Learner Guide - Assessors Course

2022
CONDUCT OF OUTCOMES- BASED ASSESSMENTS

UNIT STANDARD: 115753
NQF LEVEL: 5
CREDITS: 15
LEARNER GUIDE
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Page 1 of 153 Conduct outcomes based assessment

TABLE OF CONTENTS
HOW TO USE THIS GUIDE ............................................................................................... 4
ICONS ................................................................................................................................ 4
PROGRAMME OVERVIEW ............................................................................................... 5
PURPOSE .......................................................................................................................... 5
LEARNING ASSUMPTIONS .............................................................................................. 5
HOW YOU WILL LEARN.................................................................................................... 5
HOW YOU WILL BE ASSESSED ...................................................................................... 5
SECTION 1: DEMONSTRATE UNDERSTANDING OFOUTCOMES-BASED
ASSESSMENT ................................................................................................................... 8
1. DEMONSTRATE UNDERSTANDING OF OUTCOMES-BASED ASSESSMENT (SO 1)
........................................................................................................................................... 9
1.1.2 OBE AND CONTENT BASED EDUCATION (AC 1) ................................................. 9
1.2 RECOGNITION OF PRIOR LEARNING (AC 2) ......................................................... 16
1.3 ASSESSMENT METHODS (AC 3) ............................................................................. 22
1.4 PRINCIPLES OF ASSESSMENT (AC 4) ................................................................... 35
1.5 GIVING FEEDBACK TO THE LEARNER (AC 5) ....................................................... 46
SECTION 2: PREPARE FOR ASSESSMENTS ............................................................... 53
2. PREPARE FOR ASSESSMENTS (SO 2) .................................................................... 54
2.1 CLARIFYING THE FORMAL ASSESSMENT REQUIREMENTS (AC 1) ................... 54
2.2 NOTIFICATION OF PARTIES, CARRYING OUT PRE-ASSESSMENT AND
MODERATION CHECKS AND REQUIREMENTS (AC 2 & AC 3) ................................... 58
2.3 EXPLAINING ASSESSMENT DETAILS TO CANDIDATES (AC 4) ........................... 62
2.4 INPUT FROM CANDIDATES DURING PRE-ASSESSMENT (AC 5) ......................... 65
2.5 CONFIRMATION OF CANDIDATE’S READINESS FOR ASSESSMENT (AC 6) ...... 69
SECTION 3: CONDUCT ASSESSMENTS ...................................................................... 84
3. CONDUCT ASSESSMENT (SO 3) .............................................................................. 85
3.1 ASSESSMENT PRACTICES, QUALITY ASSURANCE AND CODE OF PRACTICE IN
ASSESSMENTS (AC 1) ................................................................................................... 85
3.2 CARRYING OUT ASSESSMENT ACCORDING TO ASSESSMENT DESIGN AND
PLAN (AC 2)..................................................................................................................... 90
3.3 QUESTIONING TECHNIQUES DURING ASSESSMENT ( AC 3) ............................. 95
3.4 EVIDENCE GATHERING TO ENABLE VALID, CONSISTENT, RELIABLE AND FAIR
ASSESSMENT JUDGMENTS (AC 4) .............................................................................. 99
3.5 ENSURING ASSESSMENT JUDGMENT ARE CONSISTENT WITH JUDGEMENTS
MADE ON SIMILAR EVIDENCE (AC 5) ......................................................................... 102
3.6 RECORDS MANAGEMENT IN ASSESSMENT (AC 6) ........................................... 105
SECTION 4: PROVIDE FEEDBACK ON ASSESSMENTS .......................................... 116
4. PROVIDE FEEDBACK ON ASSESSMENTS (SO 4) ................................................. 117
4.1 GIVING FEEDBACK TO RELEVANT PARTIES (AC 1) ........................................... 117

4.2 FEEDBACK IS CONFINED TO STRENGTHS AND WEAKNESSES IN
PERFORMANCE (AC 2) ................................................................................................ 119
4.3 ENSURING THE FEEDBACK IS CONSTRUCTIVE, CULTURALLY SENSITIVE AND
RELEVANT TO PARTY’S NEEDS (AC 3) ...................................................................... 121
4.4 OBTAINING FEEDBACK ON THE ASSESSMENT PROCESS FROM CANDIDATES
(AC 4) ............................................................................................................................. 124
4.5 DISPUTES AND/OR APPEALS THAT ARISE ARE DEALT WITH ACCORDING TO
THE ASSESSMENT POLICY. (AC 5) ............................................................................ 128
4.6 REACHING AGREEMENTS AND RECORDING OF FEEDBACK (AC 6)................ 132
SECTION 5: REVIEW ASSESSMENTS ........................................................................ 138
5. REVIEW OF ASSESSMENTS (SO 5) ..................................................................... 139
5.1 IDENTIFYING STRENGTHS AND WEAKNESSES IN ASSESSMENT FOR
INCORPORATION IN ASSESSMENT REDESIGN. (AC 1) ........................................... 139
5.2 ROLE OF RELEVANT PARTIES IN FUTURE ASSESSMENTS (AC 2) .................. 140
5.3 IDENTIFYING WEAKNESSES IN THE ASSESSMENT DESIGN AND PROCESS
THAT COULD HAVE COMPROMISED THE FAIRNESS OF ASSESSMENT (AC 3) .... 142
5.4 IDENTIFYING WEAKNESSES IN THE ASSESSMENT ARISING FROM POORLY
DEFINED OUTCOMES AND CRITERIA (AC 4) ............................................................ 145

HOW TO USE THIS GUIDE
This workbook belongs to you. It is designed to serve as a guide for the duration of your training
programme and as a resource for after the time. It contains readings, activities, and application
aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes
and assessment criteria. Follow along in the guide as the facilitator takes you through the material,
and feel free to make notes and diagrams that will help you to clarify or retain information. Jot down
things that work well or ideas that come from the group. Also, note any points you would like to
explore further. Participate actively in the skill practice activities, as they will give you an opportunity
to gain insights from other people’s experiences and to practice the skills. Do not forget to share
your own experiences so that others can learn from you too.
ICONS
For ease of reference, an icon will indicate different activities. The following icons indicate different
activities in the manual.
Outcomes Learning Activities
Take note
Assessment Criteria Note!
Stop and Think!
Course Material Reflection
Notes (Blank) References
Definition Summaries
Example

PROGRAMME OVERVIEW
PURPOSE
At the end of this training session you will be able to conduct outcomes-based assessments.
LEARNING ASSUMPTIONS
There is open access to this unit standard. The credit calculation is based on the assumption that
those starting to learn towards this unit standard have no previous assessment experience. It is
assumed, though, that the candidate-assessors have evaluative expertise within the area of learning
in which they intend to assess (see Definition of Terms for a definition of "evaluative expertise").
HOW YOU WILL LEARN
The programme methodology includes facilitator presentations, readings, individual activities, group
discussions, and skill application exercises.
HOW YOU WILL BE ASSESSED
This programme has been aligned to registered unit standards. You will be assessed against the
outcomes of the unit standards by completing a knowledge assignment that covers the essential
embedded knowledge stipulated in the unit standards. When you are assessed as competent
against the unit standards, you will receive a certificate of competence and be awarded 15 credits
towards a National Qualification.

