supporting assessment candidates to prepare, organise and present evidence according to organisational SoP’s
Checking and giving feedback on evidence generated by assessment candidates in accordance with SAQA and ETQA guidelines
4
The Essential Embedded Knowledge that I will be assessed against is:-
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
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ x ~
LEARNER
SIGNATURE
Assessment policies and ETQA requirements
5
The Critical Cross-field Outcomes that I will have to display are:-
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.
Working effectively with others as a member of a team, group, organisation, or community using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
Organising and managing oneself and one`s actions responsibly and effectively while planning, preparing, conducting and recording the evidence gathering.
Collecting, analysing, organising and critically evaluating information in the gathering and evaluation of evidence and the facilitation process.
Communicate effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
Demonstrate the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
Contribute: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
6 I am aware of the assessment plan (e.g. when I must submit my evidence, who the stakeholders in this assessment will be and when I will receive feedback, and I am in agreement with it.
7
I am aware that if I have any special needs or barriers to achievement of these outcomes I should discuss these with my assessor and / workplace mentor / supervisor and reasonable adjustments will be made.
8 I was given ample opportunity to ask questions and gain clarity.
DATE 0F MEETING VENUE 0F MEETING
ASSESSOR SIGNATURE
MODERATOR SIGNATURE
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ y ~
ASSESSOR DECLARATION
I ________________________________________________________________ hereby
declare that I have checked the learner preparation for this assessment, have
familiarised myself with the Assessment Strategy and unit standard requirements,
portfolio requirements, and Assessment Plan.
I have checked the Portfolio of Evidence for completeness, and undertake to inform
the candidate of outstanding documents and evidence.
Assessor Signature ..............................................................................
Date ................................................................................................
SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL
Unit Standards 7387 & 12544 ~ z ~
END OF SECTION 1 OF THE PORTFOLIO OF EVIDENCE
SECTION 2
LEARNER GUIDE
Celeste Maximé Lackay Date Created: August 2015
FORWARD
This Learner Guide was designed using portions of the “Kit to Support Assessor
Training” developed by Australian National Training Authority and sourced from
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/documents
/anta_guides/guide4.doc and the following SAQA Document:-
Following is the original copyright provisions: -
SUPPORTING ADULT SKILLS DEVELOPMENT LEARNER GUIDE
© !THE Accreditation Specialist a
TABLE OF CONTENTS
LEARNING UNIT 1 ADMINISTRATION IN LEARNING ENVIRONMENTS .......................... 11
1.1 THE LEARNING ENVIRONMENT AND WHERE YOU FIT IN........................................ 11 1.2 TYPICAL WORK ACTIVITIES ................................................................... 12
1.2.1 Tasks may include: .................................................................. 12 1.2.2 Competencies Required of the Learning Administrator ....................... 13 1.2.3 Skills for Data Collection and Reporting ......................................... 14
1.3 YOUR ORGANISATION PROGRAMME MANAGER ................................................. 14 1.4 YOUR ORGANISATION ORGANISATIONAL STRUCTURE ........................................... 15
FORMATIVE ASSESSMENT ACTIVITY # 1 .......................................................... 15 SUMMATIVE ASSESSMENT ACTIVITY # 1 .......................................................... 15 SUMMATIVE ASSESSMENT ACTIVITY # 2 .......................................................... 15 LEARNING UNIT 2 PREPARING LEARNERS FOR ASSESSMENT .................................. 16
2.1 INTRODUCTION TO ASSESSMENT PRACTICES WITHIN THE NQF ................................. 16 2.1.1 Principles Objectives of the NQF Assessment .......................... 17 2.1.2 Overview of Assessment ............................................................ 21
FORMATIVE ASSESSMENT ACTIVITY # 2 .......................................................... 33 FORMATIVE ASSESSMENT ACTIVITY # 3 .......................................................... 34 LEARNING UNIT 3 - RULES OF EVIDENCE ........................................................ 36
3.1 NQF STANDARDS ASSESSMENT ............................................................ 39 3.2 RECOGNITION OF PRIOR LEARNING ............................................................ 41 3.3 THE ASSESSMENT PROCESS ................................................................... 44
FORMATIVE ASSESSMENT ACTIVITY # 4 .......................................................... 47 3.3 STRUCTURE, RESPONSIBILITIES REPORTING STRUCTURE OF SAQA AND ASSOCIATED BODIES. 47 3.4 INTRODUCTION TO THE QCTO ................................................................ 48
3.4.1 Some QCTO Frequently Asked Questions (FAQ’s) 48 3.5 ROLES RESPONSIBILITIES OF PM, ASSESSOR MODERATOR IN ASSESSMENT PROCESS ...... 50
3.5.1 The Assessors’ Role in your Organisation Assessment Process 50 3.5.2 The PMs’ Role in the Assessment Process 53
FORMATIVE ASSESSMENT ACTIVITY # 5 .......................................................... 55 LEARNING UNIT 4 - COORDINATE SKILLS DEVELOPMENT INTERVENTIONS .................. 56
4.1 COORDINATING & REPORTING ON TRAINING ................................................... 56 4.1.1 Learning About the Learners you will be Training / Developing 57 4.1.2 Preparing Venue, Facilities, Resources Support 58 4.1.3 Promote, Group Schedule Interventions 58
4.2 COORDINATE LEARNING INTERVENTIONS ....................................................... 58 4.2.1 Carry Out Coordination Activities According to the Plan 59 4.2.2 Maintain Records to Reveal the Learning Intervention Progress 62
4.3 REVIEW REPORT ON LEARNING INTERVENTIONS ............................................ 62 4.3.1 Conducting the Review 63 4.3.2 Recording Progress / Training Reports 64 4.3.3 Record Learning Data 65
SUMMATIVE ASSESSMENT ACTIVITY # 3 .......................................................... 65
SECTION 7 – HANDOUTS ............................................................................. I
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Introduction
The implementation of quality assessment processes and practices within a learning
organisation and Skills Development Providers (SDP’s) – such as your Organisation (LDI)
- is in large part dependent on the skills and knowledge of assessors and those who
support the adult learner within the learning environment; i.e. the Programme
Managers (PM’s) at your Organisation.
The implementation of quality assessment practices has a major influence on both the
quality of assessment outcomes and the confidence that stakeholders have in the
organisational assessment arrangements – and at National level through the
involvement of the various ETQA’s. So too is the quality in the assessment cycle
dependent on competent evidence collection facilitators and support staff.
The Guide
This guide comprises four sections. Each section is designed around a key theme or
issue in supporting adult learning in a SDP environment. These are:
Section 1: - Administering Learning Events
As a PM, you know that it’s a constant battle just trying to keep pace with paperwork.
This section will help you understand the importance of accurate and timeous
administration and communication. Effective training interventions require more than
just delivering courses. It also means complying with key regulations that impact the
operations and experience of the programme.
Efficient administration underpins successful learning and development. Recording
and managing data and the subsequent reporting, all ensure that the learning and
development function is able to provide an up to date relevant service to the
organisation.
An essential part of the training function, administrative duties have to be carried out
by all members of the team. This is often pulled together into one role.
Administrative duties have their own set of skills, knowledge and understanding.
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Section 2: - Preparing the Learner for Assessment
Because of the unique business model of your Organisation, the assessor is exempt
from preparing learners for assessment. It is expected that any PM will be a qualified
assessor and orientating learners in preparation of what is to come thus rests squarely
on their shoulders.
However, a revision of the South African Qualifications Authority (SAQA) and National
Qualifications Framework (NQF) is imperative and will help new PM’s in particular,
who may not be experienced or qualified assessors yet. The revision of the NQF
necessitates the understanding and application of the VACCS principles.
Section 3: - Interpreting Competency Standards to Gather Evidence
Although the PM may not necessarily be the programme assessor, (s)he will have to be
able to ensure that learners understand the criteria for competency. This section
focuses on interpreting Specific Outcomes as detailed in the Unit Standard(s). It
provides general information on the components of a unit of competency and how to
interpret this information for assessment purposes.
This section also explores the role of evidence in competency based assessment and
the approaches that the PM can take to help learners to gather sufficient quality
evidence. We will examine the stages in the assessment process, the roles of assessors
and candidates in the assessment process and ways of enhancing the quality and
consistency of assessment outcomes.
Section 4: - Coordinating Reporting on Training
Without an adequate support structure in place, the adherence to total quality
management principles and feedback, the whole intervention is a waste of time and
energy.
This section explores and justifies the need follow protocol and understand the
impact superior document process and reporting structures have on the SDP.
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Icons Used In This Guide
Outcomes addressed in this section
Handy Tip
Formative Assessment Activity
Summative Assessment Activity
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Unit Standards
All qualifications and part qualifications 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:
Fulfil administrative requirements of a learning group
SAQA US ID UNIT STANDARD TITLE
7387 Fulfil administrative requirements of a learning group
ORIGINATOR ORIGINATING PROVIDER
SGB ABET Educators
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 6
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
PURPOSE OF THE UNIT STANDARD
Persons credited with this unit standard are able to obtain, record and organise administrative information and fulfil the administrative requirements needed to manage an adult learning group.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Show oral and written competence at NQF level 3 or RPL equivalent.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SO 1: Obtain, record and organise administrative information RANGE –
An attendance register which records learners' names and surnames, dates and times of classes and absenteeism
Records of learners’ addresses, contact telephone numbers, contact person
File of lesson plans and schemes of work
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Record of materials used AC 1: Reasons for collecting personal information are explained to learners. AC 2: Records are accurate, complete and up to date. AC 3: Records are available to learners and relevant authorities. AC 4: Records are systematically organised.
SO 2: Communicate relevant administrative information to learners. RANGE –
Dates and times of learning events
Venues
Registration procedures
Fees
Absentee procedures AC 1: Information given is accurate. AC 2: Information is communicated at a time and place convenient to learners. AC 3: Language and presentation of information is appropriate for learners. AC 4: Communication of information is timeous.
SO 3: Maintain the learning environment AC 1: Venue is secured (through relevant authority) for the duration of the learning
event. AC 2: Venue and equipment are organised timeously. AC 3: Damage to equipment or venue is promptly reported to appropriate person. AC 4: Situations which may affect the health and safety of learners are promptly
reported to the appropriate person.
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
WORKING effectively with others as a member of a team, group, organisation, or community.
ORGANISING and managing oneself and one`s actions responsibly and effectively. COLLECTING, analysing, organising and critically evaluating information.
QUALIFICATIONS UTILISING THIS UNIT STANDARD (Edited)
ID QUALIFICATION TITLE
NQF LEVEL
STATUS END DATE
Elective 57428 FETC: Youth Development 4 Reregistered 2015-06-30
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All qualifications and part qualifications 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
PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to learners 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.
SAQA US ID UNIT STANDARD TITLE
12544 Facilitate the preparation and presentation of evidence for assessment
ORIGINATOR ORIGINATING PROVIDER
SGB Assessor Standards
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 4
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
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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:
SO 1: Provide information to candidates about assessment. 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. AC 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. 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: Interactions with candidates help to set them at ease and promote understanding of the assessment. Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
AC 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.
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AC 4: The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment.
SO 2: Advise and support candidates to prepare, organise and present evidence. AC 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence.
AC 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.
AC 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.
AC 5: The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors.
AC 6: Support is given in a way that strengthens candidates' ability to engage more independently in future assessments.
SO 3: Check and give feedback on evidence. 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. AC 1: Checks establish the validity, authenticity, relevance and sufficiency of
evidence. AC 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. Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
AC 3: Gaps in the evidence are identified and dealt with appropriately. "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.
AC 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.
AC 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.
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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
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
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.
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering.
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
QUALIFICATIONS UTILISING THIS UNIT STANDARD (Edited)
ID QUALIFICATION TITLE
NQF LEVEL
END DATE
Elective 57428 FETC: Youth Development 4 2015-06-30
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LEARNING UNIT 1
ADMINISTRATION IN LEARNING ENVIRONMENTS
In your function as a Programme Manager (PM) / learning
administrator within a Skills Development Provider (SDP), it is
expected of you to be able to support and coordinate the training
and development functions within and outside of the SDP. This thus
means that the administration, communication, core skills and
knowledge of Outcomes-Based Education & Training (OBET) within
the adult learning environment is key to effectively perform the
tasks expected from you.
The learning objective of this section is to enable you to
1. Understand the roles, responsibilities and competencies required
of the learning administrator
2. Understand the importance of confidentiality within a learning
environment
3. Competently and consistently practice superior learning
administration in any context
1.1 THE LEARNING ENVIRONMENT AND WHERE YOU FIT IN
Education administrators organise and manage the administration, support systems
and activities that facilitate the effective running of an educational institution. The
majority are based in higher or further education (HE or FE), with opportunities also
available in schools and private colleges.
Administrators work in areas such as admissions, quality assurance, data management
and examinations or in a specialist department such as finance, careers or human
resources. All of these can be either centrally based or within faculties, departments
or other smaller units.
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Training administrators are often the first point of
contact for learners and employees enquiring about
training programmes.
There are a huge number of possible job titles within education administration and
job descriptions are equally diverse.
1.2 TYPICAL WORK ACTIVITIES
The range of administrative roles in the education sector is enormous and
responsibilities can vary greatly depending on the type of institution and the section
or department in which you work.
The responsibilities listed below give an idea of some typical tasks in various roles,
but in education administration it is unlikely that any two jobs will be exactly the
same.
1.2.1 Tasks may include:
arranging venues and facilities
booking IT equipment
advertising
coordinating joining procedures
typing
printing
collating handouts and other resources
setting up equipment
evaluation and the maintenance of records.
servicing committees including academic boards, governing bodies and task
groups;
assisting with recruitment, public or alumni relations and marketing activities;
administering the 'student lifecycle' from registration or admission to
graduation or leaving;
providing administrative support to an academic team of lecturers, tutors or
teachers;
drafting and interpreting regulations and dealing with queries and complaints
procedures;
coordinating examination and assessment processes;
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maintaining high levels of quality assurance, including course evaluation and
course approval procedures;
using information systems and preparing reports and statistics for internal and
external use;
participating in the development of future information systems;
contributing to policy and planning;
managing budgets and ensuring financial systems are followed;
purchasing goods and equipment, as required, and processing invoices;
supervising learners and employees;
liaising with other administrative staff, academic colleagues and students;
liaising with partner institutions, other institutions, external agencies,
government departments and prospective students;
organising and facilitating a variety of educational or social activities.
Administration covers all aspects of learning and
development activities, pedagogical, technical and
creative.
1.2.2 Competencies Required of the Learning Administrator
If you are an administrator supporting learning specifically you should...
Be able to describe the content and types of delivery used within programmes
to those members of learners and employees enquiring about the course
Be able to identify those enquirers who may have concerns about the type of
delivery and offer reassurance redirecting to other team members if required
Be able to use standard software packages such as word processing,
spreadsheets and databases as a minimum
In an e-Learning environment, you must be able to identify the classification of
courses for recording data
Understand the Learning Management System in operation in the organisation
and have regular updates
Have knowledge of producing basic reports and complex
Be able to format documents, video clips and other media for use by trainers in
the development or adaptation of packages and blended learning
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1.2.3 Skills for Data Collection and Reporting
Reports vary in content and complexity from the manual collation from paper-based
documents to the more sophisticated reporting within the computer based Learning
Management System being used.
All levels of skill should be present in the training
team.
If you are responsible for reporting you should be able to
Organise methods of data collection and storage
Use spreadsheets and databases
Arrange data in a report
Present data in graphical forms
Analyse and interpret statistics
1.3 YOUR ORGANISATION PROGRAMME MANAGER
The unique learning experience afforded learners who embark on any training
programme offered by your Organisation (LDI) is the availability of dedicated
Programme Managers (PM’s). Compared to other skills development providers (SDP’s)
who focus on adult learners who are either formally employed or self-employed (and
thus have a limited amount of time to attend training), and because our facilitators,
assessors and moderators are contracted to your Organisation on an adhoc basis as
opposed to full time employees of the SDP, the onus and responsibility lie on the PM
to guide, assist and support learners right throughout the learning experience,
extending this support right through to certification.
Because of the nature of the job and the unique
business model of your Organisation, well trained,
fully equipped and competent PM’s is the hub of our
business.
Institutions of higher learning – such as universities – where most of the real learning
is facilitated by lecturers and tutors will also be in a better position to improve their
results and learning experience.
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1.4 YOUR ORGANISATION ORGANISATIONAL STRUCTURE
FORMATIVE ASSESSMENT ACTIVITY # 1
SUMMATIVE ASSESSMENT ACTIVITY # 1
SUMMATIVE ASSESSMENT ACTIVITY # 2
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LEARNING UNIT 2
PREPARING LEARNERS FOR ASSESSMENT
Section 1 of this guide outlined the internal environment within
which you will operate and a PM / learning administrator, as well as
the associated administrative responsibilities.
As a supporter of the assessment process, you need to understand
the language and structures associated with the South African
Qualifications Authority (SAQA), the Education & Training Quality
Assurance Bodies (ETQA’s), and National Standards Bodies (NSB’s).
The learning objective of this section is to enable you to
provide basic information to candidates about assessment
in terms of the NQF, purposes & processes.
2.1 INTRODUCTION TO ASSESSMENT PRACTICES WITHIN THE NQF
Sourced from: - http://www.saqa.org.za/docs/critguide/assessment/assessment.pdf on 14/01/2014 @ 09:36am
The NQF is an outcomes based education and training
framework for education and training standards and
qualifications. As such, the assessment practices and
procedures for the NQF have to be aligned to those of an
outcomes based education and training
system.
In addition to Outcomes-Based Education Training (OBET), being the framework
for assessment policies, systems and procedures for NQF registered standards and
qualifications, the underlying principles and objectives of the NQF should underpin
these policies, systems and procedures.
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The rationale for the establishment of the NQF is rooted in:
The history of South Africa and the reconstruction and development goals of
the new democratic government of this country;
The need to align the South African education and training system to emerging
international trends of best practice in the provision of quality education and
training and lifelong learning.
The NQF is also a response to the unjust education and training policies of the
previous dispensation. The principles of the NQF embody the social, political and
economic goals of the new democratic order, which are in the government’s
reconstruction and development policies.
2.1.1 Principles Objectives of the NQF Assessment
The principles of assessment carry notions of transformation and point to
transformation imperatives. They also carry notions of quality and point to quality
assurance practices that should be internationally comparable.
Finally, they carry the notion of the NQF as a vehicle for:
The eradication of injustice;
The achievement of reconstruction and development goals; and
The transformation and the promotion of quality in education and training.
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I. The Objectives of the NQF
The objectives of the NQF are to:
Create an integrated national framework of learning achievements;
Facilitate access to, and mobility and progression within education, training
and career paths;
Enhance the quality of education and training;
Accelerate the redress of past unfair discrimination in education, training and
employment opportunities, and thereby
Contribute to the full personal development of each learner and the social and
economic development of the nation at large.
II. Principles that Underpin the Objectives of the NQF
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The above-mentioned NQF principles should inform assessment policies, systems and
procedures in the following ways:
1. Integrated assessment
In unit standards, assess specific and critical cross-field outcomes (see glossary
for definition of terms)
In whole qualifications, assess learning outcomes which have a defined
purpose/purposes, including specific and critical cross-field outcomes
In both of the above, assess applied competence which is a combination of
practical competence, foundational competence and reflexive competence
Use formative and summative assessment
Use a variety of assessment methods and instruments
2. Recognition of achievements
Assess what the learner knows and can do
Credit what the learner knows and can do
3. Access, progression, portability
To enable progression through the levels of the framework:
Credit achievements
Allow the building of credits
Enable the transference of credits from one learning situation or site to
another
4. Recognition of prior learning
Allow for accelerated access to further learning
Assess and give credit for evidence of learning that has already been acquired
in different ways
The process of recognising prior achievements is about:
5.
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Legitimacy and credibility
Be transparent in terms of the standard expected, that is:
What the learner is expected to achieve
What criteria will be used to assess achievement
What the learner will have to do to show achievement
How it will be assessed
The conditions under which and, or the situation in which the assessment will
take place
The underpinning knowledge that will have a bearing on ensuring achievement
The amount, complexity and type of evidence that will be required
How moderation will be done
When the assessment will take place
To illustrate, look at the unit standards for ABET 4 dealing with Technology:
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6. Flexibility
Use a variety of assessment approaches, methods and instruments. However,
ensure that the chosen approach (es), method(s), instrument(s) are fair,
reliable, valid and practicable
7. Guidance of learners
Through the use of a variety of approaches, methods and instruments, and through
continuous formative assessment, inform learners about:
What they know and can do already
What they need to know and do
How they can achieve what they need to know and do
When they are ready to be assessed for qualification purposes
How they can use the results of assessment
2.1.2 Overview of Assessment
In general, assessment in education and training is about collecting evidence of
learners’ work so that judgements about learners’ achievements, or non-
achievements, can be made and decisions arrived at.
