NATIONAL CERTIFICATES (VOCATIONAL)
ASSESSMENT GUIDELINES
OFFICE DATA PROCESSINGNQF LEVEL 4
IMPLEMENTATION: JANUARY 2016
OFFICE DATA PROCESSING LEVEL 4
CONTENTS
SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 Assessment in the National Certificates (Vocational)2 Assessment framework for vocational qualifications
2.1 Internal continuous assessment (ICASS)2.2 External summative assessment (ESASS)
3 Moderation of assessment3.1 Internal moderation3.2 External moderation
4 Period of validity of internal continuous assessment (ICASS)5 Assessor requirements6 Types of assessment
6.1 Baseline assessment6.2 Diagnostic assessment6.3 Formative assessment6.4 Summative assessment
7 Planning assessment7.1 Collecting evidence7.2 Recording7.3 Reporting
8 Methods of assessment9 Instruments and tools for collecting evidence10 Tools for assessing student performance11 Selecting and/or designing recording and reporting systems12 Competence descriptions13 Strategies for collecting evidence
13.1 Record sheets13.2 Checklists
SECTION C: ASSESSMENT IN OFFICE DATA PROCESSING
1 Assessment schedule and requirements2 Recording and reporting3 Internal assessment of Outcomes in Office Data Processing - Level 44 Specifications for the external assessment in Office Data Processing Level 4
4.1 Integrated summative assessment task (ISAT)4.2 National examination
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SECTION A: PURPOSE OF THE ASSESSMENT GUIDELINES
This document provides the lecturer with guidelines to develop and implement a coherent, integrated
assessment system for the subject Office Data Processing Level 4 in the National Certificates
(Vocational). It must be read with the National Policy Regarding Further Education and Training
Programmes: Approval of the Documents, Policy for the National Certificates (Vocational)
Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF). This assessment
guideline will be used for National Qualifications Framework Levels 2-4.
This document explains the requirements for the internal and external subject assessment. The
lecturer must use this document with the Subject Guidelines to prepare for and deliver Office Data
Processing Level 4. Lecturers should use a variety of resources and apply a range of assessment
skills in the setting, marking and recording of assessment tasks.
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
Assessment in the National Certificates (Vocational) is underpinned by the objectives of the
National Qualifications Framework (NQF). These objectives are to:
Create an integrated national framework for learning achievements.
Facilitate access to and progression within education, training and career paths.
Enhance the quality of education and training.
Redress unfair discrimination and past imbalances and thereby accelerate employment
opportunities.
Contribute to the holistic development of the student by addressing:
social adjustment and responsibility;
moral accountability and ethical work orientation;
economic participation; and
nation-building.
The principles that drive these objectives are:
Integration
To adopt a unified approach to education and training that will strengthen the human
resources development capacity of the nation.
Relevance
To be dynamic and responsive to national development needs.
Credibility
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To demonstrate national and international value and recognition of qualification and
acquired competencies and skills.
Coherence
To work within a consistent framework of principles and certification.
Flexibility
To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater
for different learning styles and use a range of assessment methods, instruments and
techniques.
Participation
To enable stakeholders to participate in setting standards and co-ordinating the
achievement of the qualification.
Access
To address barriers to learning at each level to facilitate students’ progress.
Progression
To ensure that the qualification framework permits individuals to move through the levels
of the national qualification via different, appropriate combinations of the components of
the delivery system.
Portability
To enable students to transfer credits of qualifications from one learning institution and/or
employer to another institution or employer.
Articulation
To allow for vertical and horizontal mobility in the education system when accredited pre-
requisites have been successfully completed.
Recognition of Prior Learning
To grant credits for a unit of learning following an assessment or if a student possesses
the capabilities specified in the outcomes statement.
Validity of assessments
To ensure assessment covers a broad range of knowledge, skills, values and attitudes
(SKVAs) needed to demonstrate applied competency. This is achieved through:
clearly stating the outcome to be assessed;
selecting the appropriate or suitable evidence;
matching the evidence with a compatible or appropriate method of assessment; and
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selecting and constructing an instrument(s) of assessment.
