Activity 1: Outcomes-Based Assessments

Specific Outcome 1

Demonstrate understanding of outcomes-based assessment.

Assessment Criteria

1. Comparisons between outcomes-based and another form of assessment of

learning highlight key differences in terms of the underlying philosophies
and approaches to assessment, including an outline of advantages and
disadvantages.
2. RPL is explained in terms of its purpose, processes and related benefits and
challenges. Explanations highlight the potential impact of RPL on
individuals, learning organisations and the workplace.
3. A variety of assessment methods are described and compared in terms of
how they could be used when conducting assessments in different
situations.
4. Key principles of assessment are described and illustrated in practical
situations. The descriptions highlight the importance of applying the
principles in terms of the possible effect on the assessment process and
results.
5. The approach to giving feedback on assessment results is described in
terms of the possible impact on learners and further learning and
assessment.
 All Learner Assessors take note:

Learner Assessors who attend the training will be referred to as Contact Learners,
whereas learner assessors who cannot attend and do the course from home, will be
referred to as Distance Learners.

The reason for this distinction is merely because Distant Learners are not in a
position to complete role play or group discussion activities. Their activities will be
adapted to meet their circumstances but will still meet the requirements of the SOs
and ACs of the Unit Standard.

Activity 1.1 (SO1, AC1)

Work in groups of three to four members. Discuss the question below and write
down brief notes.

Work on your own.

Read the following scenario and then use the table on the next page for your
answers.

You have just returned to work after attending the assessor course. You are
enthusiastic about the Outcomes Based Education and Training (OBET) assessment
system and want to share your newly acquired knowledge with your colleagues.
Unfortunately, they do not share your excitement and you are confronted with
statements such as:
 OBET assessment is a failure.
 The standard of traditional testing is much higher than OBET assessment.
 New qualifications are worthless.

You feel that both systems have advantages and disadvantages, but to understand
that, one must understand the differences between Traditional and OBET
assessment and training. Use the table below to compile notes for your next
discussion with your colleagues. Pay special attention to:
 The key differences between OBET assessment and traditional testing.
 The advantages and disadvantages of both.
 OBET
Differences
1. All NQF stakeholders are consulted prior to
curriculum development: employers,
employees, government, special interest
groups, providers and learners.
2. The end product of needs analysis is
reflected as unit standards.
3. Learning programmes are designed
according to the needs of the relevant
stakeholders.
4. Outcomes clearly indicate what the learner
must be able to do in line with unit
standards.
5. Learning material is called learning guides
and is outcomes-driven.
6. The facilitator guides learners to achieve
outcomes.
OBET
Advantages
1. Learners know exactly what is expected
from them as unit standards make it very
clear what is required from them.
2. There is greater buy-in and support for
OBET from all role-players due to the
extensive level of consultation and
stakeholder involvement.
3. OBET requires that international best
practices be incorporated in ETD design
TRADITIONAL
Very few parties are consulted before trainers
develop courses themselves.
Trainers decide on how needs are determined and
expressed.
Instructional designers develop courses around the
contents.
The outcomes of a course are written as objectives.
The learning material is called study manuals or
textbooks which is contents-driven.
The instructor is in control of the learning event.
(10)
TRADITIONAL
Encourages learner’s reflection on their learning.
Learners may come to understand what they have
and have not learned.
Allows the evaluators to see the learner, group, or
community as individual, each unique with its own
characteristics, needs, and strengths.
Serves as a concrete vehicle for communication,
providing ongoing communication or exchanges of
information among those involved.
 OBET
4. Well-defined assessment criteria makes it
clear to both assessors and learners how
assessment will take place.
5. Assessment is more objective and fair as a
result of the predetermined assessment
criteria.
6. OBET promotes the acquisition of specific
skills and competencies in a country in
which there are many skills shortages.
7. OBET fosters a better integration between
education at school, workplace and higher
education level.
TRADITIONAL
Covers a broad scope of knowledge and information,
from many different people who know the program
or person in different contexts
Students develop their retaining and understanding
capabilities.
Traditional assessments do not require extra tools and
hence is very economical. A simple pen and paper can
be used in the procedure.
The assessor gets a preview of a learner’s knowledge
conveniently.
(10)
 OBET
Disadvantages
1. Most learners are not ready to adapt to
OBET because the gap between a trainer-
led system and a learner-centred approach
does not happen overnight.
2. OBET requires that all learning material be
rewritten which requires a major
investment in time and resources.
3. The process of generating and registering of
unit standards is very slow.
4. SAQA structures are bureaucratic and by
their very nature inhibit the good intentions
of an OBET approach.
5. All trainers must be retrained to acquire the
knowledge, values and competencies to
implement OBET.
TRADITIONAL
Storage demands can overwhelm (which is one reason
why e-portfolios are chosen).
Students must retain and compile their own work,
usually outside of class. Motivating students to take
the portfolio seriously may be difficult.
Transfer learners may have difficulties meeting
program-portfolio requirements.
Time required to prepare the portfolio assignment
and assist students as they prepare them. Logistics are
challenging.
It is a more theory-based approach which may
sometimes not promote a healthy learning and
inclusive atmosphere. Learners feel pressured, and
competence can cause anxiety. This method is not
very diversified, and hence it fails in catering to the
unique needs of every individual
(10)
Activity 1.2 (SO1, AC2