The decisions may have to do with the learner –
Is the learner able to do a certain job?
Is the learner able to embark on a particular course of study?
What other learning does the learner need to do in order to be deemed
qualified?
It 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 process can inform such decisions.
The most important use of assessment though, is to judge the performance of learners
in education and training so that qualifications may be awarded.
SAQA views assessment as:
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III. The Principles of Good Assessment
As assessment is central to the recognition of achievement, the quality of the
assessment is therefore important to provide credible certification. Credibility in
assessment is assured through assessment procedures and practices being governed by
certain principles.
These principles are:
Fairness
Validity
Reliability
Practicability
These principles help to allay the concerns and anxieties of users of assessment
results. The learners, parents, employers, learning institutions and the general public
want the assurance that the assessment results are credible. This is because these
results often affect personal, social and economic progression and mobility in society.
In addition, the results provide accurate information about the individual.
The above-mentioned principles are looked at more closely below:
Fairness - An assessment should not in any way hinder or advantage a learner.
Unfairness in assessment would constitute:
Inequality of opportunities, resources and appropriate teaching and learning
approaches in terms of acquisition of knowledge, understanding and skills.
Bias in respect of ethnicity, gender, age, disability, social class and race in so
far as that the assessment approaches, methods, instruments and materials do
not take into account these differences.
Lack of clarity in terms of what is being assessed.
Comparison of learners’ work with other learners, particularly in terms of
diversity of learning styles, home language, values, gender, race, life
experiences, etc.
Fairness in assessment would constitute:
The above-mentioned influences are taken into account and addressed.
The assessment process is clear, transparent and available to all learners.
Appeal mechanisms and re-assessments are accessible to all learners.
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Validity - Validity in assessment refers to measuring what it says it is measuring, be
it knowledge, understanding, subject content, skills, information,
behaviours, etc.
Validity in assessment would constitute:
Assessment procedures, methods, instruments and materials have to match
what is being assessed.
For example:
Therefore, the assessment should stay within the parameters of what is required – no
less or more than the unit standard or qualification.
In order to achieve validity in the assessment, assessors should:
State clearly what outcome(s) is/are being assessed
Use an appropriate type or source of evidence
Use an appropriate method of assessment
Select an appropriate instrument of assessment
The kind and amount of evidence will also determine the assessment method and
instruments to be selected and used. The assessment criteria, the range, contexts and
underpinning knowledge indicated in the unit standard, will inform these decisions.
Reliability - in assessment is about consistency. Consistency refers to the same
judgements being made in the same, or similar contexts each time a
particular assessment for specified stated intentions is administered.
Assessment results should not be perceived to have been influenced by variables such
as:
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Assessor bias in terms of the learner’s gender, ethnic origin, sexual orientation,
religion, like/dislike, appearance and such like
Different assessors interpreting unit standards or qualifications inconsistently
Different assessors applying different standards
Assessor stress and fatigue
Insufficient evidence gathered
Assessor assumptions about the learner, based on previous (good or bad)
performance
To avoid such variance in judgement (results), assessments should ensure that each
time an assessment is administered, the same or similar conditions prevail. Also, that
the procedures, methods, instruments and practices are the same or similar.
In addition:
Assessors should be trained and competent in administering assessments
Assessors should give clear, consistent and unambiguous instructions
Assessment criteria and guidelines for unit standards and qualifications should
be adhered to
Assessors should meet and talk to each other
Assessors should be subject experts in their learning field(s)
Where possible, more than one assessor should be involved in the assessment of
one learner
Assessors should use checklists, or other objective forms of assessment, in
addition to other assessment instruments
Internal and external moderation procedures for assessment should be in place
Clear and systematic recording procedures should be in place
Practicability - Practicability refers to ensuring that assessments take into account
the available financial resources, facilities, equipment and time.
Assessments that require elaborate arrangements for equipment and
facilities, as well as being costly, will make the assessment system fail.
NOTE: - Where the ideal assessment require specialised equipment and facilities,
such assessment could be done by means of a simulation or by means of collecting
evidence in the workplace.
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To conclude:
FAIRNESS + VALIDITY + RELIABILITY + PRACTICABILITY
= CREDIBILITY
The critical overriding principle of assessment is that of ethics.
Because the results of an assessment can lead to an increase in pay, improved career
prospects and the like, the principles of assessment should be applied ethically and
responsibly.
IV. OBET Assessment
Assessment in OBET emphasises the assessment of outputs and end products. These
are expressed in outcomes and competence. The assessment of the achievement (or
non-achievement) of outcomes and competence is done against assessment criteria.
The statement of outcomes, competence and assessment together, is a statement of
the standard that the learners are expected to achieve, and are therefore assessed
against.
Look at the following diagram:-
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Following is a description of outcomes:
However, outcomes go beyond the specification of subject content and can include
reference to:
Actions, roles, knowledge, understanding, skills, values and attitudes that a
learner has to perform to demonstrate competence
The criteria against which these will be assessed
The particular contexts for performance of these
The assessment of the performance of these
Assessment criteria are used to assess learners. Following is a closer look at
assessment criteria:
The assessment criteria should specify:
The knowledge, understanding, action(s), roles, skills, values and attitudes that
a learner has to display in order to provide evidence that outcomes and
competence have been achieved
The level of complexity and quality of these
The context of and conditions under which demonstrations should occur.
Assessment criteria are therefore statements whereby an assessor can judge whether
the evidence provided by a learner is sufficient to demonstrate competent
performance.
The next aspect to explore is the unit standard:
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The criterion in OBET is usually held in:
The statement of competence
The statement of outcomes
The assessment criteria
Therefore, a unit standard describes:
Unit standards are the parts which qualifications are made of. A qualification in
SAQA terms are made up of a cluster of unit standards, including standards for
fundamental learning, core learning and elective learning – this is to ensure that
learners are not only competent in a particular field, but that they are developed
holistically, with competence in inter alia, communication and numeracy, etc.
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To summarise:
The explicit and transparent specification of competence, outcomes and assessment
criteria is intended to ensure fairness of assessment:
All learners know what they are expected to demonstrate in order to achieve
credits
All assessors know what skills, knowledge, understanding, values, attitudes,
etc. are expected from a learner
There is clarity on tasks and activities that learners have to perform
There is clarity on the level of complexity, quality, kinds and range of skills,
knowledge, understanding, values, attitudes, etc. expected from the learner
There is clarity on the context of and the conditions under which assessment
will occur
In addition, the explicit and transparent specification of competence, outcomes and
assessment criteria is intended to ensure validity and practicability of assessment:
The nature of assessment methods and instruments should match the
assessment criteria specified.
For example:
Furthermore, the explicit and transparent specification of competence, outcomes and
assessment criteria is also intended to ensure reliability of assessment:
The standards, outcomes and the assessment criteria are the basis upon which
assessments are planned and administered.
These remain constant regardless of who is assessing or who is being assessed
The specific nature of these aspects makes it incumbent upon the assessor to
use them as a guide to planning, developing and administering assessments
The clear nature of these aspects is a built-in mechanism to avoid assessor
deviation, inconsistency and error
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Assessment in OBET is not only focused on what
learners can do, but intends to develop learners
holistically. In other words, learners are also required
to demonstrate certain life skills, which will not only
enhance their learning, but will also ensure that these
skills are transferable to their private lives.
These skills are referred to as ‘generic abilities’ and are expressed as ‘critical cross-
field outcomes’ in the qualifications. The following critical cross-field outcomes must
be included and assessed in each qualification:
Identify and solve problems in which responses display that responsible
decisions, using critical thinking, have been made
Work effectively with others as a member of a team, group, organisation or
community
Organise and manage oneself and one’s activities responsibly and effectively
Collect, analyse, organise and critically evaluate information
Communicate effectively using visual, mathematical, and/or language skills in
the modes of written and/or oral presentation
Use science and technology effectively and critically show responsibility
towards the environment and the health of others
Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation
Contribute to the full personal development of each learner and the social and
economic development of the society at large, by making it the underlying
intention of any programme of learning to make an individual aware of the
importance of:
o reflecting on and exploring a variety of strategies to learn more
effectively;
o participating as responsible citizens in the life of local, national and
global communities;
o being culturally and aesthetically sensitive across a range of social
contexts (Refer back to the examples of unit standards in chapter 2 to
see how the critical cross-field outcomes are included in assessments.)
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However, the assessment of knowledge (i.e. content),
is still very important.
Therefore, the assessment practices which were traditionally used for knowledge and
input-based education and training systems, are still useful in OBET assessment.
This means that exit level summative assessments (examinations), and norm-
referenced assessments (grading and averaging), will still be used as part of a more
integrative assessment. It will however, no longer be the only and decisive form of
assessment.
V. Criterion-Referenced Assessment
OBET assessment is associated with criterion-referenced assessment, particularly in
terms of the assessment of the individual and his/her achievement. Criterion-
referenced assessment is often explained in opposition to norm-referenced
assessment.
Compare the two below:
Thus in OBET, assessment is done to the standard that is stated in terms of the
specified outcomes and the accompanying assessment criteria laid down. The
achievement (or non-achievement) of other learners undergoing the same assessment
is not the major issue. A learner is deemed competent or not competent on the basis
of their assessment against the standard set.
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However, as indicated under ‘Principles of good
Assessment’, this does not mean that norm-referenced
assessments are not to be used under any
circumstances.
Exit level public examinations are still the cheapest form of assessment for large
numbers of learners. Therefore, it is still useful to OBET in the following ways:
To assess large numbers of learners in a cost-effective way
To test content knowledge
To draw statistics, i.e. compare one year’s performance with that of the
previous year to evaluate standards
To determine the quality of teaching
To determine the quality of the learning programme
To make comments about the national curriculum and trends
To analyse strengths and weaknesses to assist in program planning and
evaluation
To safeguard against the misuse of norm-referenced assessments, designers of
assessment should not rely on this form of assessment only. It should therefore be
part of a range of assessments that incorporates best practice in assessment, i.e.
criterion-referenced assessment, self-referenced assessment and norm-referenced
assessment.
Also, as in the case of any other form of assessment,
the purpose of the assessment should be clear and
transparent.
VI. Formative Summative Assessment
OBET makes use of formative and summative assessments.
Formative assessment refers to assessment that takes place during the process of
learning and teaching. Summative assessment is assessment for making a judgement
about achievement. This is carried out when a learner is ready to be assessed at the
end of a programme of learning.
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Compare the two forms of assessment:
Results initially collected as results for formative
assessment, can be used for summative assessment
with the agreement of the learner.
This will prevent having to assess outcomes twice.
The organisation of the learning programme will inform decisions on when
summative assessments can take place, e.g. a learning programme can be organised
around one outcome or a set of outcomes, depending on what is appropriate in terms
of ensuring learner success.
Summative assessments are administered when a learner has gone through a learning
programme and is ready to be assessed. On declaration of competence, credit is then
given, recorded and reported.
This is also true for qualifications. In SAQA terms a qualification is:
In this case, the educator may organise learning programmes around one outcome (or
a set of outcomes), and therefore assess at the end of each learning programme
developed for this unit, or assessment could take place at the end of all the outcomes
of the qualification.
This understanding of a learning programme makes it possible for summative
assessments to be done on a continuous basis throughout the learning experience. It
can be carried out at any of the given points of the total learning experience.
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This notion of summative assessment therefore does not confine assessment to a
written examination that can only assess a sample of learning within a limited time
(e.g. 3 hours). It allows for the use of a range of assessment methods (observation,
product evaluation, written and oral questioning), and for a range of assessment
instruments (practical, role plays, written assignments, tests, examinations,
demonstrations, projects, case studies, simulations, etc.)
Also, by using a range of methods and instruments, evidence can be collected from a
variety of sources. This is applicable to both formative and summative assessment
with the proviso that the assessment method and instruments match what is being
assessed and that appropriate and sufficient evidence has been collected.
Transparency is imperative: it must be clear to the
learner whether he/she is undergoing formative or
summative assessments.
When summative assessment is carried out, it must be clear that the results of the
assessment will be recorded and reported as a credit gained or not gained. The
learner must also be clear about what he/she is being assessed on, by whom, and
when.
Finally, every outcome and its associated assessment criteria specified in a unit
standard or qualification has to be assessed for credit purposes.
VII. Assessment Methods Instruments
This document refers to assessment methods and assessment instruments.
Assessment methods refer to the activities that an assessor engages in as he or she
assesses a learner and the learner’s work.
Normally these activities are:
Observation – observing the learner while he/she is carrying out tasks, real or
simulated, as defined in an outcome or outcome statement
Evaluation of a product – evaluating something the learner has produced
after the task has been completed
FORMATIVE ASSESSMENT ACTIVITY # 2
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FORMATIVE ASSESSMENT ACTIVITY # 3
Questioning – asking questions orally or in writing which are answered orally or in
writing. The questions could relate to the observation or to the product. This is done
to check the learner’s understanding of why certain activities were carried out or test
the learner’s ability to work within contexts required in the range statements or in
other contingencies suggested by the assessment criteria.
Look at the following example:
Assessment instruments refer to the nature of the
assessment task given to the learner to do.
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The table below lists different assessment methods and instruments:
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LEARNING UNIT 3 - RULES OF EVIDENCE
Section 2 of this guide outlined the language and structures
associated with the SAQA, the ETQA’s, and NSB’s.
We also spent a good amount of time understanding the structure
and purpose of the learning block in OBET – The Unit Standard (US).
Now that we understand this document that is fundamental to
learning, we will “drill down” into what the learner has to do so that
we can measure them against the set standard as detailed in the US.
The learning objective of this section is to enable you to
1) Provide basic information to candidates about Assessment in
terms of the National Qualifications Framework (NQF),
purposes & processes
2) Advise and support candidates to prepare, organise and present
evidence for assessment
3) Support the assessment process by working closely with assessors,
moderators and the ETQA in ensuring a transparent and effective
assessment cycle
4) Check and give feedback on evidence presented –
limited to completeness and relevance
All the different forms of assessment have one thing in common: the collection of
evidence. Evidence can be defined as:
Evidence can come from a variety of sources. It is the responsibility of the assessor to
ensure that enough (and the appropriate) evidence has been collected to make an
accurate judgement about a learner’s competence.
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Even though the unit standards and qualifications indicate the scope, context and
level for the demonstration of outcomes to be achieved, the assessor has to check the
quality of evidence before making an assessment decision.
Quality of Evidence
1. Validity of evidence - Does the evidence relate to the specific outcomes and
criteria to be assessed? Evidence is not automatically valid (or invalid) –
evidence should be appropriate to what is being assessed.
Look at the example:
2. Authenticity of evidence - Can the evidence be attributed to the learner? Is the
evidence the learner’s own work? In written assessments, safeguards
against dishonesty have long been in place.
In OBET, there is no difficulty in checking authenticity where the assessor is observing
the learner directly. However, where indirect evidence is produced, or where group
work was undertaken, the assessor has to verify that the evidence is the learner’s
own work, and in the case of group work, that he/she has made a fair contribution to
the end-result.
3. Sufficiency of evidence - Is there enough evidence to meet all the criteria
needed to certify the learner as competent? Is the assessor confident that
the performance can be repeated?
The use of various sources of evidence and a variety of assessment activities assist in
ensuring that the evidence is sufficient. This will ensure that enough evidence is
provided to meet all the criteria and the applicable range statements.
Look at the example:
4. Currency of evidence - Is the evidence related to current competence? Currency
refers to the applicability of skills, knowledge and understanding in the
present circumstances. In some fields of study, currency of experience
and training is of the utmost importance.
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Look at the example:
Types of Evidence
The best type of evidence is that which can be observed directly by the assessor. This
means that evidence should be collected from activities that are as similar as possible
to actual conditions.
However, there are other types of evidence that are also valid if checked and
verified. There are three main types of evidence:
Direct evidence - Direct evidence is actual evidence produced by the learner. This
is the most valid type of evidence. Direct evidence also easily establishes
authenticity. This should be the assessor’s primary source of evidence.
Examples of direct evidence include:
Direct observation of tasks, activities, etc
Questioning, i.e. oral, written
Product and output evaluation
It may be necessary to corroborate evidence (for example a written assignment or a
product) to ensure that it is the learner’s own work.
Indirect evidence - Indirect evidence is evidence produced about the learner from
another source. This is usually in the form of reports of third party
sources, i.e. sources other that the assessor. Indirect evidence can be
used to verify the authenticity of other forms of evidence. In addition, it
may be necessary to corroborate these forms of evidence. Sources of
indirect evidence include:
Team outputs
Work completed at an earlier stage
Performance appraisals
Training records
Testimonials
Reviews and commendations
Certificates and qualifications
Medals, prizes and trophies
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Customer/client ratings
Historical evidence - This type of evidence tells the assessor what the learner was
capable of doing in the past. It is the least valid form of evidence because
it does not necessarily prove current competence.
Historical evidence usually needs to be checked for authenticity, but it is still a useful
supplement to the assessment process.
However, historical evidence should not be confused with an ‘extended assessment’.
There is, in principle, no time limit for evidence collection, and depending on the
nature of the activity, assessment can take place in one day or over several months,
but this does not mean that the evidence is historical.
Some examples of historical evidence are:
Projects and portfolios
Video/audio-taped performance/photographs
Documentary evidence completed by the learner
Completed work (products)
Performance appraisals
Training records
Testimonials
Reviews and commendations
Certificates and qualifications
Medals, prizes and trophies
Customer/client ratings
3.1 NQF STANDARDS ASSESSMENT
The standard in the NQF system is held in the unit standard. A unit standard is the
smallest unit that can be credited to a learner. Unit standards can stand alone, but
are generally part of a qualification.
A unit standard consists of the following elements as it appears in the NSB
Regulations:
The purpose of the unit standard
The learning assumed to be in place before the unit standard is commenced
The specific outcomes to be assessed
The assessment criteria, including essential embedded knowledge
The accreditation process (including moderation) for the unit standard
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The range statements as a general guide for the scope and context for the
performance of outcomes of the unit standard
The notes category which includes the critical cross-field outcomes, and may
include reference to essential embedded knowledge, if this is not addressed
under assessment criteria, and may include other supplementary information
The unit standard is the basis upon which assessments are designed and indicates to
the learner what to expect when being assessed, in the following way:
In the purpose of the unit standard the expected applied competence that
should be achieved and will therefore be assessed, is stated, for example:
In the outcome or outcomes of the unit standard, the specific actions, roles,
knowledge, understanding, skills, values, attitudes that a learner has to
perform in assessment, are stated:
In the assessment criteria the level of complexity and quality of the learner’s
performance expected in the assessment, are stated:
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In the range statement the particular scope and range of contexts for the
learner’s performance and assessment, the kinds of methods and activities
applicable and the kinds of evidence to be collected, are stated:
The accreditation process and moderation of the assessment process to
ensure fairness, validity, reliability and practicability are stated.
In the notes category the critical cross-field outcomes supporting the
achievement of the outcomes that will be assessed, the essential embedded
knowledge that will be assessed and any other factors of information that will
have a bearing on the assessment, are stated:
3.2 RECOGNITION OF PRIOR LEARNING
Recognition of prior learning (RPL), is a key principle of the NQF particularly in as far
as accelerated learning and ensuring the redress of past inequities is concerned,
though it is not confined for use in these instances. It can be defined as:
The NQF recognises that learning takes place in a variety of settings, for example:
Formal education and training programmes
Formal and informal on the job education and training
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Self-study for enjoyment or improvement of qualifications
Informal experience gained in the workplace or community
Non-formal in-house education and training
Where appropriate, such learning should be recognised and credited. Assessment
policies of ETQA’s and their constituent providers have to contain policies and
procedures for RPL.
There is no fundamental difference in the assessment
of previously acquired skills and knowledge and the
assessment of skills and knowledge achieved through a
current learning programme.
The learner seeking credits for previously acquired skills and knowledge, still has to
comply with all the requirements as stated in the unit standard and will be assessed
to determine competence.
The only difference is that this learner will not need to go through a learning programme.
Credentialing in OBET is not dependent on time spent in a learning programme, rather
on the learner’s readiness to demonstrate competence. A learner who feels ready can
present himself/herself for assessment and/or submit the necessary evidence as
required by the learning outcomes and assessment criteria. Exactly the same
principles, i.e. currency of evidence, sufficiency of evidence, validity of evidence and
authenticity of evidence, apply in an assessment of prior knowledge.