Reliability
To assure assessment practices are consistent so that the same result or judgment is
arrived at if the assessment is replicated in the same context. This demands consistency
in the interpretation of evidence; therefore, careful monitoring of assessment is vital.
Fairness and transparency
To verify that no assessment process or method(s) hinders or unfairly advantages any
student. The following could constitute unfairness in assessment:
Inequality of opportunities, resources or teaching and learning approaches
Bias based on ethnicity, race, gender, age, disability or social class
Lack of clarity regarding Learning Outcome being assessed
Comparison of students’ work with other students, based on learning styles and
language
Practicability and cost-effectiveness
To integrate assessment practices within an outcomes-based education and training
system and strive for cost and time-effective assessment.
2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS
The assessment structure for the National Certificates (Vocational) qualification is as follows:
2.1 Internal continuous assessment (ICASS)
Knowledge, skills values, and attitudes (SKVAs) are assessed throughout the year using
assessment instruments such as projects, tests, assignments, investigations, role-plays and
case studies. The ICASS practical component is undertaken in a real workplace, a workshop
or a “Structured Environment”. This component is moderated internally and quality assured
externally by Umalusi. All internal continuous assessment (ICASS) evidence is kept in a
Portfolio of Evidence (PoE) and must be readily available for monitoring, moderation and
verification purposes.
2.2 External summative assessment (ESASS)
The ESASS is either a single or a set of written papers set to the requirements of the Subject
Learning Outcomes. The Department of Higher Education and Training administers the
theoretical component according to relevant assessment policies.
A compulsory component of ESASS is the integrated summative assessment task (ISAT).This assessment task draws on the students’ cumulative learning throughout the year. The
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task requires integrated application of competence and is executed under strict assessment
conditions. The task should take place in a simulated or “Structured Environment”. The ISAT
is the most significant test of students’ ability to apply their acquired knowledge.
The integrated assessment approach allows students to be assessed in more than one subject
with the same ISAT.
External summative assessments will be conducted annually between October and December,
with provision made for supplementary sittings.
3 MODERATION OF ASSESSMENT
3.1 Internal moderation
Assessment must be moderated according to the internal moderation policy of the Further
Education and Training (FET) College. Internal college moderation is a continuous process.
The moderator’s involvement starts with the planning of assessment methods and instruments
and follows with continuous collaboration with and support to the assessors. Internal
moderation creates common understanding of Assessment Standards and maintains these
across vocational programmes.
3.2 External moderation
External moderation is conducted by the Department of Higher Education and Training,
Umalusi and, where relevant, an Education and Training Quality Assurance (ETQA) body
according to South African Qualifications Authority (SAQA) and Umalusi standards and
requirements.
The external moderator:
monitors and evaluates the standard of all summative assessments;
maintains standards by exercising appropriate influence and control over assessors;
ensures proper procedures are followed;
ensures summative integrated assessments are correctly administered;
observes a minimum sample of ten (10) to twenty-five (25) percent of summative
assessments;
gives written feedback to the relevant quality assuror; and
moderates in case of a dispute between an assessor and a student.
Policy on inclusive education requires that assessment procedures for students who
experience barriers to learning be customised and supported to enable these students to
achieve their maximum potential.
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4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)
The period of validity of the internal continuous assessment mark is determined by the National
Policy on the Conduct, Administration and Management of the Assessment of the National
Certificates (Vocational).
The ICASS must be re-submitted with each examination enrolment for which it constitutes a
component.
5 ASSESSOR REQUIREMENTS
Assessors must be subject specialists and a competent assessor
6 TYPES OF ASSESSMENT
Assessment benefits the student and the lecturer. It informs students about their progress and
helps lecturers make informed decisions at different stages of the learning process. Depending
on the intended purpose, different types of assessment can be used.
6.1 Baseline assessment
At the beginning of a level or learning experience, baseline assessment establishes the
knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This
knowledge assists lecturers to plan learning programmes and learning activities.
6.2 Diagnostic assessment
This assessment diagnoses the nature and causes of learning barriers experienced by specific
students. It is followed by guidance, appropriate support and intervention strategies. This type
of assessment is useful to make referrals for students requiring specialist help.