Work together in small groups (3 – 4 members). Discuss the Recognition of Prior

Learning (RPL) in terms of:
 its purpose;
 processes;
 related advantages for individuals; and
 potential impact on individuals, learning organisations and the workplace.

Work on your own. Consider and write down your thoughts on: The Recognition of
Prior Learning (RPL) in terms of:
 its purpose;
 processes;
 related advantages for individuals; and
 potential impact for individuals, learning organisations and the workplace.

Purpose:
RPL can be defined as giving credit to what learners already know and can do regardless of whether this
learning was achieved formally, informally or non-formal.

RPL is a key principle of the NQF particularly in as far as accelerated learning and ensuring the redress of past
inequities. Examples in variety of setting are as follows :

 Formal education and training programmes (in educational institutions)

 Formal and informal on the job education and training (Learning gained through experience)
 Self-study for enjoyment or improvement of qualifications
 Informal experience gained in the workplace or community
 Non-formal in-house education and training (offered by the company and other private providers)

(7)

Processes:
The recognition of both the above types of learning, accredited and experiential usually involves the following
process:

 The learner is advised to reflect on his/her prior learning and experience in the light of identified
learning outcomes.
 The learner identifies his/her readiness and indicates this to the RPL advisor
 The RPL advisor prepares the candidate for an assessment by explaining and demonstrating how to
compile a portfolio of evidence.
 Once the learner is ready, the advisor informs the assessor.
 The assessor meets with the learner and evaluates his readiness. If not ready he/she is advised on
areas to develop; once learner is ready, the process continues.
  The assessor meets with the learner and identifies the assessment plan and the methods of
assessment; this is a supportive process, and learner must fully understand the process before it
begins.
 When ready, the learner will submit the portfolio of evidence to the assessor, which contains all the
"proof' to show competency on the specific outcomes of the unit standard and/or qualification.
 If the portfolio is adequate the learner is certified competent, or the learner will be advised on how
to reach competency.
(8)
Advantages:
The advantage of RPL include the following:

 Redress of past inequalities.

 Avoids wastage of time and money because employees do not receive training for something they
already know.
 Allows learners to become qualified and promotes lifelong learning.
 Allows learners to become qualified and promotes lifelong learning.

(4)

Impact on individuals, learning organisations and the workplace

Recognition of prior learning in the workplace is far more difficult to implement as, according to many it
involves the design of instruments that will capture, measure and evaluate learning that is acquired
experientially, and often informally, in a range of different contexts.
RPL is therefore a process that recognises what learners already know and can do regardless of whether this
learning was achieved formally or informally.
So the understanding of what RPL is does not cause a major problem. For some candidates and or training
practitioners where the problem exists is in the understanding and interpretation of the HOW and the WHAT
- how is RPL assessed and what is to be assessed?
RPL offers employers various benefits. By fast tracking workers through the skills recognition process,
employers enjoy a reduction in training costs and are more engaged as their skills are recognised. By
accelerating learning in the workplace, down-time is reduced.

(5)
Activity 1.3 (SO1, AC4)

Work on your own. List the four main principles of assessment, describe the
principle in your own words and give an example of the application of each of the
principles during assessment.