Assessment Process Flow
C Assessment Plan Observation
A agreed by candidate Knowledge conducted as per
N & completed by the Questionnaire the Assessment
D assessor before the conducted as per the Plan
I actual assessment Assessment Plan
D
A
T
E
A
S Portfolio of
Evidence Portfolio of
S
A detailed Assessor E submitted to Evidence
Report compiled & service provider compiled as per
S
forwarded for S as per the the Assessment
Moderation M Assessment Plan Plan
E
N
T
Feedback Report
Completed by Appeal form
Assessment Assessor &
completed by Record of
Results individual
the candidate in Learning
Moderated feedback given
the event of Updated
to the candidate
dispute
Completed Assessor S
Report / Moderator Report / E All records & Action Plan
Record of Learning T evidence Completed by
A filed Assessor
Certificate of Register
Competencies candidates on the
Approval & Learner Record
issued to
Certification Database
successful
obtained candidates

LEARNING MODEL
•Comparison between outcomes-based assessment

and another assessment
•RPL
Overview •Assessment methods
•Key Principles of Assessment
•Feedback to candidates
•Preparation of assessment resources, logistics and

documentation
•Notification of assessment parties
Prepare •Pre-assessment moderation requirements
•Communication assessment details to candidates
•Collecting inputs from candidates
•Confirmation for candidate’s readiness for assessment
•Assessment practices
•Conducting assessment according to assessment
design
Conduct •Questioning techniques
•Gathering evidence
•Assessment judgments
•Record management
•Feedback is communicated to relevant parties

•Ensuring feedback is clear
•Ensuring feedback is constructive, culturally sensitive
Feedback •Obtaining feedback from the candidate
•Dispute and appeals procedure
•Recording key elements of feedback
•Identification of strengths and weaknesses in

instruments and process
•Analysis of feedback from relevant parties
Review •Identification of strengths and weaknesses in
assessment design
•Identification of strengths and weaknesses in defined
outcomes

SECTION 1: DEMONSTRATE UNDERSTANDING
OFOUTCOMES-BASED ASSESSMENT
Specific Outcome
On completion of this section you will be able to demonstrate
understanding of outcomes-based assessment.
Assessment Criteria
This specific outcome shall cover:
 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. (SO 1,
AC 1)
 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. (SO 1, AC 2)
 A variety of assessment methods are described and compared
in terms of how they could be used when conducting
assessments in different situations. (SO 1, AC 3)
 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. (SO 1, AC 4).
 The approach to giving feedback on assessment results is
described in terms of the possible impact on candidates and
further learning and assessment. (SO 1, AC 5)

1. DEMONSTRATE UNDERSTANDING OF OUTCOMES-BASED
ASSESSMENT (SO 1)
1.1 Introduction
Assessment is process in which evidence is gathered and evaluated against agreed criteria in order
to make a judgment of competence for developmental and/or recognition purposes.
1.1.2 OBE AND CONTENT BASED EDUCATION (AC 1)
In the late 80’s, Government started researching a new training methodology - Outcomes-Based
Education (OBE). This method of training was adopted from the then Commonwealth training
method, which made provision for people qualifying not only by formal education, but also by
informal on-the-job training based largely on their experience.
The system made provision for what is now known as “recognition of prior learning” - or (RPL) -
which basically entails testing a person's ability to do a specific job and awarding this person either a
qualification or credits towards a qualification, based on his current knowledge and ability to perform
the required task. We shall discuss RPL in the next section 1.1.3.
The fundamentals of outcomes-based approaches to learning

The main idea in Outcomes Based Education or Competency Based Education is to cut the learning
material (learning course) into small manageable chunks for learning. Each chunk is then formulated
in a so-called Specific Outcome. A Specific Outcome summarises its content in terms of a skill and
knowledge as well as the associated assessment criteria which the learner has to satisfy.
The shift with Specific Outcomes is from the inputs or traditional Contents Based Learning to the
outputs or Outcomes Based Learning1.
 Contents Based Learning …

o focuses on what the teacher will teach (the teacher has a series of objectives that if
completed or met, show understanding of the material covered)
o describes the intent of teaching
o focuses on providing opportunity for learning
1
Adapted from: http://www.skillsatwork.co.sa

o is predicated on a limited time scale (based around an estimated amount of learning
done in a given time)
o material is in the form of Study Manuals or Textbooks which are contents-driven
 Outcomes Based Learning…

o focuses on what the student needs to do
o describes the result of learning
o focuses on how learning is applied
o is, by its very nature, dependant on flexible allocation of time (the student dictates
what is learned and when)
o Guides define the learning outcomes and assessment criteria
o Guide contents are determined by the inputs of various role-players
o Guide contents are practical, addressing both skills and knowledge
o Material is used to facilitate the process of learning by providing information about
what should be learnt, how and when it should be learnt
o Material describes how it could be integrated with other aspects of the curriculum and
where the learner can find new or related information
o Guides, Facilitator Guide, Portfolios Of Evidence or Learner Workbooks are used in
conjunction with a structured programme strategy or curriculum to complete a
learning programme.
Outcomes based education holds the following key beliefs about learning and success:
 What and whether learners learn successfully is more important than exactly when, how and
from whom they learn it.
 All learners can learn and succeed, but not on the same day in the same way.
 Successful learning promotes more successful learning, just as poor learning fosters more
poor learning.
Outcomes-based education and training (OBET) is characterised by the following:
 Outcomes and assessment criteria are stated clearly in the standards
 Outcomes are focused on skills, knowledge and attitudes / values
 Learning is facilitated and can take place anywhere (not restricted to formal learning)

 Both critical cross-field outcomes and specific outcomes are included in the assessment
 Outcomes describe observable, demonstrable and assessable performance
 Outcomes are broader in scope than a mere list of specific tasks or skills
Some advantages of outcomes-based education and training:
 Learners know what is expected of them and can assess themselves
 Trainers can plan and prepare for maximum results
 Educational institutions can evaluate the effectiveness of their work against outcomes
achieved
 Outcomes are agreed between representative role-players and experts
 Theory and practice, skills and knowledge can be integrated
 Forces formal institutions and workplace management to cooperate in developing relevant

curricula based on standards
Disadvantages of outcomes-based education and training:
 Half-measures in applying the concepts results in a watered-down system that unfairly

discredits OBET
 Standards and outcomes must be written in such a way that everyone involved understands
them
 Resource-heavy as a wide group of role-players need to be trained to understand and use

the system.
 It must be possible to carry out practical assessment based on the assessment criteria
 OBET does not make provision for excellence
 Implementation of OBET is very costly and time consuming

Comparison between Outcome Based Assessment and Content Based Assessment or
Traditional
Assessment in traditional education is norm referenced. According to Du Toit (1999:9) norm

referenced assessment is associated with grading and ranking of learners by comparing learners
and averaging scores or grades of learners. Du Pré (2000:6) and Olivier (1998:3) state that
assessment within traditional education and training environments consists mainly of written tests
and exams.
Competency tests with set memoranda and criteria are passed or failed according to how well
students master the knowledge. Erasmus et.al (2006:213) write that the key word in outcomes-
based assessment is “demonstration”. It implies that learners have to demonstrate their knowledge,
ability and competence and that assessors have to judge the quality of the demonstration and decide
whether the demonstration is satisfactory in order to award a certificate or qualification.
The assessment of outcomes-based learning is a continuous activity. Assessment is based on

assessment of knowledge, skills and adherence to specific processes as well as the achievement of
outcomes. Du Toit (1999:9) writes that OBET assessment focuses on the assessment of outputs
and products as opposed to inputs. Thus the emphasis is placed on the outcomes. The table below
summarises the key differences between content based and outcome based assessments.
Content based assessment Outcome based assessment

Content based assessment Outcome based assessment

The table below summarises the difference between outcome based assessment and content based
assessment in terms of underlying philosophy, approach to assessment, advantages and
disadvantages.

Learning activity
I. Discuss the importance of assessment of learning activities?

II. Discuss the challenges of Outcome Based Assessment in South Africa and how these
challenges can be resolved

1.2 RECOGNITION OF PRIOR LEARNING (AC 2)
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:
Recognition of prior learning is giving credit to what learners already know and can do
regardless of whether this learning was achieved formally, informally or non-formally
RPL refers to a process through which qualifications may be achieved in whole or in part through the
recognition of prior learning, which concept includes learning outcomes achieved through formal,
informal or non-formal learning (SAQA).
The NQF recognizes 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 recognized and credited. Assessment policies of
ETQA’s and their constituent providers have to contain policies and procedures for RPL.
Take note
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.