Assessment for the recognition of prior learning is therefore, as for any assessment,
subject to the following principles:
The application of NQF principles
The application of the principles of credible assessment
The application of the principles of the collection of and quality of the
evidence
The assessment being planned and designed on the basis of understanding the
requirements of the unit standard, part qualification or qualification that the
learner is seeking credit for
Sourcing types of evidence as suggested
The use of various methods and instruments mentioned
The application of the assessment process outlined
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The application of moderation requirements
Summary of evidence sources for the unit of competency
UNIT(S) OF COMPETENCY PMLORG600A from PML99 Laboratory Operations
Training Package
REGISTERED TRAINING ORGANISATION Labskills
EVIDENCE SOURCES
Ele
ments
and
perf
orm
ance
cri
teri
a
Pra
cti
cal
Dem
onst
rati
on
Thir
d P
art
y
Report
s
Quest
ionin
g /
Inte
rvie
w
Pers
onal
Sta
tem
ent
/ C
V
/ R
esu
me
Work
pla
ce
Docum
ents
Tra
inin
g
Record
s
Case
Stu
die
s
Pro
jects
Journ
al /
Dia
ry
Test
imonia
ls /
Aw
ard
s
Element 1 1.1
1.2
1.3
1.4
1.5 *
Element 2 2.1
2.2
2.3
2.4
Element 3 3.1
3.2
3.3
3.4
Element 4 4.1
4.2
4.3
4.4
4.5
Element 5 5.1
5.2
5.3
5.4
5.5
5.6
5.7
Note: * denotes observation of a simulated or role play exercise. Evidence sources such as B1, B3–B7 have been identified in consultation with
candidates
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3.3 THE ASSESSMENT PROCESS
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CASE STUDY 1: RECOGNITION IN THE RURAL INDUSTRY
Overview
This case study highlights the process an RTO has applied for one candidate seeking
Recognition for the Diploma in Horticulture (Landscape) from the Horticulture
Training Package.
(RTO - Registered Training Organisation - and refers to a training organisation
registered in accordance with the Australian Quality Training Framework, within a
defined scope of registration. The South African equivalent will this be the SDP –
Skills Development Providers.)
The candidate had recently completed the Certificate III in Horticulture (Landscape)
and was seeking Recognition for the additional units of competency needed to
complete the Diploma.
(Unit of competency means the specification of knowledge and skill and the
application of that knowledge and skill to the standard of performance expected in
the workplace. The South African equivalent is the Unit Standard.)
Key steps
The assessor’s first step in the Recognition process was to meet the candidate and
discuss the units of competency he thought he was capable of doing and the types of
evidence he might be able to provide. This early discussion focused on the
qualification sought, the procedures involved in the Recognition process, the
candidate’s work and training history and the gathering of evidence to support the
process.
Following this preliminary discussion, a learner guide / handbook was sent to the
candidate with an introductory letter. The handbook was self-explanatory and was
used to guide the candidate through the whole process. This involved information on
the selection of appropriate units of competency to suit the skills of the candidate
and the points system (Requirement of the Horticulture Training Package Recognition
resource) for gaining the qualification, as well as suggestions on the types of evidence
that might be suitable.
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At this stage, the candidate was encouraged to contact the RTO again if he had not
been able to follow the handbook. A coordinator was available to answer any queries
and provide additional information to the candidate if needed.
The next step in the process was for the candidate to submit an application
identifying the units of competency he would need for the required qualification.
Detailed checklists were then sent to the candidate for each unit of competency he
had selected. These sheets detailed the elements and performance criteria for each
unit of competency to assist him in gathering his evidence.
Once he had identified the units of competency, an assessor was assigned to the
candidate to assist him through the process. The course coordinator acted as a
mentor and could be contacted by the candidate to answer any queries or give
guidance on the process.
The next step was for the candidate to collect his evidence and forward it to the
assessor. Once it was received, the assessor reviewed all the evidence and then
interviewed the candidate.
As there was insufficient evidence to support one of the units of competency, the
candidate was asked to supply more evidence. If he could not do so, the assessor
would recommend additional training to fill the gap.
As the candidate was able to provide additional evidence for the required unit of
competence, he was found to be competent. The final step in this process was to
grant the qualification and sign–off on the units of competence.
Sourced from “Recognition Resource” printed by the Australian Department of Education, Training and
Youth Affairs in 2001; page 75-76
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FORMATIVE ASSESSMENT ACTIVITY # 4
3.3 STRUCTURE, RESPONSIBILITIES REPORTING STRUCTURE OF SAQA AND
ASSOCIATED BODIES
The following diagram outlines how SAQA and its associated bodies will relate to each
other in terms of qualification design, assessment and moderation:
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As we are aware, this model is currently being revised
under the new QCTO (Quality Council for Trades and
Occupations.)
3.4 INTRODUCTION TO THE QCTO
The QCTO is one of the three Quality Councils provided for in the National
Qualifications Framework Act (NQF Act No 67 of 2008). It was established under the
Skills Development Act and became operational on the 1st April 2010 following the
publication of Government Gazette No 33059, 1st April 2010.
The QCTO has been putting in place the necessary building blocks for it to begin
operating. On 20th July 2011 it will be delegating functions to the first generation of
'official' Development Quality Partners. This signals that work has begun in earnest.
3.4.1 Some QCTO Frequently Asked Questions (FAQ’s)
QUESTION ANSWER
What is the QCTO?
QCTO stands for Quality Council for Trades and Occupations. The QCTO is one of the three Quality Councils, each responsible for a qualifications sub framework on the National Qualifications Framework. CHE and Umalusi are the other two. The sub framework that the QCTO is responsible for is the Trades and Occupations sub framework.
What is the QCTO's responsibility?
The QCTO is responsible for standards setting and quality assurance of occupational qualifications on the Trades and Occupations sub framework. QCTO recommends to SAQA, qualifications for registration on the NQF.
What is an occupational qualification?
An occupational qualification is defined in the law as a qualification associated with a trade, occupation or profession resulting from work-based learning and consisting of three components, one for knowledge, one for practical skills and one for work experience. All occupational qualifications require a final test or what is called 'an external, summative assessment' which, when successfully passed, signals to the world that the person is able to fully perform the work of the occupation.
What process do I follow to initiate a process of developing an occupational
The process of occupational qualification development begins when a person or an organisation (the applicant) submits a request to the QCTO for an Occupational Qualification to be developed. This can be in a letter, an e-
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QUESTION ANSWER
qualification? mail or even a phone call. All are welcome to submit a request. The QCTO may be contacted at [email protected] The QCTO will advise and guide the applicant on the process to be followed.
What is a Development Quality Partner (DQP)?
A DQP is an entity appointed by the QCTO and delegated to manage, on behalf of the QCTO, the process of developing an Occupational Qualification. The QCTO has developed processes that will ensure as far as possible that its Quality Partners have the capacity to perform their assigned tasks to the highest quality standards which include integrity, transparency and fitness for purpose.
What is an Assessment Quality Partner (AQP)?
An AQP is an entity appointed by the QCTO and delegated to manage, on behalf of the QCTO, the assessment process. An AQP is responsible for developing, maintaining and implementing external assessments. An AQP coordinates and manages external assessment processes. An AQP develops and maintains a national databank of instruments used in the external assessment. An AQP maintains a register of assessors and moderators from which assessors and moderators for the external summative assessment are selected. An AQP recommends to the QCTO the accreditation of skills development providers for the knowledge and or practical skills components. An AQP recommends to the QCTO the certification of learners.
What are the rules of combination for occupational qualifications?
A minimum of 20% credits are required for each of the three components (Knowledge, practical skills, and work experience). This means that the remainder of 40% of the credits can be added to any component to support the purpose of the qualification.
What are the types of occupational qualifications that can be developed?
The QCTO has two types of occupational qualifications, these are:National Occupational Qualifications : 120+ Credits National Occupational Awards: 25-119 Credits
How do I get more information on the QCTO (e.g. policies, and other important information)
For the interim period QCTO information may be accessed from www.qcto.org.za. You will be able to access information on the QCTO e.g. policies, occupational qualifications in development, other important information.
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3.5 ROLES RESPONSIBILITIES OF PM, ASSESSOR MODERATOR IN ASSESSMENT
PROCESS
3.5.1 The Assessors’ Role in your Organisation Assessment Process
Assessors have a critical role to play in the assessment process. The following extract
from the model assessment guidelines outlines the assessor’s role in each step in the
assessment process.
Step 1: Establish the assessment context
Working with the assessment designer and the moderator, the assessor will:
establish the context and purpose of the assessment
identify the relevant unit standards, assessment criteria / guidelines and
qualification framework of the skills programme / qualification
identify any SAQA / ETQA noted support materials that have been developed to
facilitate the assessment process
analyse the Specific Outcomes and identify the evidence requirements
identify potential evidence collection methods
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source or develop assessment materials to assist in the evidence gathering
process
develop / detail an assessment plan.
Step 2: Prepare the candidate
Once this is done, the assessor meets with the candidate to:
facilitate the knowledge needed to ensure that the learner meets the Specific
Outcomes (SO’s) to be displayed and answer any questions
explain the SO’s that will be assessed and the evidence to be collected
assess the needs of the candidate and, where applicable, negotiate reasonable
adjustment for assessing people with disabilities without compromising the
integrity of the competencies
Step 3: Plan and prepare the evidence gathering process
The assessor must:
establish a plan for gathering sufficient quality evidence about the candidate’s
performance in order to make the assessment decision (and involve industry
representatives in the development of plans for the validation of assessment in
the event of an RPL Assessment)
validate resources required to support the evidence gathering process (the
activities in the PoE – Portfolio of Evidence)
incorporate reasonable adjustments to the assessment procedure without
compromising the integrity of the competencies.
Step 4: Make the assessment decision based on evidence presented
The assessor must:
evaluate evidence in terms of the four dimensions of competency – task skills,
task management skills, contingency management skills and job / role
environment skills
evaluate the evidence in terms of validity, consistency, currency, equity,
authenticity and sufficiency
consult and work with moderators, PM’s, other learners and employees,
assessment panel members or technical experts involved in the assessment
process
record details of evidence collected
make a judgement about the candidate's competence based on the evidence
and the relevant unit(s) of competency.
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Step 5: Provide feedback on the assessment
The assessor must provide advice to the candidate about the outcomes of the
assessment process. This includes providing the candidate with:
clear and constructive feedback on the assessment decision
information on ways of overcoming any identified gaps in competence revealed
by the assessment
the opportunity to discuss the assessment process and outcome
Step 6: Record and report the result
The assessor must:
record the assessment outcome according to the policies and procedures of the
SDP and ETQA
maintain the confidentiality of the assessment outcome
Step 7: Review the assessment process
On completion of the assessment process, the assessor must:
review the assessment process
report on the positive and negative features of the assessment to those
responsible for the assessment procedures (E.G. the Quality Assurance
Manager, PM, Moderators and / or Assessment Designers.)
if necessary, suggest to appropriate personnel in the SDP / ETQA ways of
improving the assessment procedures.
Step 8: Participate in the reassessment and appeals process
The assessor must:
provide feedback and counsel the candidate, if required, regarding the
assessment outcome or process, including guidance on further options
participate in the reassessment or appeal according to the policies and
procedures of the SDP.
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3.5.2 The PMs’ Role in the Assessment Process
While assessors have a critical role to play in the
assessment process, the bulk of the work and
responsibility rests with the learning administrator /
Evidence Collection Facilitator / PM.
Following is a graphical illustration of your Organisation Assessment Process in terms
of the roles and responsibilities of the PM:-
The following extract from the model assessment guidelines outlines the PM’s role in
supporting the assessment process: -
Step 1: Establish the assessment context
Working with the assessor, assessment designer and the moderator if needs be, the
PM will:
familiarise themselves with the relevant unit standards, assessment criteria
and qualification framework of the skills programme / qualification and
assessment tools
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ensure availability of support materials developed by the moderator /
facilitator / assessor / assessment tool designer
identify potential evidence collection methods
identify and communicates potential barriers to assessment or evidence
collection
Step 2: Prepare the candidate
The PM meets with the candidate to:
explain the context and purpose of the assessment and the assessment process
explain the Specific Outcomes to be assessed and the evidence to be collected
advise on self-assessment, including processes and criteria (in the event of RPL
Assessment)
outline the assessment procedure, the preparation the candidate should
undertake, and answer any questions
assess the needs of the candidate and, where applicable, negotiate reasonable
adjustment for assessing people with disabilities without compromising the
integrity of the competencies
seek feedback regarding the candidate's understanding of the competency
standards, evidence requirements and assessment process
communicate the assessment plan.
Step 3: Support the learner in the evidence gathering process
The PM must:
ensure that the learner has a plan for gathering sufficient quality evidence
about the their performance so that the assessor can make a decision
discuss / help source materials to assist in the evidence gathering process
organise equipment or resources required to support the evidence gathering
process
Step 4: Help the learner to collect the evidence
The PM must:
oversee the evidence gathering process to ensure its validity, reliability,
fairness and flexibility
evaluate evidence in terms of completeness and administrative requirements;
e.g. signatures, dates, inclusions, declarations, etc.
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Step 5: Provide feedback on the assessment
While the assessor must provide feedback to the learner on the assessment of the
evidence presented, the PM must ensure that the assessor has made realistic
judgements. This is done particularly in the event of learners who have been declared
not yet competent.
The PM will communicate this feedback to the learner, ensuring that:
clear and constructive feedback on the assessment decision has been provided
by the assessor
information on ways of overcoming any identified gaps in competence revealed
by the assessment is discussed with the learner
the opportunity to discuss the assessment process and outcome
information on reassessment and the appeals process (if applicable)
Step 6: Record and report the result
The assessor must:
record the assessment outcome according to the policies and procedures of the
organisation
maintain records of the assessment procedure, evidence collected and the
outcome according to the policies and procedures of the organisation
maintain the confidentiality of the assessment outcomes
organise the issuing of qualifications and/or Statements of Attainment
according to the policies and procedures of the organisation.
Step 7: Participate in the reassessment and appeals process
The PM must:
provide the candidate with information on the reassessment and appeals
process
report any disputed assessment decision to the appropriate personnel in the
organisation
FORMATIVE ASSESSMENT ACTIVITY # 5
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LEARNING UNIT 4 - COORDINATE SKILLS
DEVELOPMENT INTERVENTIONS
Now that we have solidified your understanding of the external OBET
environment and the internal assessment responsibilities of the SDP,
we have reached the stage where you have to do the job of a PM
within an actual training intervention.
The learning objective of this section is to enable you to ...
1) Plan and organise learning interventions
2) Coordinate learning interventions
3) Review and report on learning interventions
4) Monitor and review skills development activities to
identify strengths and weaknesses and evaluate
trends
4.1 COORDINATING & REPORTING ON TRAINING
To transfer the full benefit of training to the client, training has to contribute to:
Upgrading of skills,
Enabling change and transformation,
Assisting the organisation to achieve and maintain a competitive edge,
By documenting the training that clients have planned, companies measure the the
efficacy of the training intervention by the feedback and documentation they will
require from the SDP.
To achieve this, the SDP has to ensure that the learning environment include four
components: an enabling context, resources, a set of tools, and support:
An enabling context: Content is as close as possible to the real-life context
where the need has been identified. To this end, authentic or realistic contexts
are provided to motivate learners, and typically take the form of complex, full-
scale problems representative of real-world tasks.
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Resources: To help learners understand their complex problems, extensive
resources may be provided. A truly open-ended learning environment would
involve learners in independent research to find and select their own relevant
resources (e.g., in the library, on the internet). In some learning environments,
however, selected resource sets are provided to learners, especially in the case
of disadvantaged learners.
A set of tools: A full set of tools should be provided to help learners process
information, manipulate data, and discuss the data.
Support: This support can take many forms from tools to facilitators to coaches
and mentors to PM’s and peer study groups.
4.1.1 Learning About the Learners you will be Training / Developing
The first thing you need to do is to decide who you will be dealing with. This doesn't
just mean their names, or their titles, although that's a good start. When you are
familiarising yourself with the Unit Standard that will be trained, you would have read
the Purpose Statement.
The bottom line is, the more you know about your audience, the better you'll be able
to prepare for their training intervention. If possible, try to at least learn answers to
the following questions about your intended audience.
Who are you going to train? This means names, if possible, or at least the
specific group (young people, people with disabilities, managers, and so on)
with whom you're planning on working. Sometimes you may not know the
answer to this, but be equipped with a good guess.
What is their background? This will include education, religion, political
beliefs - in short, anything that tells you a little about who these people are.
What pre-training will they need? If there is knowledge (or certification)
people need before they come, that should be made very clear when promoting
the course.
Will some people need more attention than others? One of the most
challenging aspects of facilitating a training programme occurs when you have
an audience with vastly different needs, e.g. different literacy levels.
How do they see you? This question, in particular, can be very touchy.
Especially if the trainer comes from a different background (ethnic or class
group, for example), there might be a lot of preconceived notions on both sides
of the fence.
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4.1.2 Preparing Venue, Facilities, Resources Support
When planning and organising learning interventions, you need to ensure that the
location, facilities and equipment support learning requirements, and are readily
available.
Questions that you should consider when ensuring that the location, facilities and
equipment are ready of the learning intervention include:
What resources are necessary? (Computers, data projector, round tables, pens,
files, books, rooms, papers, markers, exercises, videos, facilities, etc.)
What facilities, e.g. practical work area (e.g. laboratory), break-away rooms,
etc. are required
4.1.3 Promote, Group Schedule Interventions
When planning and organising learning interventions, you need to ensure that you
promote these interventions to accommodate stakeholder requirements and learner
involvement.
This could include having to:
Promote and advertise the learning opportunities to potential learners and line
management
Inform the learner and line management of the proposed date, venue and
location of the learning intervention
Organise the venue, catering, resources and support materials, etc.
Confirm the date, venue and location of the learning intervention
4.2 COORDINATE LEARNING INTERVENTIONS
Coordinating a training course requires a variety of steps, tasks, and skills. Although a
lot of training coordination takes place during the design phase, coordination is very
important during all phases of the training process. Coordination begins at the time
training is proposed and continues even after it is delivered, participants leave
certificates are printed.
The various "hats" a PM wears include communication
manager, materials producer, facilities and equipment
supervisor, problem-solver, and evidence collector.
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4.2.1 Carry Out Coordination Activities According to the Plan
The tasks required of the PM for this varies according to what the SDP and the client
requires. Some PM’s could be called upon to be involved in some / all of the following
tasks:
PRE-TRAINING INTERVENTION TASK EXAMPLES: 1. Have a facilitators’ meeting to finalise the materials, the schedule of activities,
and workshop / intervention logistics.
2. Draft the invitation letter / email, and registration form to be sent out to the
participants (at least 1 week before the intervention if possible)
This correspondence will inform the participants fully about the intervention they
are about to attend, the nature and objective of the programme, intervention
facilitators, place and duration of training, and allowances (if applicable).
The target beneficiaries need to be clearly specified, so that discrepancies in
knowledge and experience would not be such as to dissatisfy more experienced
participants, and discourage participants with less knowledge and experience.
3. Send student list, additional materials and the schedule of activities to the
facilitator for review, if needed
4. Meet or call the facilitator to discuss any material requirements timeously. Ensure
that corrections / edits are communicated to the relevant department / person
and finalise materials. (2 weeks before the intervention)
5. Prepare the list of materials. Print, and/or reproduce, needed materials. These
include materials which may be sent to participants as pre-reading materials (to
read prior to the start of the intervention), and materials which will be given as
handouts during the intervention.
6. Arrange for catering / canteen services (for tea-breaks and lunch)
7. Send out pre-reading materials to the participants (if applicable) timeously so that
participants are familiar with the content to be covered, and can effectively
participate in, and contribute to, the discussions.
8. Prepare the intervention room (i.e., put
up the intervention signboard,
facilitators’ names, finalise the room set-
up and seating plan 1 day before the
intervention).
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Examples1:
A U-shaped, tiered seating configuration places participants and trainers within
close proximity and promotes discussion and dialogue for case teaching
A symposium / lecture setup classroom
Equipping fixed desks with under-top monitors ensures adequate sightlines between trainers and participants in a
classroom
Nuclear reactor training laboratory at a
Nuclear Power Training Centre
9. Check that all needed details/supplies are in place in the intervention room. (1
day before the intervention).
DURING-TRAINING INTERVENTION TASK EXAMPLES: 1. Check attendance.