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ASSESSMENT OF OFFICE DATA PROCESSING
LEVEL 4
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SECTION C: ASSESSMENT IN OFFICE DATA PROCESSING LEVEL 4
1. ASSESSMENT SCHEDULE AND REQUIREMENTS
Internal and external assessments are conducted and the results of both are contributing to the final
mark of a student in the subject
The internal continuous assessment (ICASS) mark accounts for 50 percent and the external
examination mark for 50 percent of the final mark. A student needs a minimum final mark of 50
percent to enable a pass in the subject.
1.1 Internal assessment
Lecturers must compile a detailed assessment plan and assessment schedule of internal
assessments to be undertaken during the year in the subject. (e.g. date, assessment task/or activity,
rating code/marks allocated, assessor, moderator.)
All internal assessments are then conducted according to the plan and schedule using appropriate
assessment instruments and tools for each assessment task (e.g. tests, assignments, practical
tasks/projects and memorandum, rubric, checklist)
The marks allocated to both the minimum number of practical and written assessment tasks
conducted during the internal continuous assessment (ICASS) are kept and recorded in the Portfolio
of Evidence (PoE) which is subjected to internal and external moderation.
A year mark out of 100 is calculated from the ICASS marks contained in the PoE and submitted to
the Department on the due date towards the end of the year.
The following internal assessment units currently GUIDE the internal assessment of Office Data
Processing Level 4.
TASKS Time-frame
Type ofassessment
activity
Time andproposed mark
allocation *(can beincreased but not
reduced)
Scope ofassessment
% contributionto the year
mark
Do not confuse the weightings oftopics in the Subject Guidelines withthe % contribution to the year mark
1 Term 1 Test 1 Hour (50 marks) Topics completed interm 1 10
2 Term 1
PracticalAssessment/Assignment
Determined by thescope and nature ofthe task
One or more of thetopics completed asan assignment –which must betyped.
25
3 Term 2
PracticalAssessment/Assignment
Determined by thescope and nature ofthe task
One or more of thetopics completed asan assignment –which must betyped.
25
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4 Term 2 Test* 1 Hour (50 marks) Topics completed interm 1 and 2 10
5 Term 3 InternalExamination*
As per externalexaminations
(P1 & P2 whereapplicable)
Topics completed todate(P1 =15& P2=15, whereapplicable)
30
TOTAL 100
Specifications for internal assessment may change over time. A separate internal assessment
guideline document ‘Guidelines for the Implementation of Internal Continuous Assessment (ICASS)
in the NC(V) qualifications at FET Colleges’ is developed and updated by the Department.. The
conduct and administration of internal assessments must always adhere to the specifications in the
most current version of the guideline document.
2. RECORDING AND REPORTING
Office Data Processing is assessed according to five levels of competence. The level descriptions
are explained in the following table.
Scale of Achievement for theVocational componentRATING CODE
RATING MARKS %
5 Outstanding 80-100
4 Highly Competent 70-79
3 Competent 50-69
2 Not yet competent 40-49
1 Not achieved 0-39
The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of Assessment
(PoA) for each subject. The minimum requirements for the Lecturer’s Portfolio of Assessmentshould be as follows:
o Lecturer information
o A content page
o Subject and Assessment Guidelines
o A subject Year plan /Work scheme/Pace Setter
o A subject assessment plan
o Instrument(s) (tests, assignments, practical) and tools (memorandum, rubric, checklist)
for each assessment task
o A completed pre-moderation checklist for each of the ICASS tasks and their
accompanying assessment tools
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o A completed pos-moderation checklist once the task has been administered and
assessed
o Subject record sheets per level/class reflecting the marks achieved by students in the
ICASS tasks completed
o Evidence of review – diagnostic and statistical analysis, including notes on improvement
of the task for future use
The college could standardise these documents.