1.2.1 The Purpose of RPL is:
A means to the comparison of the previous learning and experience of a learner against specified
learning outcomes required for:
 The award of credits for a specified unit standards or qualification
 Access to further learning
 Recognition in terms of meeting minimum requirements for a specific job
 Placement at a particular level in an organisation or institution, or
 Advanced standing or status
This means that regardless of where, when or how a person obtained the required skills and
knowledge, it could be recognised for credits.
1.2.2 The principles of RPL Involves the following:

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
1.2.3 RPL process

The RPL process involves the identification, documentation, assessment and recognition of learning
(knowledge, skills, competencies and values acquired formally, non-formally and informally), through
the award of credit for that learning. Since prior learning cannot be recognised before it has been
assessed and because not all prior experience leads to learning, it is important for educators to
design instruments that will identify, assess and verify prior learning so that credit may be awarded
(adapted from Khanyile 2000:1)

RPL involves the following:
 Involves an assessment process of preparing for RPL
 Engaging with RPL candidates
 Gathering evidence
 Evaluating and judging evidence in relation to defined criteria
 Giving feedback and reporting results
Given that all candidates are assessed against the same criteria, credits awarded through RPL are
therefore just as valid as credits awarded through any other assessment process.
RPL is an assessment process characterized by:

 The preparation phase.
 Engaging with candidates who needs the RPL
 Gathering evidence.
 Judging evidence in relation to defined criteria.
 Giving feedback and reporting results.
RPL is required by learners for:

 Awarding credits for a specified unit standard or qualification.
 Gaining access to further learning.
 Recognition in terms of meeting minimum requirements for a specific job.
 Placement at a particular level in an organization /institution.
 Advanced standing /status.
The process of recognizing of prior achievements is about:

 Identifying - what the learner knows and can do
 Matching - the learner’s skills, knowledge and experience to specific standards and the
associated criteria
 Assessing - the learner against those standards
 Crediting - the learner for skills, knowledge and experience built up through
formal/informal/non-formal learning that occurred in the past

1.2.4 Impacts, Benefits and Challenges of RPL
Benefits and Impact of RPL on Individuals, learning organisations and the workplace:
Recognition of prior learning has been identified as a powerful tool for bringing people into the
learning system—it reassures them that they don’t have to start from scratch and that the skills they
already have are valuable. The growing body of research on the subject has revealed evidence that
RPL has many benefits.
Individuals use recognition of prior learning because it:

 Saves time because they do not have to repeat learning for skills or knowledge they already
have.
 allows fast-tracking to recognised qualifications
 allows for employment-related gains and career development opportunities
 can have a significant impact on self-esteem and motivation
 Can satisfy industry licensing arrangements.
Employers encourage recognition of prior learning because it:

 provides a way of more effectively and efficiently utilising skills already in the workforce
 allows fast-tracking, which means employees can become fully competent as quickly as
possible
 enables skill gaps to be identified, providing a sound basis for training needs analysis and
career planning
 fosters a learning culture, since it builds confidence to undertake further education and
training
 Motivates employees.
Registered training organisations offer recognition of prior learning because it:

 meets the requirements of the National Qualifications Framework
 meets the wishes of employers and individuals
 is a potentially efficient and time-saving process; only training that adds value is required to
be delivered
 can assist the development of learner and employer-centred training programs
 Has a genuine and valuable learning outcome in its own right, regardless of whether
recognition is awarded.

Recognition of prior learning can have a significant impact on learner confidence and motivation.
Through the RPL process people realise how much they already know and can do. As a result of this
confidence boost, they may ‘try, with enthusiasm, a qualification or training program that they
otherwise might not have attempted, or at least would have approached.
Challenges of RPL:
The challenges facing the implementation of RPL in South Africa include:
 ensuring that equity, redress and an holistic approach are developed and practiced;
 ensuring that new forms of exclusion and discrimination of adult learners do not become the
norm at our education institutions;
 ensuring that education providers become more “adult learner friendly” as they deal with
increasingly diverse learner populations;
 juggling institutional autonomy versus consistency within and between institutions in the
nursing sector; and
 ensuring the participation and collaboration of all stakeholders in the nursing sector.
Learning Activity
As the assessor, carefully look at the following scenario and, considering recognition of prior
learning, determine what evidence will enable the individuals to gain recognition for what they
already know and can do to shorten the time required for them to gain recognition /
qualification?
Scenario 1
Refilwe is 29 years old and has been working in her father’s carpentry shop since leaving
school. She has never had any formal training in carpentry, but she practically run her father’s
carpentry shop during recent years. She learned everything about carpentry from her father and
from on-the-job experience.
The carpentry shop is very popular with locals and appears in a number of good furniture
guides. Unfortunately, Refilwe’s father is getting old and is no longer interested in running the
shop.
Refilwe herself has enjoyed working in the shop but soon will be getting married and leaving her
family home. Recently she has been applying for jobs in carpentry closer to where she intends
to live.
However, Refilwe has found that despite her experience, most modern carpentry shops require

a carpentry qualification before hiring anyone. Obviously, Refilwe does not want, nor does she
have the time, to go to college to relearn what she already knows. She has heard about
assessments and the national qualifications framework and thinks that this may be what she
needs. The assessment process would enable Refilwe to acquire a carpentry qualification and
therefore allow her career to progress much more quickly.

1.3 ASSESSMENT METHODS (AC 3)
The assessment method refers broadly to how you assess an outcome, for example, orally, through
a written activity, a demonstration or a project. An assessment method will be linked to an
assessment tool, task or instrument. This sets out specifically what learners are asked to do (e.g.
an examination paper; instructions for a demonstration), and can include the criteria on which a
candidate’s performance will be judged. It can also refer to document used by the assessor in the
process of assessment (e.g. an observation checklist), in which case it might include a place to
record the level of a candidate’s performance against those criteria as well as instructions to the
candidate. Sometimes an assessment tool may refer to a document that the candidate may not see,
such as a marking memo.
Assessment records refer to the way in which an individual or a group of learners’ performances
are recorded over time. The assessment tools themselves may serve as records of a candidate’s
performance, or an organisation may have a separate form on which to record the results of a group
of learners.
The outcomes and related assessment criteria given in standards and qualifications help determine
your evidence requirements: that is, what is required to show competence. The evidence
requirements will often imply or demand a particular method (both the how and the where), such as
a technical demonstration with required equipment, or documented evidence of performance in a
context. From the point of view of the management of assessment, however, it is helpful to have a
sense of the possible range of assessment methods upon which you can draw, and to have your
own organisational terminology for your application of such methods.
Below you will find some examples of assessment tools or instruments, methods, evidence types,
and recording approaches, and how they might relate to each other. Please remember that these
could take a number of different forms depending on purpose of assessment and nature of learning
area.
For example, a portfolio method could be used to gather together to illustrate many different kinds of
evidence which have been generated by different assessment instruments or tools.

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Learning Activity
Assume a Unit Standard Assessment criterion reads “Trusses are fixed in accordance with
drawing specifications”. Which assessment method would be the best when judging the learner
for competence against the Assessment criterion? Give reasons to support your answer.
Take note
The primary goal is to choose a method which most effectively assesses the objectives of the unit
of study. In addition, choice of assessment methods should be aligned with the overall aims of the
program, and may include the development of disciplinary skills (such as critical evaluation or
problem solving) and support the development of vocational competencies (such as particular
communication or team skills.)
Hence, when choosing assessment items, it is useful to have one eye on the immediate task of
assessing student learning in a particular unit of study, and another eye on the broader aims of the
program and the qualities of the graduating student. Ideally this is something you do with your
academic colleagues so there is a planned assessment strategy across a program.
When considering assessment methods, it is particularly useful to think first about what qualities or
abilities you are seeking to engender in the learners. Nightingale et al (1996) provide eight broad
categories of learning outcomes which are listed below. Within each category some suitable
methods are suggested.
Thinking critically and making judgements

(Developing arguments, reflecting, evaluating, assessing, judging)
Essay
Report
Journal
Letter of Advice to .... (about policy, public health matters .....)
Present a case for an interest group
Prepare a committee briefing paper for a specific meeting
Book review (or article) for a particular journal
Write a newspaper article for a foreign newspaper
Comment on an article's theoretical perspective
Solving problems and developing plans

