api.ning.comapi.ning.com/files/bGawF3RRkafhJrDxvfDSqeZpVKLYWZTi1FIhkI8... · SUPPORTING ADULT SKILLS DEVELOPMENT PORTFOLIO OF EVIDENCE TOOL Unit Standards 7387 & 12544 ~ b ~ CONTENTS

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


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.


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


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.


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)


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.


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


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


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


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

http://regqs.saqa.org.za/showQualification.php?id=20838






Unit Standards 7387 & 12544 ~ j ~




Facilitate the preparation and presentation of evidence for assessment


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.




SGB Assessor Standards

QUALITY ASSURING BODY

ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority

FIELD SUBFIELD



TYPE PRE-2009 NQF








2016-06-30 2019-06-30


Unit Standards 7387 & 12544 ~ k ~




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.


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.


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.


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


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.


Unit Standards 7387 & 12544 ~ n ~

QUALIFICATIONS UTILISING THIS UNIT STANDARD:


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).


















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


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


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


Unit Standards 7387 & 12544 ~ q ~

LEARNER CV & ID


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


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


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.


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.


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 ................................................................................................


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:-





Feedback techniques



Unit Standards 7387 & 12544 ~ x ~

LEARNER

SIGNATURE


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


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 ................................................................................................


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:-

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/documents/anta_guides/guide4.doc

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/documents/anta_guides/guide4.doc

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


© !THE Accreditation Specialist 1

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.



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.



Icons Used In This Guide

Outcomes addressed in this section

Handy Tip

Formative Assessment Activity

Summative Assessment Activity



Unit Standards








SGB ABET Educators

FIELD SUBFIELD



TYPE PRE-2009 NQF








2016-06-30 2019-06-30















Venues


Fees


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





QUALIFICATIONS UTILISING THIS UNIT STANDARD (Edited)


NQF LEVEL

STATUS END DATE




















FIELD SUBFIELD



TYPE PRE-2009 NQF








2016-06-30 2019-06-30





UNIT STANDARD RANGE








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.





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.






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.

















Feedback techniques













NQF LEVEL

END DATE

Elective 57428 FETC: Youth Development 4 2015-06-30




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.



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;



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



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.



1.4 YOUR ORGANISATION ORGANISATIONAL STRUCTURE

FORMATIVE ASSESSMENT ACTIVITY # 1

SUMMATIVE ASSESSMENT ACTIVITY # 1




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).


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.

http://www.saqa.org.za/docs/critguide/assessment/assessment.pdf%20on%2014/01/2014



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.



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



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.



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:



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:



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.



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:



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.



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:-



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:



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.



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



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.)



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.



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.



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.



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





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.



The table below lists different assessment methods and instruments:



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.


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


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.



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.


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.




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



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



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:



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



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



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



3.3 THE ASSESSMENT PROCESS



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.



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




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:



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-



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.

mailto:[email protected]

http://www.qcto.org.za/



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



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.



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.



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



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.



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




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.



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.



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.



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).



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



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.



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



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



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



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.




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.



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.



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.



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:



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.



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.



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.



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.



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



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


Signature:................................. Date:........................................

© !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”

information?

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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;


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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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Signature:................................. Date:........................................


d. Briefly describe / outline the reporting of learner information in the

following cycle / process / system: - (SO1: AC3; CCFO Working;


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SUMMATIVE ASSESSMENT ACTIVITY #1 – PRACTICAL EXERCISE


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!!


Signature:.............................. Date:.......................................


SUMMATIVE ASSESSMENT ACTIVITY #2 – KNOWLEDGE QUESTIONNAIRE


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;


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Signature:.............................. Date:.......................................


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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Signature:.............................. Date:.......................................


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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Signature:.............................. Date:.......................................


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?

Comments .........................................................................................

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2. All relevant materials completed timeously, accurately

according to course requirements?

Comments .........................................................................................

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3. All documentation generated and filed timeously, efficiently

and according to organisational processes?

Comments .........................................................................................

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YES NO

YES NO

YES NO


Signature:.............................. Date:.......................................


4. All learner communication conducted timeously, clearly and in

accordance with the organisational process?

Comments .........................................................................................

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5. Venue and equipment secured and maintained according to

course requirements and organisational standards?

Comments .........................................................................................

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6. Other ...........................................................................................