2. Issue handouts, if any.
3. Attend to participants’ needs, requests, and inquiries with each session.
4. Prepare certificates for distribution on the last day (if applicable).
5. Distribute evaluation forms.
POST-TRAINING INTERVENTION TASK EXAMPLES: 1. Prepare a summary of the participants’ evaluation of the intervention.
2. Write an evaluation report to be submitted to management.
1 Source: www.wbdg.org Photos courtesy of KBJ Architects Inc
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3. Arrange for a post-intervention meeting with Operations and Quality Departments
to discuss the evaluation, the editing/revision of the materials, and the follow-up.
4. Prepare a portfolio control document.
5. Remind learners of their submission dates and requirements (if applicable)
6. Liaise with the assessor and moderator to ensure that portfolio’s are assessed and
moderated within the SDP time-frames
7. Process certificates
8. Assist the Quality Manager in ensuring all documentation needed for verification
and learner result upload is available and accurate.
9. Etc. etc. etc.
Note: The above task lists are only example
administration tasks that need to be performed for
training and development interventions.
By attending to administrative details, you will make your participants feel
comfortable about attending the workshop, and you have also freed your mind from
unnecessary worries during the actual workshop. This allows you to focus on other PM
duties. Most importantly though, with all the administrative details in place, you will
have created a climate conducive for learning.
Regular updates to and feedback from learners, facilitators, employers will also help
you to reprioritise in terms of staffing, allocation of resources, etc. should the need
arise during implementation.
Truth be told, not all interventions go off without a challenge or hitch of some sorts.
Here are four general tips for dealing with learning intervention challenges:
Look at challenges as opportunities to learn by using a reasoned, problem-
solving approach.
Spend time analysing the challenge before throwing a solution at it.
Consult with others. You will be pleasantly surprised by the quality of solutions
learners, instructors, developers, and managers will offer. They often have
very clear ideas of where enhancements could be made and how to make them.
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4.2.2 Maintain Records to Reveal the Learning Intervention Progress
When coordinating learning interventions, you need to maintain records to reveal the
progress of learning interventions. The SDP must keep records of all the training,
activities, assessment and/or development initiatives implemented, as is required by
the SETA.
Examples of suitable supporting evidence include:
Attendance registers that have been signed by the recipient of the training /
intervention.
The attendance register should contain the following information:
o Learner / employee first name and surname;
o Learner / employee personnel number (If applicable)
o The name of the programme, or intervention;
o Date and venue where the training took place;
o Training provider’s name;
o Learner / employee signature.
Copies of invoices and payments to training providers or consultants (external)
who provided the training / intervention;
Updated student and result lists
Correspondence related to the assessment and certification
Copies of the certificate request
4.3 REVIEW REPORT ON LEARNING INTERVENTIONS
Consistent review and evaluation is the hallmark of a
quality management system that works!
Review vs. evaluation
To review means to view, look at, or look over again and/or to inspect, especially
formally or officially and/or to look at or examine again
To evaluate means to judge or determine the significance, worth, or quality of;
assess
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4.3.1 Conducting the Review
You could use the following steps to review the learning intervention:
Learning intervention review and evaluation serves a number of purposes and can be
used to:
Inform decision making and future planning
Generate ideas
about new courses or
future training events
Assist with quality
control or quality
assurance
Establish if the admission
criteria and assessment
procedures were satisfactory
and pitched at the correct
levels
Critique teaching methodologies
Determine if the course objectives
were met
Ascertain if the actual learning outcomes matched the anticipated outcomes
Decide if the proposed learning outcomes were realistic and achievable
Establish if the resources allocated to the programme were sufficient
Determine if/how the participants changed their behaviour, or adopted new
practices
Suggest how future training might be improved
Profile the learners attending the training
What remedial actions are required to improve the quality of the programme,
e.g. to modify the design of the programme, revise the learning material,
adapt the assessment processes, or improve the skills of facilitators or assessors
Whether internal procedures and policies were followed at all stages of the
programme
Whether or not the programme meets the requirements of the NQF and the
ETQA
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4.3.2 Recording Progress / Training Reports
Once you have completed your review, you could to create a report (formal) for
management. The main areas will normally consist of the following generic headings:
Executive summary
Introduction
Terms of reference
Methods used
Findings
Conclusions
Recommendations
Bibliography
Appendices
An alternative to the formal report would be a basic, informal report, such as the
following example:
Report of the Review of Support and Guidance offered to learners
PURPOSE OF REPORT
To report the outcome of the Review of Support Services and Guidance offered
to learners on the XYZ learning programme and to present recommendations
for consideration. .
FOCUS OF REVIEW
(a) the nature of the service currently delivered
(b) issues which affected and impacted on the service
(c) a vision for where the service felt it should be in the future
(d) Identifying the opportunities for transforming service delivery
STRENGTHS AND WEAKNESSES: -
THREATS: -
OPPORTUNITIES: -
RECOMMENDATIONS: -Transforming service delivery. Improving the skill base.
Communicating the message
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4.3.3 Record Learning Data
When reviewing and reporting on learning interventions, you need to record learning
data in accordance with quality management requirements for format and content.
The data would include:
attendance,
learner achievements,
evaluation results, and
feedback from stakeholders
Much information is gathered during an evaluation, and this information must be
systematically recorded and stored.
Relevant information must be communicated to the different stakeholders. As a
number of stakeholders are usually involved in a review and/or evaluation, it is
important for them to know what is happening, and what contribution they are
required to make at different stages of the evaluation. Interim and final review
and/or evaluation reports should be distributed to ensure that the findings and
recommendations are effectively communicated throughout the organisation.
SUMMATIVE ASSESSMENT ACTIVITY # 3
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Glossary
Accreditation - Accreditation means the process of formal recognition of a course by
the ETQA in line with the SAQA Standards
Accredited course - Accredited course means a structured sequence of vocational
education and training that leads to an National Qualifications Framework
qualification or Statement of Competence.
Appeal process - A process whereby the person being assessed, or other interested
party, such as an employer, may dispute the outcome of an assessment and seek
reassessment.
Assessment - Assessment means the process of collecting evidence and making
judgements on whether competency has been achieved to confirm that an individual
can perform to the standard expected in the workplace as expressed in the relevant
endorsed industry/enterprise Specific Outcomes or the learning outcomes of an
accredited course.
Assessment context - The environment in which the assessment will be carried out.
This will include physical and operational factors, the assessment system within which
assessment is carried out, opportunities for gathering evidence in a number of
situations, the purpose of the assessment, who carries out the assessment and the
period of time during which it takes place.
Assessment criteria - Evaluative statements which specify what is to be assessed and
the required level of performance. The performance criteria specify the activities,
skills, knowledge and understanding that provide evidence of competent performance
for each element.
Assessment guidelines - Assessment guidelines are an endorsed component of a
Training Package which underpins assessment and which sets out the industry
approach to valid, reliable, flexible and fair assessment. Assessment guidelines
include the assessment system overview, assessor requirements, designing assessment
resources, conducting assessment and sources of information on assessment.
Assessment judgement - Assessment judgement involves the assessor evaluating
whether the evidence gathered is current, valid, authentic and sufficient to make the
assessment decision. The assessment judgement will involve the assessor in using
professional judgement in evaluating the evidence available.
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Assessment materials - Assessment materials are any resources that assist in any part
of the assessment process. They may include information for the candidate or
assessor, assessment tools or resources for the quality assurance arrangements of the
assessment system.
Assessment method - Assessment method means the particular technique used to
gather different types of evidence. This may include methods or techniques such as
questioning, observation, third party reports, interviews, simulations and portfolios.
Also see Evidence gathering technique.
Assessment plan - An assessment plan is a document developed by an assessor that
includes the elements and Unit Standards to be assessed, when the assessment will
occur, how the assessment will occur, the assessment methods to be used and the
criteria for the assessment decision. Also see Evidence plan.
Assessment process - The assessment process is the agreed series of steps that the
candidate undertakes within the enrolment, assessment, recording and reporting
cycle. The process must best suit the needs of all stakeholders and be both efficient
and cost-effective. The agreed assessment process is often expressed as a flow chart.
Assessment strategy - Assessment strategy means the approach to assessment and
evidence gathering used by the assessor or Registered Training Organisation. It
encompasses the assessment process, methods and assessment tools.
Assessment system - An assessment system is a controlled and ordered process
designed to ensure that assessment decisions made in relation to many individuals, by
many assessors, in many situations are consistent, fair, valid and reliable.
Assessment tool - An assessment tool contains both the instrument and the
instructions for gathering and interpreting evidence:
instrument(s) – the specific questions or activity developed from the selected
assessment method(s) to be used for the assessment. (A profile of acceptable
performance and the decision making rules for the assessor may also be included.)
procedures – the information/instructions given to the candidate and/or the
assessor regarding conditions under which the assessment should be conducted and
recorded.
Audit - Audit means a systematic, independent and documented process for obtaining
evidence to determine whether the activities and related outcomes of a training
organisation comply with the SAQA Standards for Registered Training Organisations.
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Candidate - A candidate is any person presenting for assessment. The candidate may
be:
a learner undertaking training in an institutional setting
a learner/worker undertaking training in a workplace
a learner/worker wanting their skills recognised
or any combination of the above.
Client - Client means learner, enterprise or organisation, which uses or purchases the
services provided by the Registered Training Organisation.
Clustering - The process of grouping competencies into combinations which have
meaning and purpose related to work functions and needs in an industry or
enterprise.
Collaborative assessment arrangements - Formal collaborative assessment
arrangements are the written agreements that are undertaken between a Registered
Training Organisation (RTO) and other organisations or RTOs. These arrangements
enable the partners to share for mutual benefit their resources, effort, time, cost,
responsibility and expertise. These arrangements are regulated by the SAQA
Standards for Registered Training Organisations. Informal collaborative arrangements
refer to assessors and candidates working together, in partnership, in the assessment
process.
Competency - The specification of knowledge and skill and the application of that
knowledge and skill to the standards of performance required in the workplace.
Competency standard - Specific Outcomes define the competencies required for
effective performance in the workplace. Standards are expressed in outcome terms
and have a standard format comprising unit title, unit descriptor, elements,
performance criteria, range statement and evidence guide. Also see Unit(s) of
competency.
Customisation - Customisation is the addition of specific industry or enterprise
information to endorsed national Specific Outcomes to reflect the work of a particular
industry or workplace or to improve the standards’ relevance to industry.
Delivery and assessment strategies - Delivery and assessment strategies means
delivery and assessment strategies for each qualification, or part thereof, within the
Registered Training Organisation’s scope of registration.
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Dimensions of competency - The concept of competency includes all aspects of work
performance and not only narrow task skills. The four dimensions of competency are:
task skills
task management skills
contingency management skills
job/role environment skills.
Element - An element is the basic building block of the unit of competency. Elements
describe the tasks that make up the broader function or job, described by the unit.
Endorsement - Endorsement means the formal process of recognition of Training
Packages undertaken by the ETQA.
Evaluation - Evaluation includes all the activities related to the registration of a
training organisation to determine whether it meets, or continues to meet, all the
requirements of the SAQA Standards for Registered Training Organisations necessary
for registration. Evaluation may include review of past performance, review of
complaints and other feedback, risk assessment, examination of documentation,
conduct of audit, consideration of audit reports and other relevant activities in
relation to the organisation.
Evidence and ‘quality’ evidence - Evidence is information gathered which, when
matched against the performance criteria, provides proof of competency. Evidence
can take many forms and be gathered from a number of sources. Assessors often
categorise evidence in different ways, for example:
direct, indirect and supplementary sources of evidence
evidence collected by the candidate or evidence collected by the assessor
historical and recent evidence collected by the candidate and current
evidence collected by the assessor.
Quality evidence is valid, authentic, sufficient and current evidence that
enables the assessor to make the assessment judgement.
Evidence gathering techniques - Evidence gathering technique means the particular
technique or method used to gather different types of evidence. This may include
methods or techniques such as questioning, observation, third party reports,
interviews, simulations and portfolios. Also see Assessment method.
Evidence gathering tool - An evidence gathering tool contains both the instrument
and the instructions for gathering and interpreting evidence in an assessment process:
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instrument(s) – the specific questions or activity developed from the
selected assessment method(s) to be used for the assessment (a profile of
acceptable performance and the decision making rules for the assessor may
also be included)
procedures – the information/instructions given to the candidate and/or the
assessor regarding conditions under which the assessment should be
conducted and recorded.
Evidence guide - The evidence guide is part of a unit of competency. Its purpose is to
guide assessment of the unit of competency in the workplace and/or a training
environment. The evidence guide specifies the context of assessment, the critical
aspects of evidence and the required or underpinning knowledge and skills. The
evidence guide relates directly to the performance criteria and range statement
defined in the unit of competency.
Evidence plan - An evidence plan is a document developed by an assessor, often in
collaboration with the candidate and the supervisor or technical expert. It includes
the Unit Standards to be assessed, details of the type of evidence to be collected,
information regarding who is to collect the evidence and the time period for doing so.
Also see Assessment plan.
Flexible learning and assessment - Flexible learning and assessment means an
approach to vocational education and training which allows for the adoption of a
range of learning strategies in a variety of learning environments to cater for
differences in learning styles, learning interests and needs, and variations in learning
opportunities (including online).
Holistic/integrated assessment - An approach to assessment that covers the
clustering of multiple units/elements from relevant competency standards. This
approach focuses on the assessment of a ‘whole of job’ role or function that draws on
a number of units of competency. This assessment approach also integrates the
assessment of the application of knowledge, technical skills, problem solving and
demonstration of attitudes and ethics.
Internal audit - Internal audit means audits conducted by or on behalf of the
organisation itself for internal purposes.
Key competency - Employment related general competencies that are essential for
effective participation in the workplace.
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Moderation - Moderation is a process which involves assessors in discussing and
reaching agreement about assessment processes and outcomes in a particular industry
or industry sector. This enables assessors to develop a shared understanding of the
requirements of specific Training Packages, including the relevant Specific Outcomes
and assessment guidelines, the nature of evidence, how evidence is collected and the
basis on which assessment decisions are made.
Mutual recognition - Mutual recognition applies nationally and means:
1. The acceptance and application of the decisions of a registering body that
has registered a training organisation, or a course accrediting body that has
accredited a course, by another registering body or course accrediting body,
without there being any further requirement for a process beyond the initial
process, including:
a. the recognition and application by the registering body of each State or
Territory of the decisions of the registering body of other States and
Territories in relation to the registration of, imposition of sanctions on,
including the cancellation of registration of training organisations; and
b. the recognition and application by the course accrediting body of each
State or Territory of the decisions of the course accrediting body of
other States and Territories in relation to the accreditation of courses
where no relevant Training Package exists;
2. The recognition by State and Territory registering bodies of the decisions of
the National Training Quality Council in endorsing Training Packages.
3. The recognition and acceptance by a Registered Training Organisation of
National Qualifications Framework qualifications and Statements of
Attainment issued by other Registered Training Organisations, enabling
individuals to receive national recognition of their achievements.
Nationally recognised training - Nationally recognised training means training and
assessment, delivered by a Registered Training Organisation, which meets the
requirements specified in national industry/enterprise Training Packages or
accredited courses where no relevant Training Package exists.
New Apprenticeships - New Apprenticeships means structured training arrangements,
usually involving on– and off-the-job training, for a person employed under an
apprenticeship/traineeship training contract.
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Non–compliance - Non–compliance means failure to comply with one or more of the
SAQA Standards for Registered Training Organisations.
National Qualifications Framework (NQF) - National Qualifications Framework (NQF)
means the policy framework that defines all qualifications recognised nationally in
post–compulsory education and training within Australia. The NQF comprises titles and
guidelines, which define each qualification, together with principles and protocols
covering articulation and issuance of qualifications and Statements of Attainment.
Partnerships - Formal partnership assessment arrangements are the written
agreements that are undertaken between a Registered Training Organisation (RTO)
and other organisations or RTOs. These arrangements enable the partners to share for
mutual benefit their resources, effort, time, cost, responsibility and expertise. These
arrangements are regulated by the SAQA Standards for Registered Training
Organisations. Informal partnership arrangements refer to assessors and candidates
working together in the assessment process.
Period of registration - Period of registration means the period for which a
Registered Training Organisation is registered. The period of registration is five years
(unless cancelled or suspended).
Qualification - Qualification means, in the vocational education and training sector,
the formal certification, issued by a Registered Training Organisation under the
National Qualifications Framework (NQF), that a person has achieved all the
requirements for a qualification as specified in an endorsed national Training Package
or in an accredited course.
Quality - Quality means the ability of a set of inherent characteristics of a product,
system or process to fulfil requirements of customers and other interested parties.
Range statement - Part of a competency standard, which sets out a range of contexts
in which performance can take place. The range helps the assessor to identify the
specific industry or enterprise application of the unit of competency.
Reasonable adjustment - The nature and range of adjustment to an assessment tool
or assessment method which will ensure valid and reliable assessment decisions but
also meet the characteristics of the person(s) being assessed.
Reassessment - An assessment activity initiated as a result of an appeal against the
outcome of a previous assessment.
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Recognition process - Recognition process is a term that covers Recognition of Prior
Learning, Recognition of Current Competency and Skills Recognition. All terms refer
to recognition of competencies currently held, regardless of how, when or where the
learning occurred. Under the Australian Quality Training Framework, competencies
may be attained in a number of ways. This includes through any combination of
formal or informal training and education, work experience or general life
experience. In order to grant recognition of prior learning/current competency the
assessor must be confident that the candidate is currently competent against the
endorsed industry or enterprise Specific Outcomes or outcomes specified in Australian
Qualification Framework (NQF) accredited courses. The evidence may take a variety
of forms and could include certification, references from past employers, testimonials
from clients and work samples. The assessor must ensure that the evidence is
authentic, valid, reliable, current and sufficient.
Records of assessment - The information of assessment outcomes that is retained by
the organisation responsible for issuing the nationally recognised Statement of
Attainment or qualification.
Registration - Registration means the process of formal approval and recognition of a
training organisation, by a ETQA and SDP in accordance with the SAQA Standards for
Registered Training Organisations and the SAQA Standards for Registering/Course
Accrediting Bodies.
Registering body - national registering body means the body responsible under the
vocational education and training legislation and decision making framework for all
decisions relating to the administration of the registration of training organisations.
Renewal of registration - Renewal of registration means the subsequent registration
of a Registered Training Organisation following an evaluation, conducted prior to the
expiry of a registration period, of a Registered Training Organisation against the
requirements of the SAQA Standards for Registered Training Organisations.
Reporting assessment outcomes - The different ways in which the outcomes of
assessment processes are reported to the person being assessed, employers and other
appropriate personnel or stakeholders. Assessment outcomes may be reported in a
variety of ways including graded, non–graded, statistical or descriptive reporting
systems.
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Risk management - means the systematic application of management policies,
procedures and practices to the tasks of identifying, analysing, evaluating, treating
and monitoring risk.
Sanctions - means any action imposed for non–compliance with the SAQA Standards
including:
a. the imposition of specific conditions on registration (which can cover any
aspect of registration including the Registered Training Organisation’s
scope, location or type of delivery and assessment activities);
b. amendment of registration (including a reduction in the scope of
registration);
c. suspension of registration; and
d. cancellation of registration.
Scope of registration - Scope of registration means the defined scope for which a
training organisation is registered that identifies the particular services and products
that can be provided. A Registered Training Organisation may be registered to provide
either:
a. training delivery and assessment services and products and issue National
Qualifications Framework (NQF) qualifications and Statements of
Attainment; or
b. assessment services and products and issue NQF qualifications and
Statements of Attainment. The scope of registration is further defined by
NQF qualifications and/or endorsed units of competency.
Self-assessment – Self-assessment is a process that allows candidates being assessed
to collect and provide evidence on their own performances against the competency
standards. Self-assessment is often used as a pre–assessment tool to help the
candidate and assessor to determine what evidence is available and where the gaps
may be.
Simulation - Simulation is a form of evidence gathering that involves the candidate in
completing or dealing with a task, activity or problem in an off-the-job situation that
replicates the workplace context. Simulations vary from recreating realistic
workplace situations such as in the use of flight simulators, through the creation of
role plays based on workplace scenarios to the reconstruction of a business situation
on a spreadsheet. In developing simulations, the emphasis is not so much on
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reproducing the external circumstance but on creating situations in which candidates
are able to demonstrate:
a. technical skills
b. underpinning knowledge
c. generic skills such as decision making and problem solving
d. workplace practices such as effective communication.
South African Qualifications Authority (SAQA) - South African Qualifications
Authority (SAQA) means the nationally agreed recognition arrangements for the
vocational education and training sector.