(Identifying problems, posing problems, defining problems, analysing data, reviewing, designing
experiments, planning, applying information)
Problem scenario
Group Work
Work-based problem
Prepare a committee of enquiry report
Draft a research bid to a realistic brief
Analyse a case
Conference paper (or notes for a conference paper plus annotated bibliography)
Performing procedures and demonstrating techniques

(Computation, taking readings, using equipment, following laboratory procedures, following
protocols, carrying out instructions)
Demonstration
Page 25
Role Play
Make a video (write script and produce/make a video)
Produce a poster
Lab report
Prepare an illustrated manual on using the equipment, for a particular audience
Observation of real or simulated professional practice
Managing and developing oneself

(Working co-operatively, working independently, learning independently, being self-directed,
managing time, managing tasks, organising)
Journal
Portfolio
Learning Contract
Group work
Accessing and managing information

(Researching, investigating, interpreting, organising information, reviewing and paraphrasing
information, collecting data, searching and managing information sources, observing and
interpreting)
Annotated bibliography
Project
Dissertation
Applied task
Applied problem
Demonstrating knowledge and understanding

(Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating)
Written examination
Oral examination
Essay
Report
Comment on the accuracy of a set of records
Devise an encyclopaedia entry
Produce an A - Z of ...
Write an answer to a client's question
Short answer questions: True/False/ Multiple Choice Questions (paper-based or computer
aided assessment)
Designing, creating, performing

(Imagining, visualising, designing, producing, creating, innovating, performing)
Portfolio
Performance
Presentation
Hypothetical
Projects
Communicating
(One and two-way communication; communication within a group, verbal, written and non-verbal
communication.
Arguing, describing, advocating, interviewing, negotiating, presenting; using specific written forms)
Written presentation (essay, report, reflective paper etc.)
Oral presentation
Group work
Discussion/debate/role play
Participate in a 'Court of Enquiry'
Presentation to camera
26
Observation of real or simulated professional practice
1.3.1 Variety in assessment

It is interesting to note that the eight learning outcomes listed above would be broadly expected of
any learner from an education program. Yet, when choosing assessment items, we tend to stay
with the known or the 'tried and true methods', because they seem to have the ring of academic
respectability, or possibly because it was the way we were assessed as undergraduates
ourselves.
From learners' perspectives, however, it often seems as if we are turning them into 'essay
producing machines' or 'examination junkies'. When choosing methods it is important to offer
variety to learners in the way they demonstrate their learning, and to help them to develop a well-
rounded set of abilities by the time they graduate. 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.
Questioning is also an important means of establishing the learner’s underpinning knowledge and
understanding.
Take note
Assessment instruments refer to the nature of the assessment task given to the learner to do.
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The table below lists different assessment methods and instruments:
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Learning Activity
Discuss the situations where the following assessment methods can be used;
 Assignments
 Case studies
 Logbooks
 Projects
 Reflective journal
 Peer assessment
1. Assignments
A problem-solving exercise with clear guidelines and a specified length. More structured and less
open-ended than projects, but they do not necessarily involve strict adherence to a prescribed
procedure and they are not concerned exclusively with manual skills.
Possible uses: Problem-solving around a particular topic
2. Case studies
A description of an event concerning a real-life or simulated situation, usually in the form of a

paragraph or text, a video, a picture or a role-play exercise. This is followed by a series of
instructions to elicit responses from learners. Individuals or small groups may undertake case
studies.
Possible uses:
 Analyses of situations
 Drawing conclusions
 Reports on possible courses of action
3. Logbooks
A useful means of assessing learner’s progress and achievements. It should have clear
instructions for use and give guidance on how essential information is to be recorded.
Possible uses: In a workplace – monitor and check activities; record processes; record of
achievements.
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4. Practical exercises/demonstrations
An activity that allows learners to demonstrate manual and/or behavioural skills. The assessment
may be based on the end-result of the activity (the product), or the carrying-out of the activity (the
process), or a combination of both.
It involves the collection of different types of evidence relating to the work being assessed. It can
include a variety of work samples.
Other possible uses:

 Recognition of prior learning and experience
 Assessment of long-term activities related to each other
 Assessment where direct observation may be difficult
 Demonstration of skill Portfolios
5. Projects
A project is any exercise or investigation in which the time constraints are more relaxed.
Projects are:
 Practical
 Comprehensive and open-ended
 Tackled without close supervision, but with assessor guidance and support
Projects can involve individuals or a group of learners. The choice of the project is directed by the
assessor, usually by providing the learner with a topic or brief for the investigation.
Possible uses:
 Comprehensive range of skills can be assessed
 Integration of activities within and across unit standards or different parts of a qualification
6. Role-plays
Learners are presented with a situation, often a problem or an incident, to which they have to
respond by assuming a particular role. The enactment may be unrehearsed, or the learner may be
briefed in the particular role to be played. Such assessments are open-ended and are person
centered.
Possible uses: Assessment of a wide range of behavioural and interpersonal skills
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7. Simulations
Simulations mirror actual activities or conditions. They are suitable for assessments where
demonstrations and observation will provide reliable and valid results, but where, for a number of
reasons, it is difficult or not practicable to assess under actual conditions.
Possible uses: Assessments of actions under ‘safe’ conditions, e.g. operating machines which
could be dangerous or where the breakdown of such a machine will cause a halt in production or
endanger lives
Take note
All the assessment instruments mentioned above have been used successfully in a variety of
contexts. However, to encourage learners to be reflective of their own learning, the following
assessment instruments may also be used:
8. Reflective journal
A reflective journal gives learners the opportunity to critically reflect on their own learning, to
express their thoughts and experiences and to present this in an acceptable way. Even though it is
a form of self-assessment, it can be submitted for assessment.
Possible uses: It gives the assessor a unique opportunity to follow the thought-processes of a
learner and to monitor the way a learner thinks and grows
Critical evaluation of progress by the learner

9. Self-assessment
A checklist, questionnaire completed by a learner, notes jotted down or other forms of structured
self-assessment undertaken after an action, demonstration, oral examination, etc.
Possible uses: Critical evaluation of progress by learner
10. Peer assessment
Assessment by the learner’s peers, usually in the form of a checklist. Possible uses: Assessment
of paired or group activities
Assessment of teamwork
Take note
Assessors should move away from the idea that assessment is only a final form of evaluation.
Assessment is integral to the teaching and learning process, i.e. assessment could be diagnostic
(i.e. determining any gaps in teaching and learning), formative (i.e. determining the progress
towards the outcomes) and summative (determining whether the outcomes have been reached).
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1.3.2 Types of assessment task
This is a partial list. It shows some of the possibilities one can use in methods of assessment.
1. Essay
The essay has become an almost universal assessment task. Whatever precise definition the form
may have had has been long lost. Students are sometimes asked to 'write an essay on'
something. They generally take this as an invitation simply to 'write about ...' something. On a bad
day they may interpret it as an invitation to 'write as much as they can in the time of what they
know about' something. With no clear purpose, no clear audience, little or no guidance on
structure or style, students thus briefed sometimes produce less than satisfactory 'essays'. There
are many ways to clarify the task of writing an essay. As ever, the task should be derived from the
learning outcomes.
 You could ask the students to describe, discuss, analyse, review, or evaluate an idea,
theory, author or problem or situation.
 You could ask them to compare and contrast, make a comparative evaluation of, or make a
reasoned choice between, two or more theories or models or schools of thought; you could
give them data and ask them to select or develop a theory or model to account for or
contain these data.
 You could become still more specific. You could ask them to take some particular role, or
to argue for or against some particular position.
2. Report
But even with these more specific essay tasks we are still inviting students to break two important
rules of communication: These rules tell us to be clear, about the audience for a communication
and about its purpose.
3. Audience
The real audience is of course always the person who will assess -- almost always the tutor. But
the target audience for a report can be anyone:
 the editor of a journal, (for a paper or review or letter)
 the purchasing manager (for a sales letter or brochure for a product or service)
 the chair of a planning enquiry (for a planning application or objection)
 a gallery manager and the gallery-going public (for an exhibition catalogue)
'Appropriate' is the key. With whom may your learner need to communicate professionally? The
above is a list of possible audiences to whom they may address the work they produce during their
studies.
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Purpose
The real purpose is of course generally to earn a good mark. But, as with audience, so with
purpose; the purpose can be very varied:
 to persuade a manager to take a particular course of action.
 to secure funds for a particular objective.
 to explain a complex technical idea in lay terms.
 to clarify the basis of fact on which a decision must be made.
Report specifications
The specification of a report really comes to life when we specify together audience and purpose
with house style and constraints on length and all the other factors which make report writing in the
real world such a regulated pleasure.
Product or exhibition
Engineering and design students routinely produce objects (and associated reports) for
assessment; artists and architects, exhibitions. There is no reason other than tradition why other
subjects should not use similar methods. Appropriateness is all.
Journal, log or portfolio