The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as follows:
o Student information/identification
o Declaration of authenticity form – duly completed (signed and dated)
o A contents page/list of content (for accessibility)
o A subject assessment schedule
o The evidence of marked assessment tasks and feedback according to the assessment
schedule
o A record/summary/ of results showing all the marks achieved per assessment for the
subject
o Evidence of moderation (only where applicable for student’s whose tasks were
moderated)
o Where tasks cannot be contained as evidence in the Portfolio of Evidence (PoE), its exact
location must be recorded and it must be readily available for moderation purposes.
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3. INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN OFFICE DATA PROCESSING(LEVEL 4)
TOPIC 1: AUDIO TYPING USING MICROSOFT WORD
SUBJECT OUTCOME 1.1Produce business documents using audio equipment or software
ASSESSMENT STANDARDS LEARNING OUTCOMES
The basic skills of Audio typing and the
efficient use of audio software and hardware
are demonstrated.
Develop listening skills;
Use hardware and software to playback and
type business documents.
[Range: Intermediate business letters,
Appointment letters, Minutes of meetings,
advertisements, notices and Agendas]
ASSESSMENT TASKS OR ACTIVITIESPractical
Lecturer dictates short sentences and short paragraphs to students to develop listening
skills.
Lecturer demonstrates the use of audio equipment and software to students.
Students use audio software and hardware and type short- to intermediate-length
documents.
TOPIC 2: DEVELOPING KEYBOARD PROFICIENCY
SUBJECT OUTCOME 2.1
Demonstrate the skill of Touch Typing
ASSESSMENT STANDARDS LEARNING OUTCOMES
The skill of touch-typing is demonstrated. Develop speed and accuracy through daily -words, sentence and paragraph accuracy &speed drills.
Use the print function efficiently; and proof readwork and identify errors[Range: Daily administering 1 to 8 minuteaccuracy & speed drills - total of 10 minutes per
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day; and a weekly 10 minute test to developspeed and accuracy.]
Demonstrate a speed of 40 wpm in the finalexamination.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Daily timed (1 to 8 minute) sentence and paragraph drills are practiced for 10 minutes in each
period to develop speed and accuracy.
10 minute weekly speed and accuracy tests are conducted to develop 40 wpm by the end of
the year.
TOPIC 3: USE MICROSOFT ACCESS TO INTRODUCE DATABASES
SUBJECT OUTCOME 3.1
Understand the concept of Databases and create a Database
ASSESSMENT STANDARDS LEARNING OUTCOMES
Effective creation and use of Databases isdemonstrated.
Explain the concept of a database and itspurpose in a business.
Start the MS Access program and understandthe use of the ribbons and icons
Understand SIMPLE field properties in theTable.
Create a simple Table and enter data into theDatabase Table.[Range: Text, Number, Currency, Date & Time,Yes/No fields]
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students create a simple Database table using simple field properties in a Table which should
include: Text, Number, Currency, Date and Time, Yes/No fields.
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SUBJECT OUTCOME 3.2
Edit a Database Table and the data in the Table
ASSESSMENT STANDARDS LEARNING OUTCOMES
The efficient editing of the database fieldand data are demonstrated.
Switch between Design and Table view.
Edit the data in the table.
Find and sort the data in the table.ASSESSMENT TASKS OR ACTIVITIES
Practical
Students edit existing databases – changing field properties and editing the data in the Table.
SUBJECT OUTCOME 3.3
Create and use Forms to edit the Table and to insert new Records
ASSESSMENT STANDARDS LEARNING OUTCOMES
The efficient creation and use of Forms aredemonstrated.
Create a form.
Add a Logo and /or picture to the Form Header/ Footer.
Add page breaks in the form.
Print a form.ASSESSMENT TASKS OR ACTIVITIES
Practical
Students use a Database Table to create a Form.
New records are then inserted into the Database Table.
SUBJECT OUTCOME 3.4
Process simple Queries
ASSESSMENT STANDARDS LEARNING OUTCOMES
The efficient processing of Queries isdemonstrated.
Use filters and simple queries to extractSIMPLE information.
Use more than one SIMPLE criterion.
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Print a query.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students develop and print queries using filters and queries using simple criterion.