Principle Description Example of Application

1. Fairness An assessment is flexible when it is
designed in such a way that it does not
limit or stop a learner from completing it
simply due to personal factors.
2. Validity An assessment is seen as valid when it
assesses what it claims to assess.
3. Reliability An assessment is seen as reliable when it
effectively interprets the competency
and can be consistently applied from
learner to learner.
4. Practicability Action of the assessment method and its
relevance to the overall learning goals in
the course. It also addresses whether or
not the workload for the instructor is
reasonable.
If a learner has a certain disability or any
factors that can limit him or her to write
assessment need to be accommodated,
e.g. having to adjust laptop screen or
setting.
Assessment has to be authentic and
aligned with SAQA requirements.
One method of assessment being
applied to everyone or on every POE.
Learners being able to complete task
timeously and as expected.
(12)
Activity 1.4 (SO1, AC5)

Work on your own. Reflect on a situation where the feedback on an assessment

result had a positive impact on you and on further learning and assessment.

Feedback helps with motivation and boosts confidence. It helped me to understand and develop my skills and
all this has a positive impact.
Achieving current qualification enabled me to further my studies, acquire more and always have self-efficacy.
Feedback enhanced my ability to perform tasks, judge my own performance and also enhance it.
Effective assessment included direct evidence of student learning—what skills, abilities, knowledge, and
Attributes are they exhibiting as a result of participating in the program. There can be a combination of direct
and indirect evidence, which is typically measured by certain techniques such as surveys and an exit
questionnaire
Assessment helped me to assess and improve my strength and weaknesses
Assessment Improves the quality of the classroom environment by creating intrigue about a topic if a student
does not know the answer to a question. This causes students to be more attentive and responsive to their
teacher.

Impact is important because the consequences of the results from assessments can be very high stakes,
affecting the life chances of those involved. Impact can also affect educational decisions and policies.

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Work on your own. Reflect on a situation where the feedback on an assessment

result had a negative impact on you and on further learning and assessment.

Feedback can be demoralizing and have impact on having courage to further your studies as they’ll be
nowhere to draw strength from. This leads to lack of self-efficacy when attempting other activities and always
doubting yourself if you are doing the right thing or not.
Negative feedback sometimes helps a lot if you are willing to correct your mistakes in future and get better
results.
Feedback always gave me a bigger picture of where one might be wrong in any of the assessment. Assessment
results can be a source of drawing negative thought of outcome in future since not everyone can manage
negative feedback given that is a psychological threat, such situation can cause fear and anxiety when it comes
to facing similar situation again.
I failed some of the subjects but realised my mistakes which I made an assessment that this can perhaps mean
have to put more efforts or go an extra mile or change studying routine and by reading relevant study
materials.
(10)
 Explain how the approach to feedback could have a possible impact on the further
learning of the learner.

In cases where a learner is deemed “not yet competent” all of these opportunities are lost. If the learner
experiences the assessment and feedback in a negative way, s/he might decide not to continue learning and
development. It could also signal to the learner that s/he should consider an alternative learning pathway.
It is of utmost importance that assessors should remember that the feedback session, whether the results
are positive or negative, should be a positive experience for the learner. The feedback should be given in
confidence. The learner should leave the feedback session feeling proud of his/her achievements and feeling
that the assessor had given him/her enough positive information to make informed decisions about the way
forward
Feedback should thus focus on the learner’s performance relating to the outcomes of the standard and
possible ways in which performance can be improved. It is therefore necessary that the assessor plans the
assessment tools that will be used during the feedback session and remember that feedback should be an
integral part of the assessment process.

(6)

Briefly explain how you would give feedback in the following situations:
 A Competent learner.
 A Not Yet Competent learner.

A Competent Learner.
Give praise based on performance and motivate a leaner on the learning pathway towards further learning.
A learner will be deemed competent if the work is valid or authentic, the evidence sufficient enough and also
to check consistency in the POEs including hand writing. Learner has to meet the requirement as per the
assessment criteria to be declared competent.

A not yet competent learner.

A learner will be deemed Not yet competent if the evidence provided is not enough as required to pass
Feedback should thus focus on the learner’s performance relating to the outcomes of the standard and
possible ways in which performance can be improved. Learner will be declared not yet competent too if didn’t
get some of the assessment criteria right.

(8)
Learner Assessor Assessor
Name: Katlego Andrew Letsoalo Name:
Signature: KA Letsoalo Signature:
Date Submitted: 07 July 2021 Date Assessed:
Marks Total 100 Learner
Feedback & Re-assessment Notes mark

Assessment Decision on MET REQ NOT MET

Task 1: REQ
Questioning and model answers