There is debate, some of it serious and substantial, about the extent to which we should assess
product or process. Where we are concerned with how something is done as well as what was
finally produced, a critical or reflective journal or log can show process as well as product. The
portfolio, an annotated collation of work undertaken over a period of time, can fill a similar function.
4. Real-world tasks
Learners from vocational courses are employed because they can undertake real tasks and solve
real problems in the real world. Real-world assessment tasks present problems. Where does the
task specification come from?
Who sets the standards for success? Who marks? How can we be sure of the comparability of
different tasks done by different students? These problems are worth tackling because of the
enormous motivation which real world assessment tasks can bring and the enormous learning
which can result.
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1.3.3 Style of assessment task
1. Full or note-form?
Not every assessment task has to require the student to undertake a full-scale piece of writing.
You can assess a great deal about approach, structure, factual knowledge, strategic sense or
planning ability from an outline, sketch, or notes. And this will take you much less time.
From scratch, or based on prior student work?
Student work can be reused for different assessment purposes. For example they can be
examined on a project, by asking them to describe the project process or to compare their results
with some data provided in the examination.
2. Seen or not?
If students have prior sight of the assessment task, you can test their skills of library or field
research as well as their skills of memory and reasoning. If they take their notes into the
examination, you can ask them to use data (and of course find data!) rather than remember it.
If you tell them a week or a month or indeed a term in advance from which published eight
questions the three compulsory questions in the examination will be drawn, you will focus their
studies onto whatever proportion of the syllabus the eight questions address.
Regulations and requirements

There will generally be requirements and regulations on the size and presentation of assessed
student work. This year, the tasks you set will need to confirm to these. For next year, however,
you may be able to negotiate changes. The underlying principle, a quite reasonable one, is that
students should know what form of assessment to expect before they join a module.
Learning Activity
You have been contracted to assess a group of learners on a communication course in which
learners are allowed to use their notes and textbook during assessment. Discuss which style of
assessment you would use. Give full reasons to support your answer.
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1.4 PRINCIPLES OF ASSESSMENT (AC 4)
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.
1. 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.
2. 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:
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 Assessment procedures, methods, instruments and materials have to match what is being
assessed.
For example:
A learner is assessed on research skills. However, a learner’s ability to write may not necessarily
provide evidence that the learner has the ability to do research. The assessment must assess the
learner’s ability to perform. In this case, the learner should be assessed on the various activities
of the stages of research, namely –
 Formulation of the research question
 Literature review
 Development of research instruments
 Collection of data
 Analysis of data and writing a report
Therefore, the assessment should stay within the parameters of what is required – not less than
the unit standard or qualification, nor 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
Take note
When designing an assessment, the assessor must look at the specific outcome(s), the
assessment criteria and the range so as to determine the kind and amount of evidence required
from the learner. 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.
3. Reliability
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
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 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 judgment (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.
4. 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.
Take note
Where the ideal assessment requires specialized 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
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Learning activity
Identify which principles of assessment have been compromised in the following scenarios.
1. You have been contracted to assess learners from a disadvantaged community in KZN. Part of
the Summative assessment requires learners to carry out a 3 day survey of companies based
in Johannesburg.
2. Sam is an assessor for an ABET course in which 3 learner can only read and write Sotho. No
interpreters have been contracted and all the assessment instruments are written in English.
Note Sam does not understand Sotho as well.
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Overview of OBET Assessment
Assessment in OBET emphasizes 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.
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Outcomes are the demonstrable and assessable end products of a learning process. They are
statements regarding elements of competence.
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:
Assessment criteria are statements that describe the standard to which learners must perform the
actions, roles, knowledge, understanding, skills, values and attitudes stated in the outcomes. They
are a clear and transparent expression of requirements against which successful (or unsuccessful)
performance is assessed.
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.
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 summarize:
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.
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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:
A learner is assessed in reading competence.
 The method of assessment is observation and questioning.
 The assessment instruments are oral questions and assignments.
When assessing, the assessor should not be checking for spoken language criteria during oral
responses to questions – the assessment is about reading competence. Also, the assessor should
not be checking for grammar in written responses – the assessment is about reading competence.
(However, if an integrated assessment clearly requires all of these, as set out in the assessment
criteria, it will be reflected in the assessment methods and instruments) 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.
Take note
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, organization or community.
 Organize and manage oneself and one’s activities responsibly and effectively.
 Collect, analyze, organize 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
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environment and the health of others.
 Demonstrate an understanding of the world as a set of related systems by recognizing 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:
I. reflecting on and exploring a variety of strategies to learn more effectively;
II. participating as responsible citizens in the life of local, national and global communities;
III. being culturally and aesthetically sensitive across a range of social contexts
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.
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.
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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 analyze 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.
Formative and Summative Assessment
Explain your understanding of the following terms in OBE assessment

 Formative assessment
 Summative assessment
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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.
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 organization of the learning programme will inform decisions on when summative
assessments can take place, e.g. a learning programme can be organized 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 such a programme
and is ready to be assessed. On declaration of competence, credit is then given, recorded and
reported.
In SAQA terms a qualification is:
A planned combination of learning outcomes with a defined purpose(s) that is intended

to provide qualifying learners with applied competence and a basis for further learning.
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In this case, the educator may organize 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 (more about this in the next section). This is applicable to both formative and summative
assessment with the provision that the assessment method and instruments match what is being
assessed and that appropriate and sufficient evidence has been collected.
Take note
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.
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1.5 GIVING FEEDBACK TO THE LEARNER (AC 5)
Discuss the importance of giving and receiving feedback during and after assessment.
Learning is an active process. To learn, we need to;

 plan what we're going to do;
 attempt to do it; and
 Then receive feedback on our work.
We then use this feedback to improve the work we have just done; or, more often in education, to
ensure that the next work we do embraces what we have learned. Feedback also affects how we
feel about our work, and inevitably also about ourselves; feedback thus also affects student
motivation.
Students learn like this, given half a chance. And the feedback remains essential. They may even
snooze through the odd few minutes of a lecture or seminar, but they will read, pore over, analyse,
debate, argue with, and quite possibly treasure, your feedback. Especially if the feedback is written
to be useful. Giving good feedback is a skill which can be learned and honed. This should help you
to give feedback which merits such intense attention from your students.
It should help the assessor to:
 React positively to good things in students' work
 Make helpful suggestions on ways in which their work could have been improved;
 Correct misapprehensions revealed in their work;
 Make suggestions for how they can change their approach in the future;
 Do this in a way which respects the individuality and worth of each student;
 Do this in a way which makes good and efficient use of your time;
1.5.1 Procedure for giving feedback