SUBJECT OUTCOME 3.5
Process Reports
ASSESSMENT STANDARDS LEARNING OUTCOMES
Reports extracted from the Database areefficiently demonstrated.
Extract information from Tables or Queries tocreate a Report.
Change the design of the Report by adding aLogo or picture.
Print a Report.ASSESSMENT TASKS OR ACTIVITIES
Practical
Students create Reports from Queries and the Database tables.
TOPIC 4: USE MICROSOFT WORD TO CREATE MEETING DOCUMENTS
SUBJECT OUTCOME 4.1
Produce Meeting Documents
ASSESSMENT STANDARDS LEARNING OUTCOMES
A meeting agenda is created, minutes ofmeetings are recorded and produced –including Action Minutes
Create an Agenda for a meeting.
Record and produce Minutes of Meetings(including Action Minutes).
ASSESSMENT TASKS OR ACTIVITIESTheory and Practical
In conjunction with English lecturer and Office Data Processing lecturer:
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students draw up basic Agendas and also Minutes for meetings and type out the
documents.
As a practical students will be required to practically set up and stage an actual meeting:
o students set up a simple Meeting; and
o create an Agenda for the meeting and type out the Agenda.
o During the practical - students take Minutes of Meeting.
o Students type out the Minutes of Meeting.
TOPIC 5: INFORMATION AND COMMUNICATION USING MICROSOFT OUTLOOK ANDINTERNET EXPLORER
SUBJECT OUTCOME 5.1
Narrow a Search on the Internet to obtain results
ASSESSMENT STANDARDS LEARNING OUTCOMES
The effective method in which a search isnarrowed is demonstrated.
Use the operator "and" to narrow a search.
Use the operator "not" to narrow a search.
Use a require ( + )or reject operator ( - ) tonarrow a search.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students conduct search for information on the Internet, using the operators: “and”, “not”
and the + and – to narrow a search.
A live search is not for examination purposes, but can be assessed in the ISATand/or ICASS assessments.
SUBJECT OUTCOME 5.2
Demonstrate the use of the Drop box to share files, photos, etc.
ASSESSMENT STANDARDS LEARNING OUTCOMES
The successful use of the Drop box toshares files and photos is demonstrated.
The Dropbox is successfully downloadedfrom the Internet (www.dropbox.com).
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The use of the dropbox to store and sharepictures, videos and large files aredemonstrated.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students download the Drop box from the Internet (with assistance from the
Lecturer / IT technicians).
Students transfer files and photos to the Drop box in order for sharing.
A live search is not for examination purposes, but can be assessed in the ISATand/or ICASS assessments.
SUBJECT OUTCOME 5.3
Demonstrate how to book a flight online (as a Personal Assistant or Secretary)
ASSESSMENT STANDARDS LEARNING OUTCOMES The steps to book a flight online are
successfully demonstrated. Find an appropriate website and select an
Airline (or search for the cheapest airline).
Select departure and destination airports;flight times and dates; number ofpassengers; insert passenger information.
Apply the steps for booking online.ASSESSMENT TASKS OR ACTIVITIES
Practical
Students find websites to book flights online.
Students apply the steps to find suitable flights online.
Students compare prices, times and airlines available.
Students apply the steps up to before the actual booking of the flight.
A live search is not for examination purposes, but can be assessed in the ISATand/or ICASS assessments.
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SUBJECT OUTCOME 5.4
Introduction to Microsoft Outlook
ASSESSMENT STANDARDS LEARNING OUTCOMES The efficient use of Microsoft Outlook to
send, receive and read emails with
attachments is demonstrated.
The effective use of the “out of office”
automated reply is demonstrated.
The efficient use of the Diary in Microsoft
Outlook to set appointments is
demonstrated.
Demonstrate the use of Microsoft Outlook.
Create and send a new message.
Receive, reply to and forward emails.
Create and apply a signature for the emails.
Understand and demonstrate how tocompress files to send as attachments.
[Range: pdf.; WinZip; WinRar]
Send email with attachments and openattachments received.
Password-protect a document which is sentas an attachment.
Unzip zipped/compressed files.
Locate and delete emails.