Standards Generating Bodies (SGB’s) - Bodies comprising representation from the
industry parties responsible for the development, review and implementation of
Specific Outcomes in given industries.
Training plan - Training plan means a program of training and assessment which is
required under an apprenticeship/traineeship training contract and is registered with
the relevant State or Territory Training/Recognition Authority.
Validation - Validation involves reviewing, comparing and evaluating assessment
processes, tools and evidence contributing to judgements made by a range of
assessors against the same standards. Validation strategies may be internal processes
with stakeholder involvement or external validations with other providers and/or
stakeholders.
END OF THE LEARNER GUIDE
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 1 ~
SECTION 3
FORMATIVE ASSESSMENT ACTIVITY # 1 – KNOWLEDGE QUESTIONNAIRE
US 7387: Fulfil administrative requirements of a learning group
Please answer the following questions in the space provided:-
1. In your general working environment, (SO1: AC1 CCFO Organising; Collecting)
a. What type of information would you describe as confidential?
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b. Provide at least three (3) examples of confidential information.
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c. What is the difference between “confidential” and “personal”
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2. In the working and learning environment there are various stakeholders that
must be involved in learning and development. Clearly outline these
stakeholders, paying particular reference the roles and responsibilities as
defined within the tenets / principles of the NQF. (SO1: AC3; CCFO Working;
Organising; Collecting)
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3. In Question 2 you referred to various stakeholders involved in the training and
development of adult education / vocational training.
a. Tying together the learners’ personal information with the
certification / qualification of that learner, why would you combine
personal information with the certification / qualification of that
learner?
b. How is accurate reporting and recording of this information of
critical importance to the ETQA? (SO1: AC2; CCFO Working;
Organising; Collecting)
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c. What is the importance / relevance of accurate recording and
reporting of learner information to the SDP? (SO1: AC2;3&4; CCFO
Working; Organising; Collecting)
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d. Briefly describe / outline the reporting of learner information in the
following cycle / process / system: - (SO1: AC3; CCFO Working;
Organising; Collecting)
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 6 ~
SUMMATIVE ASSESSMENT ACTIVITY #1 – PRACTICAL EXERCISE
US 7387: Fulfil administrative requirements of a learning group
In order to be deemed competent against this Unit Standard you have to complete
the following activity. You have to provide documentary proof that you are able to
fulfil the administrative requirements to support a group of adult learners on a
skills training intervention. In order to prove this, you must provide your assessor
with the following documentation:-
1. Obtain, record and organise administrative information by ... (SO1: AC1-4;
CCFO Working; Organising; Collecting)
a. Recording learner information from registration forms in a summary
format, using your organisational template. (You must ensure that
you include the following information learners’ addresses, contact
telephone numbers, contact person, etc.)
b. Generate an attendance register for this training intervention. (You
must ensure that you include the following information learners'
names and surnames, dates and times of classes and
absenteeism.)
c. File of lesson plans and schemes of work
d. Record of materials used
2. Communicate relevant administrative information to learners in your
organisational templates and process. (You must ensure that you include the
following information Dates and times of learning events, Venues, Fees,
etc.) (SO2: AC1-4)
3. Maintain the learning environment during the course of the training
intervention (SO3: AC1-4)
Please ask your line manager to check your documentation and responses
provided using the checklist provided on page 84 of this portfolio!!
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 7 ~
SUMMATIVE ASSESSMENT ACTIVITY #2 – KNOWLEDGE QUESTIONNAIRE
US 7387: Fulfil administrative requirements of a learning group
1. Explain the process of registration of learners in your organisation. (Be sure
to include time-frames in your answer). (SO2: AC1-4; CCFO Working;
Organising; Collecting)
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2. Explain the process in terms of absenteeism of learners in your organisation.
(Be sure to include time-frames and stakeholder communication in your
answer). (SO2: AC1-4; CCFO Working; Organising; Collecting)
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3. Explain how you maintain the learning environment – paying particular
reference to... (SO3: AC1-4; CCFO Working; Organising; Collecting)
a. How the training venue is secured in the event of training that takes
place off-site?
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b. Who is responsible for the venue, equipment and additional
supporting materials (e.g. handouts, PowerPoint slides, etc?)
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c. How is the above information communicated within the organisation?
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d. In the event of equipment being damaged or if situations occur which
may affect the health and safety of learners, what would you have to
do to resolve this situation?
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 10 ~
FEEDBACK ON OBSERVATION BY SUPERVISOR / MANAGER - US 7387: Fulfil administrative requirements of a learning
group
LEARNERS’ NAME ...................................................................................
SUPERVISORS’ / MANAGERS’ NAME ..................................................................
DATE OF ASSESSMENT ...............................................................................
LOCATION ...........................................................................................
1. All relevant documentation completed timeously, accurately
and in the organisational templates?
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2. All relevant materials completed timeously, accurately
according to course requirements?
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3. All documentation generated and filed timeously, efficiently
and according to organisational processes?
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YES NO
YES NO
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4. All learner communication conducted timeously, clearly and in
accordance with the organisational process?
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5. Venue and equipment secured and maintained according to
course requirements and organisational standards?
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LEARNER COMMENTS ................................................................................
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SUPERVISORS’ / MANAGERS’ SIGNATURE .......................................
YES NO
YES NO
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FEEDBACK FROM ASSESSOR - US 7387: Fulfil administrative requirements of a learning group
LEARNERS’ NAME LEARNER’S SIGNATURE
ASSESSORS NAME ASSESSORS SIGNATURE
DATE OF OBSERVATION OBSERVATION VENUE
CRITERIA COMMENTS C NYC
The candidate has provided workplace evidence that conform to the following criteria
1. Obtain, record and organise administrative information (SO 1), which includes:-
An attendance register which records learners' names and surnames, dates and times of classes and absenteeism
Records of learners’ addresses, contact telephone numbers, contact person
File of lesson plans and schemes of work
Record of materials used
2. Communicate relevant administrative information to learners (SO 2)
Dates and times of learning events
Venues
Registration procedures
Fees
Absentee procedures
3. Maintain the learning environment (SO 3)
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EVIDENCE OF FEEDBACK TO LEARNER
DATE OF
FEEDBACK UNIT STANDARD
US 7387: Fulfil administrative requirements of a learning group (NQF 4; 6 Credits)
FEEDBACK: FEEDBACK () COMMENTS
SO1: Obtain, record and organise administrative information
C NYC
SO2: Communicate relevant administrative information to learners
C NYC
SO3: Maintain the learning environment C NYC
CCFO’S:
WORKING effectively with others as a member of a team, group, organisation, or community.
C NYC
ORGANISING and managing oneself and one`s actions responsibly and effectively.
C NYC
COLLECTING, analysing, organising and critically evaluating information.
C NYC
SUMMATIVE ASSESSMENT DECISION C NYC DATE
Learners’ Name Learners’ Signature
Assessors’ Name Assessors’ Signature
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 14 ~
FEEDBACK FROM MODERATOR - US 7387: Fulfil administrative requirements of a learning
group
DATE OF
MODERATION
UNIT
STANDARD
US 7387: Fulfil administrative requirements of a learning group
(NQF 4; 6 Credits)
FEEDBACK: FEEDBACK () COMMENTS
SO1: Obtain, record and organise administrative information
C NYC
SO2: Communicate relevant administrative information to learners
C NYC
SO3: Maintain the learning environment C NYC
CCFO’S:
WORKING effectively with others as a member of a team, group, organisation, or community.
C NYC
ORGANISING and managing oneself and one`s actions responsibly and effectively.
C NYC
COLLECTING, analysing, organising and critically evaluating information.
C NYC
SUMMATIVE ASSESSMENT DECISION C NYC DATE
MODERATOR FEEDBACK TO LEARNER ................................................................
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MODERATOR FEEDBACK TO ASSESSOR ...............................................................
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MODERATOR FEEDBACK TO ETQA/SDP ............................................................
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Assessors’ Name Assessors’ Signature
Assessor Registration #
Moderators’ Name Moderators’ Signature
Moderator Registration #
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 15 ~
SECTION 4
FORMATIVE ASSESSMENT ACTIVITY #2 – US 12544 - : Facilitate the preparation and presentation of
evidence for assessment
Please answer the following questions in the space provided:-
“Both employees and employers benefit more from Outcomes-based
Education and Training (OBE&T) than they did in traditional education”
1. With reference to the statement above, (SO1: AC1; EEK 6)
a. Explain your understanding of the difference between OBE&T and
traditional education
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b. Discuss how employers benefit directly from OBE&T?
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c. Discuss how employees benefit directly from OBE&T?
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 17 ~
2. The following table represents the principles that underpin the objectives of the NQF. Match the term to the appropriate
definition as shown in the example provided. (SO1: AC1; EEK1)
DEFINITION TERM CORRECT
1. To provide ease of entry to appropriate levels of education and training for all prospective learners in a manner which facilitates progression
A. Recognition of Prior Learning
G - Access
2. To have international and national value and acceptance B. Guidance of
learners
3. To allow for multiple pathways to the same learning ends C. Relevance
4. To form part of a system of human resources development which provides for the establishment of a unifying approach to education and training
D. Portability
5. To, through assessment, give credit to learning which has already been acquired in different ways
E. Credibility
6. To provide for counselling of learners by specially trained individuals who meet nationally recognised standards for educators and trainers
F. Coherence
7. To provide for the participation of all national stakeholders in the planning and co-ordination of standards and qualifications
G. Access
8. To enable learners to transfer credits of qualifications from one learning institution and/or employer to another
H. Standards
9. To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes
I. Articulation
10. To ensure that the framework of qualifications permits individuals to move through the levels of national qualifications via different appropriate combinations of the components of the delivery system
J. Legitimacy
11. To work within a consistent framework of principles and certification K. Flexibility
12. To be and remain responsive to national development needs L. Progression
13. To provide for learners, on successful completion of accredited prerequisites, to move between components of the delivery system
M. Integration
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 18 ~
FORMATIVE ASSESSMENT ACTIVITY #3 – US 12544 - : Facilitate the preparation and presentation of
evidence for assessment
Read the case studies carefully and then answer the following questions in the
space provided:-
When Maria had completed the training programme in project management
– US 120372 & 120379 - , she had to complete her portfolio of evidence.
When she was putting together her evidence, she was unsure about why she
had to have someone in her team assess her performance in the team.
1. With reference to the outcomes, assessment criteria, EEK and / CCFO’s
specified in the Unit Standards, record what you would say to Maria to
explain the importance of this piece of evidence? (SO1: AC4; SO3: AC3; EEK 5;
CCFO Identifying, Collecting & Communicate).
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2. Discuss how evidence presented by an individual must meet the “Rules of
Evidence”. (SO1: AC1, AC4; SO2: AC2, AC3, AC4; EEK7)
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 20 ~
Upon submission of her portfolio, you realise that Maria did not sign any of
the pre-assessment documentation. You have also noted that some pages
where she had recorded her evidence was either not signed or dated and it
seems that she forgot to insert some of the her teamwork presentation
slides.
Thankfully Maria did not send in her portfolio with someone else, so you
will be able to help her rectify all these areas.
3. Refer to the four (4) rules of evidence in question 2, and explain to Maria
what the implication is for the assessment of Marias’ portfolio. (SO1: AC1,
AC4; SO2: AC2, AC3, AC4; SO 3: AC1; AC2; AC3; EEK3; 5 and 7; CCFO
Identifying, Working, Communicating)
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 21 ~
FORMATIVE ASSESSMENT ACTIVITY #4 – US 12544: Facilitate the preparation and presentation of
evidence for assessment
As a PM, you are also expected to be able to facilitate the collection of evidence
for learners seeking to have their prior knowledge formally recognised.
To do this, you will participate in a role play tomorrow and your assessor will play
the part of the RPL candidate – Josh.
Carefully read the following instructions and ensure that you receive all the handouts from your assessor.
INSTRUCTIONS TO THE PM
You have been approached by Josh to help him collect evidence for RPL.
A position has opened up in the IT department at Real People in East
London and, because he has done some work in that area while he was with
Business Connection, he feels that he had picked up enough of the skills and
knowledge needed to be able to formalise his experience in some form of
qualification or part-qualification / learning programme.
You will meet with Josh after you have met with the assessor who will be
assessing Josh’s’ evidence once gathered, and then – in the form of a
documented pre-assessment - you will then meet with Josh.
In preparation for the pre-assessment interview, you asked Josh to provide
you with his CV, job descriptions and all certificates he has attained since
he passed matric 15 years ago. He has also included the job description for
the position he would like to apply for at Real People and a testimonial
from Brands.
From his CV you notice that he was employed as a technician with Business
Connection for almost two years when he was retrenched 6 years ago. He
was subsequently employed as a trainer at a local FET college for five
years, and thereafter he worked as a trainee manager for Brands – a local
furniture chain.
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 22 ~
The testimonial he provided affirms that while acting as a trainee manager,
he has also frequently been called upon relieve stock clerks and debtors
managers when they were off sick or on annual leave. The Regional
Manager has written that Josh shows tremendous promise as a manager
because of his ability to work hard, communicates well, and he displayed
strong leadership abilities and team work.
Unfortunately, Josh is visually impaired as a result of diabetes, and you are
concerned that his myopia will be a problem in an IT environment. To add
to this dilemma, the RPL assessor has expressed a concern that Josh may not
have sufficient expertise in the area that he has requested RPL in.
However, the assessor noted that perhaps Josh had many other skills -
particularly supervisory or even management skills – so perhaps Josh should
seek Recognition for a number of units of competency in a management area
instead.
Before your role play you have to ensure that not only
have you carefully scrutinised all documentation provided
to you, you also have to research relevant qualifications
/ part qualifications that you could present to the RPL
candidate / Josh.
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 23 ~
INSTRUCTIONS TO JOSH – THE RPL CANDIDATE
You have approached the PM @ your Organisation to you collect evidence
for RPL.
A position has opened up in the IT department at Real People in East
London and, because you have done some work in that area while you were
with Business Connection, you feel that you have picked up enough of the
skills and knowledge needed to be able to formalise your experience in
some form of IT qualification.
You will meet with the PM again tomorrow, and in preparation for the
meeting, you provided him / her with your CV, job descriptions and all
certificates you have attained since you passed matric 15 years ago. You
have also included the job description for the position you would like to
apply for at Real People and a testimonial from Brands.
You were employed as a technician with Business Connection for almost two
years when you were retrenched 6 years ago.
You were employed as a trainer at a local FET college for five years, and
thereafter he worked as a trainee manager for Brands – a local furniture
chain – and the regional manager has given you a testimonial that you have
also given to the PM. The testimonial affirms that while acting as a trainee
manager, you are also frequently called upon relieve stock clerks and
debtors managers when they were off sick or on annual leave.
You however suffer from severe diabetes and it has affected your eye-sight.
You don’t think that this should affect your ability to fulfil the
requirements of the job at Real People.
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 24 ~
1. Log onto the SAQA website and try and get at least TWO (2) examples of IT
qualifications / part qualifications that you could present to Josh. Also find
TWO (2) management qualifications / part qualifications that you would
suggest to him as an alternative. Record the Qualification ID’s and other
information you feel is pertinent in the space below. (SO1: AC1-4; SO2: AC1-
6; EEK6; CCFO Identifying, Organising, Collecting)
You have to provide a copy of these qualifications / part
qualifications to Josh when you meet with him tomorrow.
Be prepared to explain the RPL assessment process,
qualifications, competence, the NQF, etc. to Josh, because
even though he spent some time training at the FET
college, it doesn’t mean that he understands EVERYTHING
that he should!
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 25 ~
2. Discuss what other information / evidence you believe Josh could add to his
evidence that will ensure that his evidence will meet the VACCS principles?
Where could Josh get this evidence from? What potential problems / barriers
do you anticipate Josh may experience in this collection? (SO1: AC4;SO3: AC1-
4; EEK3, 4; CCFO Identifying, Communicating)
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 26 ~
3. In question 2 you made suggestions where Josh could get additional evidence.
Explain how this would add to value to his RPL – especially in terms of time,
costs, etc. (SO2: AC1-2; SO3: AC1-2, EEK2; CCFO Identifying, Organising,
Collecting)
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FORMATIVE ASSESSMENT ACTIVITY #5 – US 12544: Facilitate the preparation and presentation of
evidence for assessment
Now that you have prepared yourself for the role play, you will conduct it.
Remember that you have prepared to suggest TWO different streams of RPL for
Josh. There is no time limit on this activity, but it all of the following points must
be covered and documents completed by the end of the day.
Provide information to your candidate about the assessment process,
reason, principles, etc. Explanations of these key concepts will promote
understanding of the purpose of assessment (RPL or otherwise) and possible
implications for the candidates at individual, organisational, industry and
national levels.
Advise and support your candidate to prepare, organise and present his /
her evidence for assessment. This can be done by identifying and resolving
potential barriers to gathering evidence and their special needs. The advice
and support provided will help Josh to identify appropriate, effective and
efficient ways of producing evidence of his / her competence.
Give feedback to Josh on the evidence that he has presented to you. 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. Remember to address any gaps in the
evidence and deal with these in the appropriate manner.
Use the space provided for the notes that you will be making during your pre-
assessment meeting with Josh. Use the Assessment Plan provided to record your
meeting
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 28 ~
Notes: .............................................................................................
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 30 ~
1. Judging from the evidence presented to you, and the interview you had with
him, do you believe that Josh is ready for assessment? Why / Why not?
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2. What additional evidence would you suggest Josh collects for his RPL
assessment?
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 31 ~
FEEDBACK ON ROLE PLAY BY SUPERVISOR / MANAGER - US 12544: Facilitate the preparation and presentation of
evidence for assessment
LEARNERS’ NAME ...................................................................................
SUPERVISORS’ / MANAGERS’ NAME ..................................................................
DATE OF ASSESSMENT ...............................................................................
LOCATION ...........................................................................................
1. Provide information to candidates about outcomes-based
assessment in general and their assessment in particular.
Comments .........................................................................................
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2. Advise and support candidates to prepare, organise and present
evidence.
Comments .........................................................................................
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3. Check and give feedback on evidence.
Comments .........................................................................................
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YES NO
YES NO
YES NO
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 32 ~
4. The PM was able to 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.
Comments .........................................................................................
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5. The PM was able to communicate effectively in informing
candidates about assessment, communicate during evidence
gathering and provide feedback.
Comments .........................................................................................
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6. Other ...........................................................................................
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LEARNER COMMENTS ................................................................................
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SUPERVISORS’ / MANAGERS’ SIGNATURE .......................................
YES NO
YES NO
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 33 ~
SUMMATIVE ASSESSMENT ACTIVITY #3 – INTEGRATED PRACTICAL WORKPLACE ACTIVITY
US 7387: Fulfil administrative requirements of a learning group
US 12544: Facilitate the preparation and presentation of evidence for assessment
Now that you have completed your training and induction, you will be required to
integrate your skills and knowledge attained in one practical workplace training
intervention. You will provide evidence of your competence in the above two unit
standards at a time appropriate for manager / supervisor to observe and give
feedback on your performance.
You will be required to support and coordinate at least ONE ACCREDITED training
intervention. To be deemed competent you will PROVIDE DOCUMENTED EVIDENCE
of how you...
Obtained, recorded and organised administrative information which
includes the attendance registers; student list, learning plans, etc.
Communicated relevant administrative information to learners timeously
regarding attendance, fees, registration, etc.
Maintained the learning environment according to the organisational
standard and SOP.
Provided information to your learners about the assessment process,
reason, principles, etc.
Advised and supported your learners to prepare, organise and present
their evidence for assessment.
Provided feedback to learners on the evidence that they have / are
expected to present for assessment.
You also have to evaluate your own performance – taking particular note
of improvement areas and an improvement action plan.
Number and file these documents appropriately behind this page.
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A. LEANER STUDENT LIST
B. ATTENDANCE REGISTERS
C. PROOF OF COMMUNICATION PRIOR TO TRAINING INTERVENTION
D. PRE-ASSESSMENT MEETING MINUTES
E. LEARNER FEEDBACK ON YOUR PERFORMANCE
F. FACILITATOR / ASSESSOR FEEDBACK ON YOUR PERFORMANCE
G. SELF-EVALUATION AND IMPROVEMENT ACTION PLAN
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 35 ~
FEEDBACK FROM ASSESSOR - US 12544: Facilitate the preparation and presentation of evidence for assessment
LEARNERS’ NAME LEARNER’S SIGNATURE
ASSESSORS NAME ASSESSORS SIGNATURE
DATE OF OBSERVATION OBSERVATION VENUE
CRITERIA COMMENTS C NYC
The candidate has provided workplace evidence that conform to the following criteria
1. Provide information to candidates about assessment (SO 1), which includes:-
General principles and procedures concerning outcomes-based assessments·
Organisational assessment policies and procedures·
The requirements of the particular assessment at hand.