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LEARNER COMMENTS ................................................................................

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SUPERVISORS’ / MANAGERS’ SIGNATURE .......................................

YES NO

YES NO



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:-




Record of materials used

2. Communicate relevant administrative information to learners (SO 2)


Venues


Fees

Absentee procedures

3. Maintain the learning environment (SO 3)



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:


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



FEEDBACK FROM MODERATOR - US 7387: Fulfil administrative requirements of a learning

group

DATE OF

MODERATION

UNIT

STANDARD


(NQF 4; 6 Credits)


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:


C NYC


C NYC


C NYC


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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Assessor Registration #

Moderators’ Name Moderators’ Signature

Moderator Registration #


Signature:............................ Date:.....................................


SECTION 4

FORMATIVE ASSESSMENT ACTIVITY #2 – US 12544 - : Facilitate the preparation and presentation of



“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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Signature:............................ Date:.....................................


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


Signature:............................ Date:.....................................


FORMATIVE ASSESSMENT ACTIVITY #3 – US 12544 - : Facilitate the preparation and presentation of


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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Signature:............................ Date:.....................................


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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Signature:............................ Date:.....................................


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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FORMATIVE ASSESSMENT ACTIVITY #4 – US 12544: Facilitate the preparation and presentation of


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.



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.



INSTRUCTIONS TO JOSH – THE RPL CANDIDATE

You have approached the PM @ your Organisation to you collect evidence

for RPL.


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.


Signature:................................. Date:........................................


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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Signature:................................. Date:........................................


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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Signature:................................. Date:........................................


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


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


Signature:................................. Date:........................................


Notes: .............................................................................................

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Signature:................................. Date:........................................



Signature:............................. Date:......................................


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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Signature:............................. Date:......................................


FEEDBACK ON ROLE PLAY BY SUPERVISOR / MANAGER - US 12544: Facilitate the preparation and presentation of


LEARNERS’ NAME ...................................................................................



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


Signature:............................. Date:......................................


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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SUPERVISORS’ / MANAGERS’ SIGNATURE .......................................

YES NO

YES NO



SUMMATIVE ASSESSMENT ACTIVITY #3 – INTEGRATED PRACTICAL WORKPLACE ACTIVITY


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.



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



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:-



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)



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)


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:


C NYC




CCFO’S:


C NYC


C NYC


C NYC


C NYC


C NYC


C NYC


Learners’ Name Learners’ Signature




FEEDBACK FROM MODERATOR - US 12544: Facilitate the preparation and presentation of


DATE OF

MODERATION

UNIT

STANDARD

US 12544: Facilitate the preparation and presentation of evidence for

assessment (NQF 4; 4 Credits)


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


C NYC


C NYC

CCFO’S:


C NYC


C NYC


C NYC





C NYC


C NYC


C NYC


C NYC


MODERATOR FEEDBACK TO LEARNER ................................................................

.....................................................................................................

.....................................................................................................

MODERATOR FEEDBACK TO ASSESSOR ...............................................................

.....................................................................................................

.....................................................................................................

MODERATOR FEEDBACK TO ETQA/SDP ............................................................

.....................................................................................................

.....................................................................................................


Assessor Registration #

Moderators’ Name Moderators’ Signature

Moderator Registration #



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.



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.




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.



Where the Learner remains unhappy with the reconsidered assessment decision,

the appeal must proceed to the Investigatory Panel (Stage Three).


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



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.



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).


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



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?

.....................................................................................................

.....................................................................................................



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)



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



END OF SECTION 2 OF THE PORTFOLIO OF EVIDENCE

SUPPORTING ADULT SKILLS DEVELOPMENT FACILITATION, ASSESSMENT & MODERATION GUIDE


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


4 6

Learners are expected to

Provide information to candidates about outcomes-based assessment in general and their assessment in particular.



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.

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


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.



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)



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



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



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



formal manner. Life-long learning and RPL is after all the corner tenets of the

NQF.

9. UNIT STANDARDS








SGB ABET Educators

FIELD SUBFIELD



TYPE PRE-2009 NQF








2016-06-30 2019-06-30















Venues


Fees


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







NQF LEVEL

STATUS END DATE














12544 Facilitate the preparation and presentation of evidence for

assessment





FIELD SUBFIELD



TYPE PRE-2009 NQF








2016-06-30 2019-06-30






UNIT STANDARD RANGE








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.