“First, give them the good news” author unknown
They need to know what they've done right, or well. They need to know this so that they'll keep on
doing it right or well, and also because it will make them feel appropriately good about themselves
and their work, which in itself aids learning as well as feeling good.
They also need to know why it was right or good. Learners sometimes do well by accident - so tell
them why it was right or good, in what respects it was right or good.
Good news needs to be:
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 Clear Don't beat about the bush. If you think it was 'great' or 'excellent' or 'admirable' or
'very stimulating', then say so. Have the courage of your convictions. (Don't worry about
using clichés!)
 Specific Words like 'great' or 'excellent' carry a strong emotional message, but when the
emotional buzz fades, the intellectual hunger remains. As we suggested above, say what,
exactly what, was good and say why it was good.
 Personal That is, make the person you're giving feedback to feel acknowledged as an
individual.
Take note
Using their name in the feedback helps - Tecla, I thought the way you handled this was
both valid and original. I particularly liked the way you ....."
 Honest As well as truthful, honest good news clearly distinguishes between fact and
judgment. A numerical answer is 'right'; this is a fact. A design was undertaken 'rigorously';
this is an opinion, though hopefully based on clear criteria for 'rigour'. An argument was
'original'; a fact, at any rate relative to your own current knowledge. An argument was
'elegant'; an opinion, or at any rate a judgment. Be clear what the nature of your good news
is.
“Next, give them bad news - constructively!- and tell them why it is bad and what to do
about it”
They also need to know what they've done wrong, or poorly, or performed in some other way
which is inappropriate within the subject. And, immediately and always, they need to know in what
respects it was wrong or poor or inappropriate, and they need suggestions on ways in which it
could have been correct or better.
In primarily numerical or scientific disciplines, where some at least of the answers to some of the
questions can be right or wrong, reasons for giving prompt and reasoned feedback on wrong
answers include:
 So that the learner won't repeat the specific error;
 So that they can identify the misunderstanding which led to the error;
 So that they can develop a new and correct understanding.
In disciplines where answers are more likely to be considered good or bad rather than primarily
right or wrong, reasons for giving this kind of feedback on poor answers include:
 To help them appreciate why their approach or answer was inappropriate;
 To help the learner see the preferred approach;
Bad news needs to be:

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 Specific Make it clear to what you are reacting - which word, which idea, which equation,
which stylistic feature. Make it clear in what respects the work is wrong, inappropriate,
whatever it is.
 Constructive Suggest how the work could have been made accurate, good, conforming to
the paradigm of the subject, whatever. Suggest sources of information and guidance. Give
them a handle, encouragement, whatever seems right.
 Kind Specific is kind. Constructive is kind. "Poor" scribbled at the bottom is cruel.
 Honest (See above under 'good news')
“Finally, end of a high note of encouragement”

Round off your feedback with a high note and encouragement. "You really seem to be getting to
grips with this", "Your analytic skills are improving steadily", "You're making good use of evidence".
Say whatever you can that's encouraging and truthful. There's usually something that meets these
two criteria.
Learning activity
1. In your opinion, is the procedure of giving feedback discussed above effective?
2. Suggest other ways of communicating the “note of encouragement”
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1.5.2 Giving feedback more efficiently
Students often greatly value useful feedback on their work. Feedback is individual attention, an
individual response. Your carefully considered comments on their work, your suggestions on how
they could have tackled the work differently, your suggestions for a particular piece of further
reading which casts important new light on the topic all these will be very well received. The
trouble is, you probably don't have an hour or more to spend giving feedback to each student on
their work.
How can you make sure the students get quality feedback on their work without you staying up all
night providing it? There are several ways:
I. Give feedback in terms of explicit criteria
In short, the idea is to say in advance what will be the characteristics of a good piece of
work for this assignment. Some of these criteria may be universal: 'the right number of
words', 'clearly presented'. Others will be more specific 'each step clearly described and
explained'; 'appropriate use of varied and novel sources'; 'calculations accurate';
'imaginative and empathic account'
II. Feedback from themselves and each other
Here, we focus on ways in which you can give good feedback in a reasonable amount of
time.
III. Only give feedback on one aspect of their work each time
Say you require three sets of work from each student during the module. For example, in
the first set of feedback you could concentrate all your feedback on the factual accuracy
and the content of their work. On the second you could focus on the quality of argument
and reasoning. In the third, on presentation and referencing. Choose your own aspects.
IV. Give audio feedback
Record your immediate reactions onto a cassette as you read through their work, not a
carefully considered response after you've finished reading. This gives them feedback
quickly, personally, directly, and cheaply.
V. Use attachment sheets
List the ten or twenty (or more) comments, corrections, observations which you're most
likely to make in giving feedback; in general or on this work. Write them up as a list with
space for ticks, or as a numbered list. Add space at the top for the student's name, course,
and assignment name.
Print as many copies as there are pieces of work to assess. Then you can 'give feedback
by numbers'! On the list, tick the comments which apply to the piece of work you're
marking. Or, a bit more sophisticated, place the number of the comment alongside where it
applies in the student's work. This gets individual feedback to each student. It saves you
the need to write out the same comments lots of times. It leaves you some time to make
49
individual comments on errors or strokes of brilliance which aren't on your pre-printed list.
Here's an example of a tick-list:
50
Take note
1. Your negative comments have a more powerful impact on students than do your positive ones.
Go easy on the negatives; use them where appropriate, but always back them up with suggestions
on how to do better next time.
2. Students are very interested in marks and grades. On ungraded work, they may take more
interest in your feedback if you tell them what grade it would have got, and why, and what they
could have done to get a higher grade.
3. Protect your own time. Note how long the first set of feedback you give takes. Use some of the
methods suggested here to make your feedback-giving more efficient. Keep noting how long you
spend on feedback.
4. Ask your students how useful they find your feedback, and what you could do to make it more
useful to them. They'll probably be happy to tell you!
Stop and Think!
What did you learn in this section?
51
LEARNING MODEL

•RPL

documentation
design


assessment design
outcomes
52
SECTION 2: PREPARE FOR ASSESSMENTS
Specific Outcome
On completion of this section you will be able to prepare for
assessments.
Assessment Criteria
 Preparation of assessment resources, logistics, documentation
and environment meets the requirements of the assessment at
hand and ensures fairness and safety of assessment. . (SO 2,
AC 1)
 Parties involved in the assessment are notified in good time.
Checks are carried out to ensure parties involved in the
assessment are ready and available to meet required
schedules. . (SO 2, AC 2)
 All pre-assessment moderation requirements are carried out in
accordance with relevant assessment policies, moderation plans
and ETQA requirements. . (SO 2, AC 3)
 Assessment details are explained to candidates clearly and
constructively. Opportunities for clarification are provided and
responses promote understanding of the requirements. (SO 2,
AC 4).
 Inputs are sought from candidates regarding special needs and
possible sources of evidence that could contribute to valid
assessment, including RPL opportunities. Modifications made to
the assessment approach on the basis of the inputs do not
affect the validity of the assessment. (SO 2, AC 5).
 Candidate readiness for assessment is confirmed. In cases
where candidates are not yet ready, actions taken are in line
with assessment policies. (SO 2, AC 6)
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2. PREPARE FOR ASSESSMENTS (SO 2)
In preparing for assessments all stakeholders need to be involved which are:
 Learners
 Evidence facilitator (if applicable)
 Moderator
Assessment in education can usefully be considered as, among many other more serious and
important things, a game. What might some of the rules be? Here are some suggestions.
Take note
The educator/Trainer/ lecturers:

 Decide what the students will have to do in order to pass
 Want most of the students to pass
 Aren’t supposed to tell the students exactly what they have to do to pass
The students/learner:
 want to know what they will have to do to pass
 know that rules 1, 3 and 3 above apply
2.1 CLARIFYING THE FORMAL ASSESSMENT REQUIREMENTS (AC 1)

Before conducting the assessment, the assessor must clarify the assessment requirements. The
following must be covered at this stage;
1. Regulations
If you haven't already received them, get hold of the relevant assessment regulations and course
and module. Work through them, and see what they mean, for the students and for you.
2. Requirements
As well as regulations there will be assessment requirements. For example, for projects there will
be hand-in dates, required formats, and obligatory cover sheets. Students will expect you to know
what these requirements are. Discover what they are, be familiar with them, work through them to
see what implications they have for students, and for you.
3. Answering student questions
A student asks you: 'If I fail one of my modules this year but get at least a B in the rest can I still do
my current selection of modules in the third year?' Do you work through the regulations with the
student to find the answer; investigate and answer such questions yourself; or refer the questions
or indeed the student to the module, year or course leader? Talk to the module leader about what
he or she would prefer you to do. In general, be cautious in answering the more complex
questions about assessment regulations and requirements. Anything you say on the subject may
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be taken down by the student and used, not necessarily entirely accurately, later. A student asks
you 'What's the hand-in date for this piece of work?' You should know the answer, or be able to
find it within seconds.
4. Clarifying learning outcomes
Getting a clear view of what a learning outcome means takes time. Don't plan to spend one whole
session with your students working on outcomes and criteria, and assume that will do it. Spread
the work out through the course. Here are some approaches:
At an early meeting of the class