2. Advise and support candidates to prepare, organise and present evidence (SO 2)
3. Check and give feedback on evidence (SO 3)
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EVIDENCE OF FEEDBACK TO LEARNER
DATE OF FEEDBACK UNIT STANDARD US 12544: Facilitate the preparation and presentation of evidence for
assessment (NQF 4; 4 Credits)
FEEDBACK: FEEDBACK () COMMENTS
SO1: Provide information to candidates about assessment
C NYC
SO2: Advise and support candidates to prepare, organise and present evidence
C NYC
SO3: Check and give feedback on evidence C NYC
EEK:
Principles of assessment C NYC
Principles and practices of RPL C NYC
Methods for gathering evidence C NYC
Potential barriers to assessment C NYC
Feedback techniques C NYC
The principles and mechanisms of the NQF C NYC
Assessment policies and ETQA requirements C NYC
CCFO’S:
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.
C NYC
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FEEDBACK: FEEDBACK () COMMENTS
CCFO’S:
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
C NYC
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering.
C NYC
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
C NYC
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
C NYC
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
C NYC
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
C NYC
SUMMATIVE ASSESSMENT DECISION C NYC DATE
Learners’ Name Learners’ Signature
Assessors’ Name Assessors’ Signature
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© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 38 ~
FEEDBACK FROM MODERATOR - US 12544: Facilitate the preparation and presentation of
evidence for assessment
DATE OF
MODERATION
UNIT
STANDARD
US 12544: Facilitate the preparation and presentation of evidence for
assessment (NQF 4; 4 Credits)
FEEDBACK: FEEDBACK () COMMENTS
SO1: Provide information to candidates about assessment
C NYC
SO2: Advise and support candidates to prepare, organise and present evidence
C NYC
SO3: Check and give feedback on evidence
C NYC
EEK:
Principles of assessment C NYC
Principles and practices of RPL C NYC
Methods for gathering evidence C NYC
Potential barriers to assessment C NYC
Feedback techniques C NYC
The principles and mechanisms of the NQF
C NYC
Assessment policies and ETQA requirements
C NYC
CCFO’S:
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.
C NYC
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
C NYC
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering.
C NYC
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FEEDBACK: FEEDBACK () COMMENTS
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
C NYC
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
C NYC
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
C NYC
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
C NYC
SUMMATIVE ASSESSMENT DECISION C NYC DATE
MODERATOR FEEDBACK TO LEARNER ................................................................
.....................................................................................................
.....................................................................................................
MODERATOR FEEDBACK TO ASSESSOR ...............................................................
.....................................................................................................
.....................................................................................................
MODERATOR FEEDBACK TO ETQA/SDP ............................................................
.....................................................................................................
.....................................................................................................
Assessors’ Name Assessors’ Signature
Assessor Registration #
Moderators’ Name Moderators’ Signature
Moderator Registration #
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ASSESSMENT APPEALS PROCESS
The process of assessment of competency would have been explained to you in detail
by the Programme Manager to you upon commencement of the Skills Programme. The
following statements have been made but are very important to note: -
Attending the training is not sufficient evidence of competence to award a
Certificate of Competence and the credits attached to this module.
You are required to undergo assessment in order to prove competence in order
to be awarded the credits.
Assessment of Competence is a process of making judgments about your competence
through matching evidence collected to the appropriate standards. That is why the
evidence in your portfolio is linked directly to the SO’s & AC’s of the US’s against
which you will be assessed.
When you have to undergo re-assessment, the following conditions will apply: -
Specific feedback will be given so that you can concentrate on only those areas
in which you were assessed as NYC
Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment
Only the specific outcomes that were not achieved will be re-assessed
In order for the assessor to assess competence, the PoE should provide evidence of
both knowledge and skills, and of how knowledge and skills were applied in a variety
of contexts.
This PoE directs you in the activities that need to be completed so that competence
can be assessed and the credits attached to the module be awarded. The assessment
requirements for this module are stated at the beginning of each section.
You have the right to appeal against assessment decisions or practices that you regard
as unfair.
An Appeals and Disputes procedure is in place and communicated to all assessment
candidates prior to assessment in order for them to appeal on the basis of assessments
that may be unfair, invalid, unreliable, unethical, or even where the assessor has
inadequate expertise or experience.
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Appeals have to be lodged in writing (please request one from your Programme
Manager in this event) & submitted to the internal moderator / QA Manager within 48
hours following the assessment in question. The moderator / QA Manager will consider
the appeal & make a decision regarding the granting of a re-assessment. You will be
informed about the appeal-outcome within three (3) days of lodging the appeal.
Should you not be satisfied with the internal appeal outcome, you have the right to
refer the matter to the relevant SETA ETQA.
APPEALS & DISPUTE PROCEDURE
The required Learner Appeal Form should be completed and returned to :
The Quality Manager; YOUR ORGANISATION
Should the Learner/learner have not received a response within 14 working days,
the appeal can be directed to YOUR ORGANISATION
Stage 1 of the Procedure
Where a Learner disagrees with the assessment given s/he must explain the
reasons for this to the Assessor concerned as soon as possible. In most
circumstances this will be immediately after receiving the assessment decision.
The Assessor should consider the Learner’s explanation and provide a response
through:
A clear explanation or a repeat explanation of the assessment decision following
a re-evaluation of the evidence
Completion of Section 1 of the Learner’s Appeal Form
Amendment of the Learner’s assessment record, if appropriate
This should take place within 5 working days.
If the Learner agrees with the outcome at this stage then the appeal will not
proceed further.
The completed Learner Appeals Form should be forwarded to the Quality Manager
for storage purposes.
If the Learner is not happy with the outcome then the appeal will proceed to Stage
Two.
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Stage 2 of the Procedure
The Assessor forwards the following documents to the Moderator for the relevant
Unit Standard within 5 working days of Stage One:
The original assessment record and Learner evidence, where appropriate
The Learner Appeal Form with Section 1 completed
The Moderator re-considers the assessment decision, normally involving an
evaluation of:
The Learner’s evidence and associated records
The Assessor’s rationale for the decision
The opinion of another Assessor
The opinion of the Learner
The Moderator should complete Section 2 of the Learner Appeal Form and provide
the Learner with the re-considered decision within 14 working days of receiving
the appeal.
The completed Learner Appeals Form should be forwarded to the Quality Manager
for storage purposes.
Where the Learner remains unhappy with the reconsidered assessment decision,
the appeal must proceed to the Investigatory Panel (Stage Three).
Stage 3 of the Procedure
If no resolution has been reached, the Stage Two Moderator forwards the following
details to the Quality Manager. These should include:
Learner Appeal Form
Assessment records
Any written comments from the Moderator (e.g. background details)
The Quality Manager will then, within 10 working days, convene a panel
comprising:
The Quality Manager
The applicable Programme Manager
The applicable Assessor
The applicable Moderator
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The panel will evaluate the situation and complete Section 3 of the Learner Appeal
Form and the Learner will be informed of its decision within 5 working days.
The completed Learner Appeals Form should be forwarded to the Quality Manager
for storage purposes.
If the Learner is still not satisfied with the outcome s/he has the right to take the
Appeal to the Appeals Panel (Stage Four).
Stage 4 of the Procedure
The Quality Manager will then forward the relevant details to The Operations
Manager, including the following documents:
Learner Appeal Form, appropriately completed (including the reason for the
decision of the Investigatory Panel
Assessment record sheets
Written comments from the Moderator (as supplied to Stage Three Panel)
The Quality Manager will convene, within 10 working days of notification, a panel
comprising of:
The Quality Manager
The Operations Manager
The original Assessor
The original Moderator
The Learner should be invited to attend with a friend or colleague of the Learner if
they wish. The panel will reconsider the assessment evidence, led by the Quality
Manager.
The panel must reach a decision and inform the Learner of the result within 5
working days, in writing.
The decision of the panel is final.
The completed Learner Appeals Form should filed by the Quality Manager.
Records of all Appeals should be logged and made available as appropriate to
the External Verifier
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SECTION 5
FEEDBACK FROM LEARNER ON ASSESSMENT PROCESS
Please answer the questions below:
3. How was your assessor’s manner encouraging and designed to put you at
ease?
.....................................................................................................
.....................................................................................................
4. How was the assessment procedure explained and agreed with you?
.....................................................................................................
.....................................................................................................
5. Was the assessment procedure clear and understandable?
.....................................................................................................
6. How were you encouraged to participate and be involved?
.....................................................................................................
.....................................................................................................
7. Did your assessor ensure that all specific outcomes and criteria were
covered?
.....................................................................................................
8. Did your Evidence Facilitator/Assessor stick to the Evidence/Assessment
plan?
.....................................................................................................
9. How were you given clear, evaluative feedback against each specific
outcome?
.....................................................................................................
.....................................................................................................
10. How were all pieces of evidence considered?
.....................................................................................................
.....................................................................................................
11. In what manner were assessment decisions communicated to you?
.....................................................................................................
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12. Did you agree with the decisions?
.....................................................................................................
.....................................................................................................
13. If you do not agree with the decision, are you going to appeal and on
what grounds?
.....................................................................................................
.....................................................................................................
14. Were the feedback session/s conducted in confidentiality and only
thereafter discussed with relevant parties?
.....................................................................................................
.....................................................................................................
15. Was all appropriate documentation completed, signed and copies given
to you for records?
.....................................................................................................
.....................................................................................................
Learner Name: ____________________ Learner Signature:________________
Learner Name: ____________________ Learner Signature:________________
Evidence Facilitator/Assessor Name:__________________________________
Evidence Facilitator/Assessor Signature: ____________________________
Note: Return to Moderator _____________________________(name)
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ASSESSMENT APPEAL FORM
NAME OF LEARNER
NAME OF ASSESSOR
DATE
BRIEF DETAILS OF UNIT STANDARD(S)
SECTION ONE
CANDIDATE’S REASONS FOR DISAGREEING WITH
ASSESSMENT DECISION
THE ASSESSOR’S RATIONALE FOR THE DECISION
CANDIDATE’S SIGNATURE
ASSESSOR’S SIGNATURE
SECTION TWO
INTERNAL MODERATOR’S RECONSIDERED
DECISION AND RATIONALE
INTERNAL MODERATOR’S SIGNATURE
ADVISING ASSESSOR’S SIGNATURE
DATE
SECTION THREE
DECISION AND RATIONALE OF THE
INVESTIGATORY PANEL
SIGNATURE OF INVESTIGATORY PANEL
CONVENOR
DATE
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END OF SECTION 2 OF THE PORTFOLIO OF EVIDENCE
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SECTION 6 – ASSESSMENT MODERATION
GUIDE
1. ALIGNMENT
This Portfolio Guide must be read in conjunction with the Supporting Adult Skills
Development learner guide, which is based on the following unit standard:
EXIT LEVEL OUTCOMES US NUMBER AND
TITLE LEVEL CREDITS
Learners are expected to obtain, record and organise administrative information and fulfil the administrative requirements needed to manage an adult learning group
US 7387 Fulfil administrative
requirements of a learning group
4 6
Learners are expected 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.
US 12544 Facilitate the preparation and
presentation of evidence for assessment
4 4
Total credits 10
The rationale for the above is to accommodate the credit recognition policy that
SAQA has presented in to SETA ETQAs, and to allow for entry level options for
candidates in terms of an RPL option or training and assessment option.
The purpose of this guide is to provide candidates, Evidence Facilitator, Assessor
and Moderator with guidelines in the preparation and presentation of the Portfolio
of Evidence within an RPL (Recognition of Prior Learning) setting
When deemed competent in this assessment, candidates will have proved that
they can: -
Obtain, record and organise administrative information related to learners.
This information must include (but not limited to)…
o Learner registration documentation (as specified by ETQA’s and
organisational policies, document templates and procedures)
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o Record of learner details such as names, surnames, identity number,
employment details (if applicable), contact numbers, special needs,
etc.
o A pre-populated (from the learner record document) attendance
register for each day of training that indicates times, absenteeism,
etc.
o File of lesson plans and schemes of work
o Records of materials used (e.g. video camera, laptops,
communication, etc.)
Provide information to learners about outcomes-based assessment in general
and their assessment in particular. Information provided to learners must
include …
o general principles and procedures of outcomes-based assessments
o organisational policies and procedures regarding outcomes-based
assessments, and
o the requirements of the particular assessment at hand
Advise and support candidates to prepare, organise and present evidence.
Check and give feedback on evidence presented by learners
Communicate relevant administrative information to learners, which may
include…
o Dates and times of learning events
o Venues
o Registration procedures
o Fees
o Absentee procedures, etc.
Maintain the learning environment
2. ENTRY REQUIREMENTS
The credit value is based on the assumption that candidates seeking to be deemed
competent in these unit standards 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.
Candidates will also show oral and written competence at NQF level 3 or RPL
equivalent.
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3. ASSESSMENT OF CANDIDATES’ PORTFOLIO’S
Within three months of submitting your portfolio:
Your assessor will verify the evidence presented
Your assessor may contact you to ask for further evidence, to clarify
anything and/or to conduct an oral assessment
Your assessor will provide a written assessor report to you or your sponsor
The assessment results will be moderated
When assessed as competent against both unit standards, you will be issued
with 10 credits towards the qualification 57428: FETC: Youth Development.
If assessed as not yet competent, you will receive detailed guidance on what
you need to be before you can be assessed as competent.
4. APPEALS PROCEDURE
In order to conduct the NQF system in an equitable & transparent manner, it is
important that there is a mechanism by which a learner can appeal against the
assessment conducted by the person who has been given the task of assessing him
/ her.
A learner may appeal against an assessment decision if he / she feels that the
assessment was not
v. Valid
vi. Fair
vii. Reliable
viii. Practicable
The assessor is required to advise the candidate of the required appeals process to
follow:
8) Attempt to resolve dispute with assessor
9) Submit formal request for dispute resolution to organisation’s SDF /
Moderator
10) SDF will meet with the learner to discuss and agree on a possible resolution
(appoint different assessor to re-assess, appoint moderator to moderate the
assessment, submit additional information for assessment)
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11) If, after a second assessment and moderation, the learner is still
dissatisfied, he / she may fill in the Appeal Form and submit to the SDF /
Moderator. (This form is explained to every learner prior to assessment
commencing, the learner has free access to an Appeal Form as a copy of the
form is kept on the site where the learner is assessed.)
12) The SDF/ Moderator will appoint an Appeals Committee within the
organisation to review the appeal, during which both learner and assessor
will have the opportunity of stating their case to the Appeals Committee.
13) The Appeals Committee will make a decision of upholding or overthrowing
the appeal, and communicate the decision to all relevant parties.
14) Should the candidate still not be satisfied with the outcome, he may
approach the organisation for further information on possible alternative
actions to resolve the matter, or lodging an appeal with the relevant ETQA.
The decision of the ETQA will be final and binding on all parties. (You will
find a learner assessment appeals form at the end of your Portfolio Guide.)
5. ASSESSMENT REQUIREMENTS
Self Assessment - Review the assessment strategy provided below – it will provide
you with sufficient evidence against this module of the qualification, and prepare
you for the FSA (Final Summative Assessment)
6. ASSESSMENT STRATEGY
This module has been aligned to registered unit standard/s. You will be assessed
against the SO’s of the US’s by completing an Integrated Practical Workplace
Assignment and / or Knowledge Questionnaire that covers the Essential Embedded
Knowledge (EEK’s) stipulated in the US’s. The compilation of a PoE provides proof
of your ability to apply the learning to your work situation.
The designer prides herself in the promotion & practice of good assessment
principles to ensure proper support for you. These include: -
Advice and guidance to you through dedicated mentors
Matching developmental needs against unit standard requirements
The identification and support of special requirements and an appeals
procedure.
The choice of assessment method and the design of the assessment tools or
instruments within this Portfolio Guide is according to credible assessment
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principles, thus ensuring that the assessment meets the evidence requirements
within the required Unit Standards.
Our Quality Management System is constantly perfected and reviewed to ensure
that all the role players in the assessment process know exactly what their roles,
rights and responsibilities are. We endeavour to promote practices and procedures
that ensure proper learner support.
You are provided with advice and guidance; your development needs are matched
against unit standard requirements, regular but not unlimited assessment (limited
to two attempts) of the learner in terms of the unit standards outcome
requirements, the identification and support of special requirements and an
appeals procedure.
Therefore, the assessment strategy will focus on ensuring that you find the
assessment experience fair, valid, accurate, current and sufficient.
7. PORTFOLIO INDEX
As the Assessor and Moderator, you will be provided with a lever arch file with six
(6) sections in it, numbered and tagged as follows:
TAB INFORMATION
A Assessment and Moderation Pre-amble
Relevant Unit Standards
B Learner Guide
C Model Answers for 1 FA
Model Answers for 2 SA’s
D Model Answers for 4 FA’s
Model Answers for 1 SA
E Programme Handouts
F Assessment Mapping Matrices in the form of Unit Standard Analysis
Moderator Report on Assessment
8. PROGRAMME NEEDS ANALYSIS
The unique learning experience afforded learners who embark on any training
programme offered by your Organisation (LDI) is the availability of dedicated
Programme Managers (PM’s). Compared to other skills development providers
(SDP’s) who focus on adult learners who are either formally employed or self-
employed (and thus have a limited amount of time to attend training), and
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because our facilitators, assessors and moderators are contracted to your
Organisation on an adhoc basis as opposed to full time employees of the SDP, the
onus and responsibility lie on the PM to guide, assist and support learners right
throughout the learning experience, extending this support right through to
certification.
Because of the nature of the job and the unique business model of your
Organisation, well trained, fully equipped and competent PM’s is the hub of our
business. This module will be useful to learners 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 that 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.
Institutions of higher learning – such as universities – where most of the real
learning is facilitated by tutors will also be in a better position to improve their
results and learning experience. Assessment of the evidence facilitator against
these unit standards will 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 module does not distinguish between "RPL assessment" and any other form of
assessment, because 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.
It is thus advisable that your Organisation and the type of SDP already mentioned
use this training and assessment materials contained in this learning pack when
training new recruits or crediting these individuals for work already done in a
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formal manner. Life-long learning and RPL is after all the corner tenets of the
NQF.
9. UNIT STANDARDS
All qualifications and part qualifications 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:
Fulfil administrative requirements of a learning group
SAQA US ID UNIT STANDARD TITLE
7387 Fulfil administrative requirements of a learning group
ORIGINATOR ORIGINATING PROVIDER
SGB ABET Educators
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 6
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
PURPOSE OF THE UNIT STANDARD
Persons credited with this unit standard are able to obtain, record and organise administrative information and fulfil the administrative requirements needed to manage an adult learning group.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Show oral and written competence at NQF level 3 or RPL equivalent.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SO 1: Obtain, record and organise administrative information RANGE –
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An attendance register which records learners' names and surnames, dates and times of classes and absenteeism
Records of learners’ addresses, contact telephone numbers, contact person
File of lesson plans and schemes of work
Record of materials used AC 1: Reasons for collecting personal information are explained to learners. AC 2: Records are accurate, complete and up to date. AC 3: Records are available to learners and relevant authorities. AC 4: Records are systematically organised.
SO 2: Communicate relevant administrative information to learners. RANGE –
Dates and times of learning events
Venues
Registration procedures
Fees
Absentee procedures AC 1: Information given is accurate. AC 2: Information is communicated at a time and place convenient to learners. AC 3: Language and presentation of information is appropriate for learners. AC 4: Communication of information is timeous.
SO 3: Maintain the learning environment AC 1: Venue is secured (through relevant authority) for the duration of the
learning event. AC 2: Venue and equipment are organised timeously. AC 3: Damage to equipment or venue is promptly reported to appropriate person. AC 4: Situations which may affect the health and safety of learners are promptly
reported to the appropriate person.
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
WORKING effectively with others as a member of a team, group, organisation, or community.
ORGANISING and managing oneself and one`s actions responsibly and effectively. COLLECTING, analysing, organising and critically evaluating information.
QUALIFICATIONS UTILISING THIS UNIT STANDARD (Edited)
ID QUALIFICATION TITLE
NQF LEVEL
STATUS END DATE
Elective 57428 FETC: Youth Development 4 Reregistered 2015-06-30
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All qualifications and part qualifications 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
PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to learners 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.