Set an "out of office" - automated reply toemails.
Use the Diary in Outlook to setappointments.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students use Microsoft Outlook to send and receive emails to class mates and to
the lecturer, with a signature applied and with attachments.
Students create an out of office automated reply.
Students are given exercises to set Diary events in Outlook.
SUBJECT OUTCOME 5.5
Work with the Address Book
ASSESSMENT STANDARDS LEARNING OUTCOMES The effective creation of an Address book
with contacts is demonstrated. Add contacts to the Address book.
Delete a contact.
Create a distribution list.
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A distribution list is successfully created and
used to send emails. Send email to numerous contacts (use a
distribution list).ASSESSMENT TASKS OR ACTIVITIES
Practical
Students do exercises to add and delete contacts in the Address book.
Students also create distribution lists and send emails to numerous contacts using
the distribution lists.
TOPIC 6: WORKING WITH SPREADSHEETS USING MICROSOFT EXCEL
SUBJECT OUTCOME 6.1
Work with multiple Spreadsheets
ASSESSMENT STANDARDS LEARNING OUTCOMES
The effective working with multipleSpreadsheets is demonstrated.
Copy and paste data betweenspreadsheets, using the paste specialfunction.
Copy and move cell contents betweenworksheets and spreadsheets.
Insert and delete sheets.
Duplicate a worksheet between two openspreadsheets.
Move a worksheet between two openspreadsheets.
Freeze and unfreeze the panes.ASSESSMENT TASKS OR ACTIVITIES
Practical
Students are given multiple spreadsheets to work with to perform the learning
outcomes.
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SUBJECT OUTCOME 6.2
Analysing data in Spreadsheets
ASSESSMENT STANDARDS LEARNING OUTCOMES
Analysing data by appearing queries andfilters and sorting data in multiple columns isdemonstrated.
Demonstrate how to apply queries usingFilters.
Demonstrate how to sort data by multiplecolumns.
ASSESSMENT TASKS OR ACTIVITIESPractical
Spreadsheets with large amounts of data are given to students to extract and analyse data..
SUBJECT OUTCOME 6.3
Import objects
ASSESSMENT STANDARDS LEARNING OUTCOMES
The effective importing of objects fromspreadsheets into Microsoft Word isdemonstrated.
Demonstrate the importing of spreadsheetdata to Microsoft Word.
Import Excel Charts into Microsoft Word.
ASSESSMENT TASKS OR ACTIVITIESPractical
Students work with both Microsoft Word and Excel, exporting objects from Excel to Word and
vice versa.
SUBJECT OUTCOME 6.4
Insert and Remove Comments in a spreadsheet
ASSESSMENT STANDARDS LEARNING OUTCOMES
Comments in a spreadsheet are effectivelyused.
Insert a new comment into a worksheet.
Delete/edit a comment.
Hide or show a comment.
Print a worksheet showing/hidingcomments.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students insert comments in a spreadsheet to bring clarity to items in the spreadsheet.
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SUBJECT OUTCOME 6.5
Protection and Security
ASSESSMENT STANDARDS LEARNING OUTCOMES
The protection of cells, worksheets and thespreadsheet are understood and effectivelyapplied.
Understand the reason for protecting cells,worksheets and spreadsheets.
Apply a password to protect a worksheet.
Apply a password to protect specific cells ina worksheet.
Apply a password to protect a spreadsheetfile.
ASSESSMENT TASKS OR ACTIVITIESPractical
Students work with newly created and existing spreadsheets to protect cells, worksheets and
spreadsheets.
TOPIC 7: USE MICROSOFT POWERPOINT FOR PRESENTATIONS
SUBJECT OUTCOME 7.1
Edit and enhance an existing presentation
ASSESSMENT STANDARDS LEARNING OUTCOMES Presentations are effectively edited and
enhanced. Demonstrate the use of ClipArt, media and
pictures.
[Range: move, delete, resizepictures/clipart].
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students enhance a presentation by inserting ClipArt, media and pictures.