 Draw the student’s attention to the section of the course or module guide, handbook or
syllabus where the learning outcomes are listed.
 Tell them that these are the things they will need to be able to do to pass the course or
module. Tell them, briefly, what you think they mean.
 Ask them if they have any questions. They probably will, generally along the lines of, 'What
exactly does that mean?' Because learning outcomes can seem a bit abstract or unclear,
give the students some examples of what they mean. For example, show them a question
from last year's examination and explain how you think it tests a particular learning
outcome. Encourage discussion. Reassure the students that you’ll keep on coming back to
the learning outcomes during the course.
During the course

 Routinely start sessions by saying something like, 'Today the class relates mainly to these
learning outcomes' and then refer to them in the course or module handbook.
 When you are setting student work, talk through how the work relates to one or more of the
course outcomes: 'You'll see that, once you can answer questions like this correctly, you've
achieved most of outcome 4.'
 Encourage and support continued discussion on what the current learning outcome means
and how it relates to the session. This is excellent preparation for assessment.
5. Clarifying assessment criteria
Once the students start producing work, in the class or between classes, you can start similar work
on the assessment criteria. This can lead to fascinating and important discussions. For example,
an overall assessment might say, in part: 'To obtain maximum marks the essay must be within + or
- 10% of the specified length, and must provide a comprehensive overview of the main debates
around the topic, leading to a definite and well-reasoned conclusion.'
Apart from encouraging them to find out how the word-counter works on their word processor, you
could hold lively and productive discussions on the meaning, within the course, of each of the
underlined words or phrases in the sentence.
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6. Helping students to make assessment judgements
When we assess, we can learn almost as much about the assessment process and the
judgements we make as we learn about the students and what they have learned. You can use
this fact to help your students prepare for being assessed by doing some assessing for
themselves. Here's a possible sequence of activities.
Good news, bad news
Give the students each a short piece of student work (real, maybe from one of last year’s students,
or simulated) on the topic. Ask them what they think is good about it and what they think is bad,
and how it could be improved.
Get them to work on this alone, then in pairs, then in bigger groups, finally pooling their
conclusions for you to write up publicly. This is usually a lively and very productive exercise. It's a
fine and relevant ice-breaker to use in the first two or three weeks, of a course.
7. Devising a marking scheme
Tell the students what marking schemes are. Show them one or two. Give them an example of the
kind of question they could be asked to do on the course; even better, tell them about a piece of
work they’re actually going to be doing in the near future. Then, informed by the 'good news, bad
news' exercise and using the same sort of group method, get them to devise marking schemes.
Discuss them. Try to agree one with the class as whole. They'll probably be able to settle on some
common elements, but not on everything; they'll be unlikely to agree on the weightings of marks
which should be given to each element.
8. Devising assessment criteria
After all this, you can usefully encourage the students to go beyond marking schemes, which are
specific to one question, and devise more general assessment criteria for work in the module. The
sorts of processes suggested above will work.
Using assessment criteria
Much the same exercise suggested above for using marking schemes can be used with
assessment criteria. Again students need to use the criteria to see what they mean in practice, and
to see what problems the use of criteria solves and does not solve.
9. Learning the technical skills of being assessed
Every year, students do less well than they could in assessments, especially in examinations, for
reasons that have little or nothing to do with their knowledge of or ability in the subject. They
answer the wrong number of questions on the paper. They don’t notice that some questions carry
more marks than others. They "describe" when they should have "analysed" or "compared and
contrasted". As well as giving thorough briefing, you can help your students avoid such traps by
56
offering one or two sessions in which they practise being examined. In a hour they can at least
plan how they’d answer a three-hour examination, or they could answer one question. Afterwards,
review with the students how they did.
Doesn't all this take time?

Yes. And it pays off. Investing time in clarifying assessment during a course gives students a much
better view of what they are trying to achieve. This increases their ability to become effective
independent learners. You're reallocating time from trying to teach them everything to helping
them develop skills of goal-directed learning.
Learning activity
I. List the resources and documentation that must be available when preparing for
assessment.
II. Discuss the characteristics of a conducive assessment environment.
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2.2 NOTIFICATION OF PARTIES, CARRYING OUT PRE-ASSESSMENT AND MODERATION
CHECKS AND REQUIREMENTS (AC 2 & AC 3)
1. Learner preparation
The learner is invited to the pre-assessment meeting where the following is discussed and minutes
of the meeting compiled.
 Purpose of the assessment
 Unit standard (s) to be assessed
 Specific outcomes to be assessed.
 Assessment criteria including any relevant integrated assessment
 Method of assessing each specific outcome
 Evidence required for each assessment criteria
 Assessment date and the type of venue and resources required.
 Assessment date and time
 Date for giving feedback
 Related assessment policies including the rights of the learner(such as right to an
interpreter, right to appeal)
 Procedure to follow if the learner is found competent or not yet competent.
 Contingency plan (inclusive of special needs).
 Once the above have been discussed the parties should sign the minutes and the learner
should be given an opportunity to confirm her/his level of readiness by signing the learner
agreement form.
Pre-Assessment Interview / Meeting

An Assessor has options s/he can hold a meeting with the learner or an interview if the learner is
within the organization or the place is within the proximity of the workplace. If the learner is not
close to the Assessor, they can communicate through the phone or fax or e-mail, the
communication should be documented and put on the Portfolio of evidence for the purpose of
Authenticity.
When the Assessor decides to hold a meeting with the learner, the minutes of the meeting should
be recorded and they should include the Agenda of the meeting, this allows the Assessor to be
able to verify whether all the criteria for Prepare the candidate or Assessment have been met.
2. Moderator preparation
The moderator will be informed about the assessment process including the date, venue, method
of assessment and the unit standard to be assessed. This will ensure that the moderator is
prepared for the moderation date
58
I. Identify the methods of communication that can be used to notify parties involved in
assessment.
II. How would you ensure that all parties have been notified?
2.2.2 Plan for Assessments

It is advisable that the Assessor draws up an assessment plan after s/he has met the learner
because some changes can be made after they have met either through a meeting or other means
of correspondence like fax, e-mail or telephonically for as long as the evidence for that
communication is recorded.
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1. Costs
The Assessor should indicate the possible cost that could be incurred in the assessment process
and ensure that assessments are cost effective. The assessment plan should indicate cost
incurred in the following aspects
 Stationery
 Equipment
 Venue
 Communication
 Travel
Planning for assessment requires an Assessor to think laterally and be innovative so that the
evidence gathered can meet all the specific outcomes and its criteria.
The Assessor needs to take the following aspect into consideration
 Assessment plan
 Evidence to be gathered
 Select the assessment tools that are valid
 Compare strengths and weakness of the assessment methods
 Time frame
 Resources i.e. equipment, venue, people, etc.
 Assessment to be cost effective
 Unfair barriers, e.g. accessibility of resource to the learner
 Validity and sufficiency of evidence
 Prepares the environment so as to allow an accurate reflection of the learners competence
 Make sure that the critical cross-field are incorporated in the assessment process
I. Identify and describe the key documents that a provider must have when preparing for
assessment.
II. In your opinion, what is the importance of preparing for an assessment?
In preparing for assessment there are key documents that the provider should have and these are:
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61
2.3 EXPLAINING ASSESSMENT DETAILS TO CANDIDATES (AC 4)
This process is confusing to most people; the Assessor holds the meeting with the learner to
discuss the process of Assessment and always referring to the unit standard. Assessor explains to
the learner what is required of him or her to demonstrate his or her Competency when assessment
is to take place.
NOTE WELL: this is the point of departure for this process.
 Does the learner understand what the unit standard requires him/her to demonstrate?
 Does the learner understand what is required from him or her during assessment?
 Are there anything the learner would like to discuss with regards to the understanding of
what is required of him/her during assessment
 The learner is to specify to the assessor if there is any barriers that they can forsee during
the assessment.
What form of Evidence is the learner required to collect?