SAQA US ID UNIT STANDARD TITLE
12544 Facilitate the preparation and presentation of evidence for
assessment
ORIGINATOR ORIGINATING PROVIDER
SGB Assessor Standards
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD
TYPE PRE-2009 NQF
LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 4
REGISTRATION STATUS REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
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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:
SO 1: Provide information to candidates about assessment. 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. AC 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. 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: Interactions with candidates help to set them at ease and promote understanding of the assessment. Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
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AC 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.
AC 4: The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment.
SO 2: Advise and support candidates to prepare, organise and present evidence.
AC 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. The proposals could be made to candidates and/or assessors and other role-players.
AC 2: The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence.
AC 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.
AC 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.
AC 5: The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors.
AC 6: Support is given in a way that strengthens candidates' ability to engage more independently in future assessments.
SO 3: Check and give feedback on evidence. 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.
AC 1: Checks establish the validity, authenticity, relevance and sufficiency of evidence.
AC 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. Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
AC 3: Gaps in the evidence are identified and dealt with appropriately. "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.
AC 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.
AC 5: Key lessons from the facilitation process are identified and recorded for integration into future interactions with candidates.
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 12 ~
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
CRITICAL CROSS-FIELD OUTCOMES (CCFO):
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.
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering.
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
QUALIFICATIONS UTILISING THIS UNIT STANDARD (Edited)
ID QUALIFICATION TITLE
NQF LEVEL
STATUS END DATE
Elective 57428 FETC: Youth Development 4 Reregistered 2015-06-30
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 13 ~
10. UNIT STANDARD ANALYSIS
US 7387 - FULFIL ADMINISTRATIVE REQUIREMENTS OF A LEARNING GROUP
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
SO 1: OBTAIN, RECORD AND ORGANISE ADMINISTRATIVE INFORMATION RANGE
AN ATTENDANCE REGISTER WHICH RECORDS LEARNERS' NAMES AND SURNAMES, DATES AND TIMES OF CLASSES AND ABSENTEEISM
RECORDS OF LEARNERS’ ADDRESSES, CONTACT TELEPHONE NUMBERS, CONTACT PERSON
FILE OF LESSON PLANS AND SCHEMES OF WORK
RECORD OF MATERIALS USED
AC 1: Reasons for collecting personal information are explained to learners.
SA3
FA1?1(a)-(c)
SA2?1
SA3
SA3
AC 2: Records are accurate, complete and up to date.
SA1?1
SA3
FA1?3(a)
SA2?1
SA3
FA1?3(b)
SA3
AC 3: Records are available to learners and relevant authorities.
SA1?1
SA3
FA1?2
FA1?3(c)
SA3
FA1?3(b)
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 14 ~
US 7387 - FULFIL ADMINISTRATIVE REQUIREMENTS OF A LEARNING GROUP
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
AC 4: Records are systematically organised.
SA1?1
SA3
SA3
FA1?3(b)
SA3
SO 2: COMMUNICATE RELEVANT ADMINISTRATIVE INFORMATION TO LEARNERS RANGE
DATES AND TIMES OF LEARNING EVENTS
VENUES
REGISTRATION PROCEDURES
FEES
ABSENTEE PROCEDURES
AC 1: Information given is accurate.
SA1?2
SA3
SA2?1
SA2?2
SA3
SA3
AC 2: Information is communicated at a time and place convenient to learners.
SA3
SA2?1
SA2?2
SA3
SA1?2
SA3
AC 3: Language and presentation of information is appropriate for learners.
SA3
SA1?2
SA2?1
SA2?2
SA3
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 15 ~
US 7387 - FULFIL ADMINISTRATIVE REQUIREMENTS OF A LEARNING GROUP
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
AC 4: Communication of information is timeous.
SA1?2
SA3
SA2?1
SA2?2
SA3
SA3
SO 3: MAINTAIN THE LEARNING ENVIRONMENT
AC 1: Venue is secured (through relevant authority) for the duration of the learning event.
SA1?3
SA3
SA2?3(a)-(c)
SA3
SA3
AC 2: Venue and equipment are organised timeously.
SA1?3
SA3
SA2?3(a)-(c)
SA3
SA3
AC 3: Damage to equipment or venue is promptly reported to appropriate person.
SA3
SA2?3(a)-(c)
SA3
SA1?3
SA3
AC 4: Situations which may affect the health and safety of learners are promptly reported to the appropriate person.
SA3
SA1?3
SA2?3(a)-(c)
SA3
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 16 ~
US 7387 - FULFIL ADMINISTRATIVE REQUIREMENTS OF A LEARNING GROUP
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
CRITICAL CROSS-FIELD OUTCOMES
WORKING effectively with others as a member of a team, group, organisation, or community
SA1?1
SA3
FA1?2
SA2?1
SA3
FA1?3(a)
FA1?3(b)
SA2?3(a)-(c)
SA3
ORGANISING and managing oneself and one`s actions responsibly and effectively.
SA3
FA1?1a-c
SA2?1
SA3
FA1?2
FA1?3(a)
FA1?3(b)
SA2?3(a)-(c)
SA3
COLLECTING, analysing, organising and critically evaluating information.
SA3
FA1?1a-c
SA2?1
SA3
FA1?2
FA1?3(a)
FA1?3(b)
SA2?3(a)-(c)
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 17 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
SO 1: PROVIDE INFORMATION TO CANDIDATES ABOUT ASSESSMENT. 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.
AC 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.
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. The proposals could be made to candidates and/or assessors and other role-players.
FA4?1
FA5
SA3
FA2?1(a)-(c)
FA2?2 (matching)
FA3?2
FA3?3
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
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US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
AC 2: Interactions with candidates help to set them at ease and promote understanding of the assessment.
Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
FA4?1
FA5
SA3
FA5
SA3
FA5
SA3
AC 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.
FA4?1
FA5
SA3
FA5
SA3
FA5
SA3
AC 4: The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment.
FA3?1
FA4?1
FA5
SA3
FA3?2
FA3?3
FA4?2
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 19 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
SO 2: ADVISE AND SUPPORT CANDIDATES TO PREPARE, ORGANISE AND PRESENT EVIDENCE
AC 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. The proposals could be made to candidates and/or assessors and other role-players.
FA4?1
FA5
SA3
FA4?3
FA5
SA3
FA5
SA3
AC 2: The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence.
FA3?3
FA4?1
FA5
SA3
FA3?2
FA4?3
FA5
SA3
FA5
SA3
AC 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.
FA3?3
FA4?1
FA5
SA3
FA3?2
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 20 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
AC 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.
FA3?3
FA4?1
FA5
SA3
FA3?2
FA5
SA3
FA5
SA3
AC 5: The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors.
FA4?1
FA5
SA3
FA5
SA3
FA5
SA3
AC 6: Support is given in a way that strengthens candidates' ability to engage more independently in future assessments.
FA4?1
FA5
SA3
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 21 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
SO 3: CHECK AND GIVE FEEDBACK ON EVIDENCE 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.
AC 1: Checks establish the validity, authenticity, relevance and sufficiency of evidence.
FA5
SA3
FA3?3
FA4?2
FA4?3
FA5
SA3
FA5
SA3
AC 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.
Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
FA5
SA3
FA3?3
FA4?2
FA4?3
FA5
SA3
FA5
SA3
AC 3: Gaps in the evidence are identified and dealt with appropriately.
"Appropriate" means advice or coaching is only given in cases where the gaps do not reflect a lack of competence on the part of
FA3?1
FA5
SA3
FA3?3
FA4?2
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 22 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
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.
AC 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.
FA5
SA3
FA4?2
FA5
SA3
FA5
SA3
AC 5: Key lessons from the facilitation process are identified and recorded for integration into future interactions with candidates.
FA5
SA3
FA5
SA3
FA5
SA3
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 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.
1) Principles of assessment
FA5
SA3
FA2?2 (matching)
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 23 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
2) Principles and practices of RPL
FA5
SA3
FA4?3
FA5
SA3
FA5
SA3
3) Methods for gathering evidence
FA5
SA3
FA3?3
FA4?2
FA5
SA3
FA5
SA3
4) Potential barriers to assessment
FA5
SA3
FA4?2
FA5
SA3
FA5
SA3
5) Feedback techniques
FA3?1
FA5
SA3
FA3?3
FA5
SA3
FA5
SA3
6) The principles and mechanisms of the NQF
FA5
SA3
FA2?1(a)-(c)
FA4?1
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 24 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
7) Assessment policies and ETQA requirements
FA5
SA3
FA3?2
FA3?3
FA5
SA3
FA5
SA3
CRITICAL CROSS-FIELD OUTCOMES
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.
FA3?1
FA5
SA3
FA3?3
FA4?1
FA4?2
FA4?3
FA5
SA3
FA5
SA3
WORK effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering.
FA5
SA3
FA3?3
FA5
SA3
FA5
SA3
ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence
FA5
FA4?1
FA4?3
FA5
FA5
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 25 ~
US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT
Components of unit standard ACTIONS (SKILLS) that
learners must be able to perform
CONCEPTS (KNOWLEDGE-TYPE) that learners must know and understand
AFFECTIVE
(PSYCHOMOTOR-TYPE) that learners must
feel and demonstrate IND
IVID
UA
L
AC
TIV
ITY
KN
OW
LE
DG
E
QU
ES
TIO
N
CA
SE
ST
UD
Y
PR
AC
TIC
AL
/
RO
LE-P
LA
Y
EV
AL
UA
TIO
N
FO
RM
AT
IVE
AS
SE
SS
ME
NT
SU
MM
AT
IVE
AS
SE
SS
ME
NT
gathering. SA3 SA3 SA3
COLLECT, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process.
FA3?1
FA5
SA3
FA4?1
FA4?3
FA5
SA3
FA5
SA3
COMMUNICATE effectively:- inform candidates about assessment, communicate during evidence gathering and provide feedback.
FA3?1
FA5
SA3
FA3?3
FA4?2
FA5
SA3
FA5
SA3
DEMONSTRATE the world as a set of related systems:- understanding the impact of assessment on individuals and organisations.
FA5
SA3
FA2?1
FA5
SA3
FA5
SA3
CONTRIBUTE: Be culturally and aesthetically sensitive across a range of social contexts:- work with candidates and give feedback in a culturally sensitive manner.
FA5
SA3
FA5
SA3
FA5
SA3
SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE
© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ 26 ~
11. FA 1 – US 7387 – KNOWLEDGE QUESTIONNAIRE MODEL ANSWERS
Please answer the following questions in the space provided:-
1. In your general working environment, (SO1: AC1 CCFO Organising;
Collecting)
a. What type of information would you describe as confidential?
Confidential information is personal information that would / could harm an individual / entity if it were to land up in unscrupulous hands.
In the instance of an organisation, …
Learner doesn’t have to explain organisational confidential information as described above, but they must be able to adequately explain the concept.
b. Provide at least three (3) examples of confidential information.
Credit card details, Identity numbers, home address, bank account details, PIN numbers, salary, etc.
Learner MUST provide at least 3 examples.
c. What is the difference between “confidential” and “personal”
information?
Personal information is like confidential information as described above, but it is information that is less likely to cause harm. Examples of personal information are
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names, telephone numbers, job titles, telephone numbers, marital status, number of dependents, etc.
Learner doesn’t have to explain in detail as described, but they must be able to adequately explain the differences between the two.
2. In the working and learning environment there are various stakeholders that
must be involved in learning and development. Clearly outline these
stakeholders, paying particular reference the roles and responsibilities as
defined within the tenets / principles of the NQF. (SO1: AC3; CCFO Working;
Organising; Collecting)
Learner must discuss roles and responsibilities of at least 3/8 stakeholders as in the example provided. Assessor to use his / her discretion when assessing.
3. In Question 2 you detailed the roles and responsibilities of the various
stakeholders involved in the training and development of adult education /
vocational training.
a. Tying together the learners’ personal information with the
certification / qualification of that learner, why and how is accurate
reporting and recording of this information of critical importance to
the ETQA? (SO1: AC2; CCFO Working; Organising; Collecting)
It is important that accurate and validated personal information is recorded and reported to the ETQA because this information is crucial to the awarding of credits in an efficient and effective manner.
The SDP (through the learning administrator / PM must ensure that learner details are recorded and reported, and that the learner is protected from unauthorised access to their information.
Learner doesn’t have to explain in detail ALL role players, but they MUST explain those that relate to the examples of stakeholders they have listed in question 2. Because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
b. What is the importance / relevance of accurate recording and
reporting of learner information to the SDP? (SO1: AC2;3&4; CCFO
Working; Organising; Collecting)
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It is important that accurate and validated personal information is recorded and reported to the ETQA because this information is crucial to the awarding of credits in an efficient and effective manner.
The SDP (through the learning administrator / PM must ensure that learner details are recorded and reported, and that the learner is protected from unauthorised access to their information.
If learner has already answered this question in question 3(a) (s)he does not have to answer here. The point of asking this question is to ensure that the PM / learning administrator appreciates the pivotal role they have within the SDP and the awarding of credits through the ETQA.
c. Briefly describe / outline the reporting of learner information in the
following cycle / process / system: - (SO1: AC3; CCFO Working;
Organising; Collecting)
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and ALL role-players listed above MUST appear in the process described by the learner.
12. SA 1 – US 7387 – PRACTICAL ASSIGNMENT
In order to be deemed competent against this Unit Standard you have to complete
the following activity. You have to provide documentary proof that you are able to
fulfil the administrative requirements to support a group of adult learners on a
skills training intervention. In order to prove this, you must provide your assessor
with the following documentation:-
1. Obtain, record and organise administrative information by ... (SO1: AC1-4;
CCFO Working; Organising; Collecting)
a. Recording learner information from registration forms in a summary
format, using your organisational template. (You must ensure that
you include the following information learners’ addresses, contact
telephone numbers, contact person, etc.)
b. Generate an attendance register for this training intervention. (You
must ensure that you include the following information learners'
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names and surnames, dates and times of classes and
absenteeism.)
c. File of lesson plans and schemes of work
d. Record of materials used
2. Communicate relevant administrative information to learners in your
organisational templates and process. (You must ensure that you include the
following information Dates and times of learning events, Venues, Fees,
etc.) (SO2: AC1-4)
3. Maintain the learning environment during the course of the training
intervention (SO3: AC1-4)
Please ask your line manager to check your documentation and responses
provided using the checklist provided on page 84 of this portfolio!!
Learner must adhere to ALL the following requirements in order to be declared competent”:-
1. At least one summary of the learners on a specific learning programme must be provided and conform to the organisational requirements and standards
2. At least one attendance completed by the learners on the same programme as in question 1(a) must be provided and conform to the organisational requirements and standards
3. A lesson plan / scheme of work must be provided and conform to the organisational requirements and standards
4. A record of materials used in the above programme must be provided and conform to the organisational requirements and standards
5. A copy of the communication sent to learners in the above programme must be provided and conform to the organisational requirements and standards
6. The learner must have their observation sheet (which clearly indicates that the learner met the requirements of the SDP) completed by their manager / supervisor included in their evidence.
13. SA 2 – US 7387 – KNOWLEDGE QUESTIONNAIRE
1) Explain what the process is for the registration of learners in your
organisation. (Be sure to include time-frames in your answer). (SO2: AC1-4;
CCFO Working; Organising; Collecting)
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and ALL timeframes MUST appear in the process described by the learner.
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2) Explain what the process is in terms of absenteeism of learners in your
organisation. (Be sure to include time-frames and stakeholder communication
in your answer). (SO2: AC1-4; CCFO Working; Organising; Collecting)
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and ALL timeframes and communication MUST appear in the process described by the learner.
3) Explain how you maintain the learning environment – paying particular
reference to... (SO3: AC1-4; CCFO Working; Organising; Collecting)
a. How the training venue is secured in the event of training that takes
place off-site?
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and MUST appear in the process described by the learner.
b. Who is responsible for the venue, equipment and additional
supporting materials (e.g. handouts, PowerPoint slides, etc?)
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and MUST conform to the SOP requirements provided by the learner and be obvious in the process described by the learner.
c. How is this information communicated within the organisation?
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and MUST conform to the SOP requirements provided by the learner and be obvious in the process described by the learner.
d. In the event where equipment is damaged or in situations which may
affect the health and safety of learners, what would you have to do
to resolve this situation?
Learner specific because different SDP’s may have different SOP’s, the assessor must use his / her discretion when assessing.
Responses provided by the learner must be logical and MUST conform to the SOP requirements provided by the learner and be obvious in the process described by the learner.
14. FA 2 – US 12544 – MATCHING AND KNOWLEDGE QUESTIONNAIRE
Please answer the following questions in the space provided:-
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“Both employees and employers benefit more from Outcomes-based
Education and Training (OBE&T) than they did in traditional education”
1. With reference to the statement above, (SO1: AC1; EEK 6)
a. Explain your understanding of the difference between OBE&T and
traditional education
b. Discuss how employers benefit directly from OBE&T?
Because OBET is criterion-based, employers have the opportunity to inform the assessment by providing information that is readily available. This could be in the form of detailed process, outcomes expected, timeframes, SOP’s, etc. The point is that when learners have been trained in the OBET methodology and assessed as competent, employers can be confident that learners will be able to perform that job according to that standard expected, with much less wastage of resources and thus be productive quicker.
This isn’t always the case where learners merely have a theoretical / knowledge-based qualification.
The assessor must use his / her discretion when assessing.
c. Discuss how employees benefit directly from OBE&T?
Employees trained and qualified in OBET tend to feel confident in their abilities because they have been provided with the opportunity to apply the knowledge needed to perform a particular task. They feel empowered and tend towards furthering their working knowledge and experience through life-long learning.
Just as with the employer, employees will know that they are productive and are able to progress through the ranks as they continue to hone their skills.
The assessor must use his / her discretion when assessing.
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2. The following table represents the principles that underpin the objectives of
the NQF. Match the term to the appropriate definition as shown in the
example provided. (SO1: AC1; EEK1)
DEFINITION TERM CORRECT
1. To provide ease of entry to appropriate levels of education and training for all prospective learners in a manner which facilitates progression
A. Recognition of Prior Learning
G - Access
2. To have international and national value and acceptance
B. Guidance of learners
E - Credibility
3. To allow for multiple pathways to the same learning ends
C. Relevance K - Flexibility
4. To form part of a system of human resources development which provides for the establishment of a unifying approach to education and training
D. Portability M - Integration
5. To, through assessment, give credit to learning which has already been acquired in different ways
E. Credibility A - Recognition
of Prior Learning
6. To provide for counselling of learners by specially trained individuals who meet nationally recognised standards for educators and trainers
F. Coherence B - Guidance of
learners
7. To provide for the participation of all national stakeholders in the planning and co-ordination of standards and qualifications
G. Access J - Legitimacy
8. To enable learners to transfer credits of qualifications from one learning institution and/or employer to another
H. Standards D - Portability
9. To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes
I. Articulation H - Standards
10. To ensure that the framework of qualifications permits individuals to move through the levels of national qualifications via different appropriate combinations of the components of the delivery system
J. Legitimacy L - Progression
11. To work within a consistent framework of principles and certification
K. Flexibility F - Coherence
12. To be and remain responsive to national development needs
L. Progression C - Relevance
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DEFINITION TERM CORRECT
13. To provide for learners, on successful completion of accredited prerequisites, to move between components of the delivery system
M. Integration I - Articulation
15. FA 3 – US 12544 – CASE STUDIES
Read the case studies carefully and then answer the following questions in the
space provided:-
When Maria had completed the training programme in project management
– US 120372 & 120379 - , she had to complete her portfolio of evidence.
When she was putting together her evidence, she was unsure about why she
had to have someone in her team assess her performance in the team.
1. With reference to the outcomes, assessment criteria, EEK and / CCFO’s
specified in the Unit Standards, record what you would say to Maria to
explain the importance of this piece of evidence? (SO1: AC4; SO3: AC3; EEK 5;
CCFO Identifying, Collecting & Communicate).
Learner must DISCUSS and refer to the SO’s, EEK and CCFO’s of the unit standard 120379 – Work as a member of a project team.
2. Discuss how evidence presented by an individual must meet the “Rules of
Evidence”. (SO1: AC1, AC4; SO2: AC2, AC3, AC4; EEK7)
The evidence presented must relate to the outcomes detailed in the unit standard / process / procedure.
Validity
The evidence presented must be recent and not more than 3 months old (or whatever the SDP criteria is)
Currency
The evidence presented must be enough. ALL questions must be answered, documents required must be evident.
Sufficiency
The evidence presented must be that of the learner and not plagiarised or undeclared teamwork.
Authenticity
Learner must DISCUSS and refer to the rules of evidence and not just list.