SUBJECT OUTCOME 7.2
Understand and demonstrate the use of master templates
ASSESSMENT STANDARDS LEARNING OUTCOMES
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The effective use of the Master Slides is
demonstrated. Demonstrate the use of the Slide Master.
Demonstrate the use of the HandoutMaster.
Demonstrate the use of the Notes Master.
Create your own template for apresentation, using the Slide Master.
ASSESSMENT TASKS OR ACTIVITIESPractical
Students use the Master Slides to edit all slides; and to create own template for a presentation.
SUBJECT OUTCOME 7.3
Adjust the use of graphs and charts in presentations
ASSESSMENT STANDARDS LEARNING OUTCOMES
Efficient use of graphs and charts in apresentation is demonstrated.
Move, resize and delete a chart.
Select parts of a chart and edit: colour,background, titles.
Change Chart options.
Add Shapes to Organisational charts andSmartArt.
Apply different Layout and Styles to SmartArt Designs.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students insert graphs and charts in a presentation;
Edit and enhance the graphs and charts using various options, layouts and styles.
SUBJECT OUTCOME 7.4
The advanced use of shapes and graphics
ASSESSMENT STANDARDS LEARNING OUTCOMES
Creative use of shapes and graphics isdemonstrated.
Insert various shapes including text intoslides.
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Group shapes.
Move, copy and paste grouped shapesbetween slides.
ASSESSMENT TASKS OR ACTIVITIESPractical
Students use various shapes and graphics, grouping and ungrouping; resizing, rotating,
copying and pasting shapes and graphics to enhance slides.
SUBJECT OUTCOME 7.5
Demonstrate how to import data in presentations
ASSESSMENT STANDARDS LEARNING OUTCOMES The successful importing of data from Word,
objects from spreadsheets; and slides from
another presentation is demonstrated.
Import from a Microsoft Word document intoa presentation.
Import a chart or spreadsheet into apresentation.
Import slides from another presentationsuccessfully.
ASSESSMENT TASKS OR ACTIVITIES
Practical
Students create a presentation or use an existing presentation and import data, objects or
slides into the presentation.
SUBJECT OUTCOME 7.6
Demonstrate on-screen presentations
ASSESSMENT STANDARDS LEARNING OUTCOMES The creation of an on-screen presentation is
practically demonstrated. Create speaker notes.
Add animation and its timing to text,graphics, shapes and slides.
Add transition and its timing to theslideshow.
Show the presentation created on screen.ASSESSMENT TASKS OR ACTIVITIES
Office Data Processing Level 4 Assessment Guidelines (January 2016) National Certificates (Vocational)
Department of Higher Education and Training Final version 15_07_2123
Practical
Students create a presentation or use an existing presentation and insert animation, transition,
speaker notes and practically show the presentation.
4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN SUBJECT OFFICE DATAPROCESSING – LEVEL 4
4.1 Integrated summative assessment task (ISAT)
A compulsory component of the external assessment (ESASS) is the integrated summativeassessment task (ISAT). The ISAT draws on the students’ cumulative learning achieved
throughout the year. The task requires integrated application of competence and is
executed and recorded in compliance with assessment conditions.
Two approaches to the integrated summative assessment task (ISAT) may be as follows:
The students are assigned a task at the beginning of the year which they will have to complete
in phases throughout the year to obtain an assessment mark. A final assessment is made at
the end of the year when the task is completed.
ORStudents achieve the competencies throughout the year but the competencies are assessed
cumulatively in a single assessment or examination session at the end of the year.
The integrated summative assessment task (ISAT) is set by an externally appointed examiner
and is conveyed to colleges in the first quarter of the year.
The integrated assessment approach enables students to be assessed in more than one
subject with the same ISAT.
4.2 National Examination
A National Examination is conducted annually in October/November by means of a paper(s)
set and moderated externally. The following distribution of cognitive application should be
followed:
Office Data Processing Level 4 Assessment Guidelines (January 2016) National Certificates (Vocational)
Department of Higher Education and Training Final version 15_07_2124
LEVE
L3 KNOWLEDGE
COMPREHENSIONAND
APPLICATION
ANALYSIS, SYNTHESISAND EVALUATION
10% 80% 10%