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.






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 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.

















Feedback techniques













NQF LEVEL

STATUS END DATE





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

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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







AFFECTIVE



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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







AFFECTIVE



IVID

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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







AFFECTIVE



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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


SA3

FA1?1a-c

SA2?1

SA3

FA1?2

FA1?3(a)

FA1?3(b)

SA2?3(a)-(c)

SA3


SA3

FA1?1a-c

SA2?1

SA3

FA1?2

FA1?3(a)

FA1?3(b)

SA2?3(a)-(c)

SA3



US 12544: FACILITATE THE PREPARATION AND PRESENTATION OF EVIDENCE FOR ASSESSMENT




AFFECTIVE



IVID

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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







AFFECTIVE



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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


FA4?1

FA5

SA3

FA5

SA3

FA5

SA3


FA3?1

FA4?1

FA5

SA3

FA3?2

FA3?3

FA4?2

FA5

SA3

FA5

SA3







AFFECTIVE



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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


FA3?3

FA4?1

FA5

SA3

FA3?2

FA4?3

FA5

SA3

FA5

SA3


FA3?3

FA4?1

FA5

SA3

FA3?2

FA5

SA3

FA5

SA3







AFFECTIVE



IVID

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FA3?3

FA4?1

FA5

SA3

FA3?2

FA5

SA3

FA5

SA3


FA4?1

FA5

SA3

FA5

SA3

FA5

SA3


FA4?1

FA5

SA3

FA5

SA3

FA5

SA3







AFFECTIVE



IVID

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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.


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







AFFECTIVE



IVID

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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.


FA5

SA3

FA4?2

FA5

SA3

FA5

SA3


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







AFFECTIVE



IVID

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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







AFFECTIVE



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7) Assessment policies and ETQA requirements

FA5

SA3

FA3?2

FA3?3

FA5

SA3

FA5

SA3

CRITICAL CROSS-FIELD OUTCOMES


FA3?1

FA5

SA3

FA3?3

FA4?1

FA4?2

FA4?3

FA5

SA3

FA5

SA3


FA5

SA3

FA3?3

FA5

SA3

FA5

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ORGANISE and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence

FA5

FA4?1

FA4?3

FA5

FA5







AFFECTIVE



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gathering. SA3 SA3 SA3


FA3?1

FA5

SA3

FA4?1

FA4?3

FA5

SA3

FA5

SA3


FA3?1

FA5

SA3

FA3?3

FA4?2

FA5

SA3

FA5

SA3


FA5

SA3

FA2?1

FA5

SA3

FA5

SA3


FA5

SA3

FA5

SA3

FA5

SA3



11. FA 1 – US 7387 – KNOWLEDGE QUESTIONNAIRE MODEL ANSWERS


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



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;


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)



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;


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;


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!!

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;



Responses provided by the learner must be logical and ALL timeframes MUST appear in the process described by the learner.



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)


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?


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?)


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?



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?



14. FA 2 – US 12544 – MATCHING AND KNOWLEDGE QUESTIONNAIRE




“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.



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)


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




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



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.


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.

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.



INSTRUCTIONS TO JOSH – THE RPL CANDIDATE

You have approached the PM @ your Organisation to you collect evidence

for RPL.


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



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.



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





FEEDBACK ON ROLE PLAY BY SUPERVISOR / MANAGER - US 12544: Facilitate the preparation and presentation of


LEARNERS’ NAME ...................................................................................



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 ...........................................................................................


SUPERVISORS’ / MANAGERS’ SIGNATURE

YES NO

YES NO

YES NO

YES NO

YES NO



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.



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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ i ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ ii ~

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.


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ iii ~

Provide First Line Messaging Support





required


line support


Provide First Line File and Print Support





required


line support


Provide First Line Citrix Support





required


line support



© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ iv ~

Provide First Line SMS Support





required

If the server or service is affected, a Call Tree Escalation is initiated in

alignment with BCX’s policies


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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ v ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ vi ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ vii ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ viii ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ ix ~

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


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ x ~

ANNEXURE 2 – JOB ADVERTISEMENT FOR MERCEDES TECHNICIAN


© !THE Accreditation Specialist Portfolio of Evidence for Unit Standards 7387 & 12544 ~ xi ~



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.



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

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