Upon submission of her portfolio, you realise that Maria did not sign any of
the pre-assessment documentation. You have also noted that some pages
where she had recorded her evidence was either not signed or dated and it
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seems that she forgot to insert some of the her teamwork presentation
slides.
Thankfully Maria did not send in her portfolio with someone else, so you
will be able to help her rectify all these areas.
3. Refer to the four (4) rules of evidence in question 2, and explain to Maria
what the implication is for the assessment of Marias’ portfolio. (SO1: AC1,
AC4; SO2: AC2, AC3, AC4; SO 3: AC1; AC2; AC3; EEK3; 5 and 7; CCFO
Identifying, Working, Communicating)
Learner must DISCUSS and refer to the case study and the rules of evidence. The assessor must use his / her discretion when assessing.
16. FA 4 – US 12544 – ROLE PLAY
As a PM, you are also expected to be able to facilitate the collection of evidence
for learners seeking to have their prior knowledge recognised formally.
To do this, you will participate in a role play tomorrow and your assessor will play
the part of the RPL candidate – Josh.
Carefully read the following instructions and ensure that you receive all the handouts from your assessor.
INSTRUCTIONS TO THE PM
You have been approached by Josh to help him collect evidence for RPL.
A position has opened up in the IT department at Real People in East
London and, because he has done some work in that area while he was with
Business Connection, he feels that he had picked up enough of the skills and
knowledge needed to be able to formalise his experience in some form of
qualification or part-qualification / learning programme.
You will meet with Josh after you have met with the assessor who will be
assessing Josh’s’ evidence once gathered, and then – in the form of a
documented pre-assessment - you will then meet with Josh.
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In preparation for the pre-assessment interview, you asked Josh to provide
you with his CV, job descriptions and all certificates he has attained since
he passed matric 15 years ago. He has also included the job description for
the position he would like to apply for at Real People and a testimonial
from Brands.
From his CV you notice that he was employed as a technician with Business
Connection for almost two years when he was retrenched 6 years ago. He
was subsequently employed as a trainer at a local FET college for five
years, and thereafter he worked as a trainee manager for Brands – a local
furniture chain.
The testimonial he provided affirms that while acting as a trainee manager,
he has also frequently been called upon relieve stock clerks and debtors
managers when they were off sick or on annual leave. The Regional
Manager has written that Josh shows tremendous promise as a manager
because of his ability to work hard, communicates well, and he displayed
strong leadership abilities and team work.
Unfortunately, Josh is visually impaired as a result of diabetes, and you are
concerned that his myopia will be a problem in an IT environment. To add
to this dilemma, the RPL assessor has expressed a concern that Josh may not
have sufficient expertise in the area that he has requested RPL in.
However, the assessor noted that perhaps Josh had many other skills -
particularly supervisory or even management skills – so perhaps Josh should
seek Recognition for a number of units of competency in a management area
instead.
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INSTRUCTIONS TO JOSH – THE RPL CANDIDATE
You have approached the PM @ your Organisation to you collect evidence
for RPL.
A position has opened up in the IT department at Real People in East
London and, because you have done some work in that area while you were
with Business Connection, you feel that you have picked up enough of the
skills and knowledge needed to be able to formalise your experience in
some form of IT qualification.
You will meet with the PM again tomorrow, and in preparation for the
meeting, you provided him / her with your CV, job descriptions and all
certificates you have attained since you passed matric 15 years ago. You
have also included the job description for the position you would like to
apply for at Real People and a testimonial from Brands.
You were employed as a technician with Business Connection for almost two
years when you were retrenched 6 years ago.
You were employed as a trainer at a local FET college for five years, and
thereafter he worked as a trainee manager for Brands – a local furniture
chain – and the regional manager has given you a testimonial that you have
also given to the PM. The testimonial affirms that while acting as a trainee
manager, you are also frequently called upon relieve stock clerks and
debtors managers when they were off sick or on annual leave.
You however suffer from severe diabetes and it has affected your eye-sight.
You don’t think that this should affect your ability to fulfil the
requirements of the job at Real People.
1. Log onto the SAQA website and try and get at least TWO (2) examples of IT
qualifications / part qualifications that you could present to Josh. Also find
TWO (2) management qualifications / part qualifications that you would
suggest to him as an alternative. Record the Qualification ID’s and other
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information you feel is pertinent in the space below. (SO1: AC1-4; SO2: AC1-
6; EEK6; CCFO Identifying, Organising, Collecting)
You have to provide a copy of these qualifications / part qualifications to
Josh when you meet with him tomorrow. Be prepared to explain the RPL
assessment process, qualifications, competence, the NQF, etc. to Josh,
because even though he spent some time training at the FET college, it
doesn’t mean that he understands EVERYTHING that he should!
Learner must provide copies of qualifications selected, as well as justify their choice. Assessor must use their discretion when assessing.
Responses provided by the learner must be logical
2. Discuss what other information / evidence do you believe Josh could add to
his evidence that will ensure that his evidence will meet the VACCS
principles? Where could Josh get this evidence from? What potential problems
/ barriers do you anticipate Josh may experience in this collection?
(SO1: AC4;SO3: AC1-4; EEK3, 4; CCFO Identifying, Communicating)
Learner must discuss as well as justify their choice. Assessor must use their discretion when assessing.
3. In question 2 you made suggestions where Josh could get additional evidence.
Explain how this would add to value to his RPL – especially in terms of time,
costs, etc. (SO2: AC1-2; SO3: AC1-2, EEK2; CCFO Identifying, Organising,
Collecting)
Learner must provide copies of qualifications selected, as well as justify their choice. Assessor must use their discretion when assessing.
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17. FA 5 – US 12544 – ROLE PLAY
Now that you have prepared yourself for the role play, you will conduct it.
Remember that you have prepared to suggest TWO different streams of RPL for
Josh. There is no time limit on this activity, but it all of the following points must
be covered and documents completed by the end of the day.
Provide information to your candidate about the assessment process,
reason, principles, etc. Explanations of these key concepts will promote
understanding of the purpose of assessment (RPL or otherwise) and possible
implications for the candidates at individual, organisational, industry and
national levels.
Advise and support your candidate to prepare, organise and present his /
her evidence for assessment. This can be done by identifying and resolving
potential barriers to gathering evidence and their special needs. The advice
and support provided will help Josh to identify appropriate, effective and
efficient ways of producing evidence of his / her competence.
Give feedback to Josh on the evidence that he has presented to you. 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. Remember to address any gaps in the
evidence and deal with these in the appropriate manner.
Use the space provided for the notes that you will be making during your pre-
assessment meeting with Josh. Use the Assessment Plan provided to record you
meeting
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FEEDBACK ON ROLE PLAY BY SUPERVISOR / MANAGER - US 12544: Facilitate the preparation and presentation of
evidence for assessment
LEARNERS’ NAME ...................................................................................
SUPERVISORS’ / MANAGERS’ NAME ..................................................................
DATE OF ASSESSMENT ...............................................................................
LOCATION ...........................................................................................
1. Provide information to candidates about outcomes-based
assessment in general and their assessment in particular.
2. Advise and support candidates to prepare, organise and present
evidence.
3. Check and give feedback on evidence.
4. The PM was able to 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.
5. The PM was able to communicate effectively in informing
candidates about assessment, communicate during evidence
gathering and provide feedback.
6. Other ...........................................................................................
LEARNER COMMENTS ................................................................................
SUPERVISORS’ / MANAGERS’ SIGNATURE
YES NO
YES NO
YES NO
YES NO
YES NO
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18. SA 3 – US’S 7387 12544 – INTEGRATED PRACTICAL ASSIGNMENT
Now that you have completed your training and induction, you will be required to
integrate your skills and knowledge attained in one practical workplace training
intervention. You will provide evidence of your competence in the above two unit
standards at a time appropriate for manager / supervisor to observe and give
feedback on your performance.
You will be required to support and coordinate at least ONE ACCREDITED training
intervention. To be deemed competent you will PROVIDE DOCUMENTED EVIDENCE
of how you...
Obtained, recorded and organised administrative information which
includes the attendance registers; student list, learning plans, etc.
Communicated relevant administrative information to learners timeously
regarding attendance, fees, registration, etc.
Maintained the learning environment according to the organisational
standard and SOP.
Provided information to your learners about the assessment process,
reason, principles, etc.
Advised and supported your learners to prepare, organise and present
their evidence for assessment.
Provided feedback to learners on the evidence that they have / are
expected to present for assessment.
You also have to evaluate your own performance – taking particular note
of improvement areas and an improvement action plan.
Number and file these documents appropriately behind this page.
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Learner must adhere to ALL the following requirements in order to be declared
competent”:-
1. At least one summary of the learners on a specific learning programme must be provided and conform to the organisational requirements and standards
2. At least one attendance completed by the learners on the same programme as in question 1(a) must be provided and conform to the organisational requirements and standards
3. A copy of the communication sent to learners in the above programme must be provided and conform to the organisational requirements and standards
4. A copy of the Pre-assessment meeting minutes must be provided and conform to the organisational requirements and standards
5. A copy of the learner feedback on their performance must be provided and conform to the organisational requirements and standards
6. A copy of the facilitator / Assessor feedback on their performance must be provided and conform to the organisational requirements and standards
7. The learner must have Self-evaluation and improvement action plan
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SECTION 7 – HANDOUTS
FA 4 Role Play
ANNEXURE 1 – JOB DESCRIPTION FOR JUNIOR SYSTEMS ENGINEER
Job Requirements:
CONTEXT
CUSTOMERS
Understands and adheres to the Service Level Agreement and requirements
The need to be aware of Client policies, procedures and Governance
Service Delivery Managers
Client Employee/Users
Team Leader
Supervisor
Manager
ROLES
COMPETENCIES
Provide First Line Support To Networks
Provide First Line Active Directory Support
Provide First Line Messaging Support
Provide First Line File And Print Support
Provide First Line Citrix Support
Provide First Line SMS Support
Provide First Line Security Support
Provide First Line back-ups Support
Provide First Line ESM Support
Provide call coordination support to NDC clients
Train Junior Systems Engineers
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Knowledge and Skills:
Call Centre Principles
Client Policies And Procedures
Understand BCX’s Policies And Procedures
Understand BCX’s Values And Ethics
Core Competencies:
Analytical Thinking
Communication
Customer Excellence Orientation
External Actualisation
Insight
Listening Potential
Reading Comprehension
Stress Management
ROLES - OUTCOMES
Provide First Line Support To Networks
Accept the auto event assigned to the Group
Perform initial troubleshooting and investigation on the event
Log a trouble ticket with Telkom/Equant for the fault
Escalate to second Line Network Support if this is not related to a Telkom or
Equant fault within 15 minutes
Initiate a CTE for the service disruption, due to the line failure
Effectively manage the event from cradle to grave
Provide First Line Active Directory Support
Always accept the event assigned to the group
Effectively perform the initial investigation on the call by determining if this
could be caused as a result of a network failure or fault
Assign the call to second Line Support for further investigation as and when
required
If the server or service is affected, a Call Tree Escalation is initiated by first
line support
Successfully manage the event from A – Z, inception point to closure.
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Provide First Line Messaging Support
Always accept the event assigned to the group
Effectively perform the initial investigation on the call by determining if this
could be caused as a result of a network failure or fault
Assign the call to second Line Support for further investigation as and when
required
If the server or service is affected, a Call Tree Escalation is initiated by first
line support
Successfully manage the event from A – Z, inception point to closure.
Provide First Line File and Print Support
Always accept the event assigned to the group
Effectively perform the initial investigation on the call by determining if this
could be caused as a result of a network failure or fault
Assign the call to second Line Support for further investigation as and when
required
If the server or service is affected, a Call Tree Escalation is initiated by first
line support
Successfully manage the event from A – Z, inception point to closure.
Provide First Line Citrix Support
Always accept the event assigned to the group
Effectively perform the initial investigation on the call by determining if this
could be caused as a result of a network failure or fault
Assign the call to second Line Support for further investigation as and when
required
If the server or service is affected, a Call Tree Escalation is initiated by first
line support
Successfully manage the event from A – Z, inception point to closure.
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Provide First Line SMS Support
Always accept the event assigned to the group
Effectively perform the initial investigation on the call by determining if this
could be caused as a result of a network failure or fault
Assign the call to second Line Support for further investigation as and when
required
If the server or service is affected, a Call Tree Escalation is initiated in
alignment with BCX’s policies
Successfully manage the event from A – Z, inception point to closure.
Provide First Line Security Support
Accept the event assigned to the group at all times
Immediately escalate all auto logged events for the MSS system to the COE
Security team for attention.
If the firewall or internet connections are affected, effectively initiate a
Call Tree Escalation
Successfully manage the event from A - Z
Provide First Line Back-Ups Support
Accept the event assigned to the group.
Assign the call to 2nd Line Support for further investigation
Initiate a Call Tree Escalation if the server or service is affected
Strictly manage the event from A - Z
Provide First Line ESM Support
Promptly accept the event assigned to the group.
Accurately perform the initial investigation on the call and determine if this
could be caused as a result of a network failure or fault or related to
MOM/TNG monitoring Tools
Assign MOM related calls to 2nd Line Support for further investigation as and
when required
Ensure that TNG related calls are escalated to the COE ESM team for further
assistance.
If the server or service is affected, initiate a Call Tree Escalation
Manage the event from A – Z on a continuous basis
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Provide First Line Manual Monitoring Clients Shatterpruffe Support
Manually monitor the Shatterpruffe website for all Critical events (BAAN
jobs) on a continuous basis
Successfully log a manual call in Remedy for the event and call the standby
person on duty as per standby roster
Promptly assign the call to the specified standby person.
If the monitoring tool is not responding or down, initiate a Call Tree
Escalation
Manage the event from A - Z
Provide call coordination support to NDC clients
Accept calls assigned to the groups
Update work logs as per engineers request.
Manually log calls for access at the data centre.
Monitoring client SLA
If the monitoring tool is not responding or down, ensure a Call Tree
Escalation is initiated. Ensure that relevant people are informed.
Manage the calls from A - Z
KNOWLEDGE AND SKILLS - BEHAVIOURAL INDICATORS
Call Centre Principles and Standards - Is aware of and adheres to Call centre
principles and standards
Client Policies And Procedures - Has an overview of the Client polices and
procedures. Adheres to Client policies that affect every individual, e.g.
Client Health and Safety policy
Understand BCX’s Policies and Procedures - Understands the content of BCX
policies, specifically those pertaining to one’s own area of responsibility
Understand BCX ‘s Values And Ethics - Understands BCX values and ethics.
Treats all employees in line with BCX’s values and ethical guidelines
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CORE COMPETENCIES - BEHAVIOURAL INDICATORS
Analytical Thinking
Frequently asks questions, investigates and gives attention to information
Makes a systematic comparison of two or more alternatives
Notices discrepancies and inconsistencies in available information
Identifies a set of features, parameters or considerations to take into
account, in analysing a situation or making a decision
Identifies many possible causes for a problem
Carefully weighs the priority of things to be done
Constantly looks into and searches beyond the obvious
Continually detail focused & inquisitive
Continuously compares, attends to detail, plans and insists on quality
Is able to collect, process, analyse and integrate information into a relevant
factual outcome
Communication
Conveys information by means of written instructions in an accurate, clear,
concise and understandable manner
Ensures the content of the text is understood as it is intended to be
Selects and uses appropriate language within BCX
Complies with BCX's and legislative requirements for communication
Listens and understands what has been heard clearly and objectively
Is able to use a variety of speaking and listening strategies to communicate
Speaks clearly and can be easily understood
Organises ideas clearly in oral speech
Expresses ideas concisely in oral speech
Maintains eye contact when speaking with others
Constantly organises and presents information in a focused and coherent
manner
Customer Excellence Orientation
Sets and achieves high standards of excellence and ongoing improvement of
tasks based on determination and self-discipline
Seeks to accomplish critical tasks with measurable results
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Sets high standards of work performance for self and others
Maintains, promotes and enforces adherence to quality requirements /
specifications and standards continuously
Uses his/her own methods of measuring outcomes against a standard of
excellence
Displays a continuous improvement orientation
Is able to focus on and achieve standards of service, which meets the
requirements of the client
Quickly and effectively solves client problems
Presents a cheerful, positive manner with clients
External Actualisation
Continually follows and adheres to rules & regulations
Accepts & subjects oneself to external authority
Is able to take the lead based on others instructions / guidelines
Does things when told to do so
Insight
Understands information and anticipates consequences by using reflection,
foresight, intuition and vision
Demonstrates insight into the systems, processes, situations, trends,
opportunities and culture inside BCX
Recognises the impact of his/her decisions on other parts of BCX
Pays attention, understands and is mentally alert or sharp
Is able to perceive information/ equipment / situations correctly and in
visual detail
Listening Potential
Responds to and clarifies information received
Effectively listens in order to gain information
Is able to identify listening strategies
Reading Comprehension
Is able to read and understand what has been read clearly and objectively
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Stress Management
Remains calm under stress
Can effectively handle several problems or tasks at once
Controls his/her response when criticised, attacked or provoked
Maintains a sense of humour under difficult circumstances
Manages own behaviour to prevent or reduce feelings of stress
REQUIRED LEVEL OF EDUCATION AND EXPERIENCE
Educational Background:
Grade 12, NQF Level 4
Previous Experience:
Preferably one year in an IT environment
Requirements:
Cellular phone: The employee is required to have a fully functional cellular
telephone during all material times when work related communication
is/may be necessary. This is critical to ensure that tasks may be allocated to
the employee, status updates may be done, escalations may be actioned
and accurate and immediate communication can take place as and when
required to ensure outstanding efficient and effective service to all clients
Driver’s license: The employee is required to have a legitimate and official
RSA drivers license during all material times when work travel is/may be
necessary to ensure outstanding efficient and effective service to all clients.
Motor vehicle: The employee is required to have a fully functional,
roadworthy motor vehicle during all material times when work related
travel is/may be necessary. This is critical to ensure that tasks may be
allocated to an employee and that the employee may independently action
upon and timeously complete such tasks on the applicable client sites to
ensure outstanding efficient and effective service to all clients.
The above noted requirements with regard to cellular phones, driver’s licenses and
motor vehicles are material to the agreement to employ the employee and
the ability of the employee to fulfil the duties and responsibilities agreed to in the
contract of employment. Failure to adhere to the above noted requirements may
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result in the appropriate action to be taken and the reconsideration of the
suitability of the employee for continued employment within the company. The
employees agreement, acceptance and signature of the employment contract
constitutes agreement and acceptance of the requirement for a cellular phone,
drivers license and motor vehicle as described above
It is the employees responsibility to Effectively Manage Telephonic Communication
by:
Ensuring that a professional, personalised message is recorded on their cell
phone and landline
Ensuring that the message facility is activated when you are unavailable to
take calls
Regularly checking for new messages
Timeously responding to all messages in order to ensure excellent customer
service
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ANNEXURE 2 – JOB ADVERTISEMENT FOR MERCEDES TECHNICIAN
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MODERATOR REPORT ON ASSESSMENT GUIDE
NAME OF MODERATOR ___________________________________________________________
REGISTRATION # _______________________________________________________________
DATE OF MODERATION: __________________________________________________________
NAME OF PROGRAMME: Supporting Adult Skills Development
UNIT STANDARD DETAILS: US # 7387 - Fulfil administrative requirements of a learning group
US # 12544 - Facilitate the preparation and presentation of evidence for assessment
UNIT STANDARD LEVEL: NQF Level 4 & 10 Credits
ASSESSMENT PRINCIPLE / EXPLAIN WITH PAGE REFERENCES HOW COULD THE GUIDE BE IMPROVED?
I believe the assessment tools are adequately aligned to the relevant Unit Standards.
I believe the assessment tool has enough content.
I believe the assessment tools supports the method in which the outcomes assessed
I believe the assessment tools does not present any barriers to achievement
I believe the assessment tools are manageable, easily arranged & cost-effective.
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ASSESSMENT PRINCIPLE / EXPLAIN WITH PAGE REFERENCES HOW COULD THE GUIDE BE IMPROVED?
I believe the assessment tool allow for integration into the workplace.
I believe the assessment tool is transparent in that candidates understand the assessment process and criteria
I believe the assessment tool does not have any spelling and/or grammatical errors
I believe the assessment tools have an appropriate level of language for the target audience.
I believe the assessment allows for a variety of methods to be used as it stands currently.
I believe the assessment assesses knowledge, understanding and skills as it stands currently.
SIGNATURE OF MODERATOR: _____________________________________________
END OF ASSESSMENT & MODERATION GUIDE