 Direct Evidence, supplemented with Indirect and Historical
 Does the evidence conform to the VACSS rules?
 This is the most important question the learner should ask when evaluating the Evidence
s/he will be gathering.
Take note
It is important to ensure that the candidate understands all assessment procedures and details.
Opportunity for clarification must be promoted to ensure understanding by learners.
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63
You are to present in front of the class how you would conduct the pre-assessment meeting for
Candidate Assessor course. Explain;
 NQF legislation
 Purpose of assessment
 Roles and responsibilities
 Overview of the unit standard
 Evidence required
 Assessment method
 Time frames and venue
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2.4 INPUT FROM CANDIDATES DURING PRE-ASSESSMENT (AC 5)
It would be good to explain to the learner at the assessment meeting how the assessment is
planned and what inputs they might have with regards to the assessment. The assessor should at
this stage also identify if there are special needs and possible sources of evidence that could be
contributed to validate assessment and RPL opportunities. At this point modifications can be
made to the assessment plan.
Special needs
"Special Needs" is an umbrella underneath which a staggering array of diagnoses can be wedged.
A learner with special needs may have mild learning disabilities or profound cognitive impairment;
food allergies or terminal illness; developmental delays that catch up quickly or remain entrenched;
occasional panic attacks or serious psychiatric problems.
Special needs could be in the form of:

 physical impairment,
 sensory impairment,
 speech or language difficulties,
 learning difficulties,
 learning disabilities,
 a medical condition,
 emotional difficulties,
 behavioural difficulties or
 giftedness
The disabilities are varied in kind and degree, for example, hearing disabilities range from slight
impairment to total deafness.
Handling special needs

Depending on the nature of the special needs identified, the assessor must find ways on handling
the learner. The following are some of the ways;
 Give the learner rest periods during the assessment process. During a rest period the
candidate is not permitted to continue working.
 Giving the learner additional time. It is important to bear in mind that too much time may be
tiring for a candidate and, therefore, counterproductive. Similarly, more time spent on a
task does not necessarily improve the quality of the response given by a candidate.
 Allowing a candidate to take an examination in a separate room. For example, lighting may
be a particular consideration for a candidate with a visual impairment, or a room with an
echo may be detrimental to a candidate with a hearing impairment. Furthermore, a
65
candidate’s condition or the nature of the special arrangement (for example, an
amanuensis, a word processor) may disturb other candidates, in which case a separate
examination room is justified.
 Calling a care assistant to be in attendance during the assessment to ensure the welfare or
safety of a candidate. The assistant must not be another candidate or a relative of the
candidate.
 A candidate with a hearing condition may receive instructions from a communicator. This
arrangement must be confined to explaining the conduct of the examination and the
instructions in an assessment.
NOTE: The pre-assessment discussion checklist should be used at this stage.
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Pre-Assessment Discussion Checklist
Date Learner Evidence

signature Facilitator/
Assessor
signature
1. Learner has been registered before (date:……………).
2. Previous assessment was conducted
(date:…………..).
3. The purpose of the pre-assessment discussion was
explained.
4. Special needs (for example disability, language etc) or
requirements for the learner in respect of the
assessment were considered.
5. The key elements and background of the NQF was
explained to the learner.
6. The purpose and process of the assessment was
explained.
7. The learner’s roles, responsibilities and the Evidence
Facilitator/Assessors roles and responsibilities were
discussed.
8. The content of the unit standard and the assessment
guide were discussed and handed to the learner.
9. The evidence that is required as proof of competence
in terms of the assessment guide was discussed and
explained (VACS).
10. Prior learning or previous assessments were taken
into account, which may be used as part of the
Portfolio of Evidence.
11. The learner understands the re-assessment and
appeals policy and procedure.
12. The following policies were discussed: The Evidence
Facilitator, Assessor and Moderation Policy.
13. The evidence/assessment plan was discussed,
completed and signed off.
14. Agreement was reached when feedback and results of
the assessment would be given as per the plan.
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15. The learner understands the confidentiality of the
assessment process, records and results.
16. An opportunity was given to the learner to take part in
the pre-assessment meeting.
Additional comments for Evidence Facilitator/Assessor:
I …………………………………….. Hereby declare that the above was communicated to me and

that I do understand the contents of everything discussed with me.
Learner Signature: ______________________________ Date: _________________
I. Why is the learner input important during pre-assessment

II. Identify the documents that must be used to document learner feedback during pre-
assessment.
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2.5 CONFIRMATION OF CANDIDATE’S READINESS FOR ASSESSMENT (AC 6)
In your opinion, is it important to confirm whether the candidate is ready for assessment?
The company’s assessment policies should cater for all learners irrespective of the nature of their
learning needs. Needs such as the language, learners with physical disabilities, learners who are
short sighted. In terms of language, learners have the right to an interpreter or to use the assessor
that can speak their language. The challenge lies with the employers to ensure that their
employees who are placed in a training programme have the learning assumed to be in place.
Should the learners not have this, more release time from work need to be done or a bridging
programme for such employees need to be delivered before they engage into the final training
programme. Learners with physical disabilities should be accommodated as in line with the Safety
Act and the Employment Equity Act.
In most instances, the learner must sign a letter of commitment as a way of confirming readiness
for assessment.
LETTER OF COMMITMENT FROM THE LEARNER
Dear learner/learner
You have requested to be assessed through our organisation. To ensure effective assessment,
there needs to be a commitment from you, that you will attend training if required and submit
evidence of workplace application as required by the assessor.
Declaration of commitment:
I undertake to fulfill all the requirements of the assessment practices as specified by the assessor
and service provider.
Organisation __________________________________________
Full names of learner __________________________________________
Signature__________________________ Date: ___________________________
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PRACTICAL TASK 1- Roleplay
You are to role play the process of preparing a learner or candidate for assessment.
Roleplay parties
 4 Learners or candidates
 2 Assessors
 1 representative of the training provider
Resources required
 Classroom
 Unit standard
 Assessment templates
 Assessment policy
 Pens
 Writing pads
 Tables and chairs
 Fire extinguisher
 First Aid Kit
Assume the assessment is based on unit standard US 263365 (Demonstrate an understanding of

an entrepreneurial profile). Below are the details of the unit standard.
SAQA US UNIT STANDARD TITLE

ID
263356 Demonstrate an understanding of an entrepreneurial profile
ORIGINATOR ORIGINATING PROVIDER
Task Team - New Venture
Creation
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management
ABET UNIT STANDARD OLD NQF LEVEL NEW NQF LEVEL CREDITS
BAND TYPE
Undefined Regular Level 4 NQF Level 04 5
REGISTRATION STATUS REGISTRATION REGISTRATION END SAQA DECISION
START DATE DATE NUMBER
Reregistered 2009-07-01 2012-06-30 SAQA 0480/09
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2013-06-30 2016-06-30
In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements,
qualification rules, etc), any reference to NQF Levels are to the old levels unless specifically stated otherwise.
This unit standard replaces:

US ID Unit Standard Title Old NQF New NQF Credits Replacement
70
Level Level Status
Demonstrate an understanding of an NQF Level
114598 Level 4 5 Complete
entrepreneurial profile 04
PURPOSE OF THE UNIT STANDARD

This unit standard is for learners who are required to identify and develop within themselves, the personal
characteristics of an entrepreneur that ensure the successful operation of a new venture. The unit standard
also introduces the learner to the economic, administrative and behavioural (psycho-social) barriers that
contribute to the success in starting and sustaining an enterprise. The learner will develop strategies to
work effectively in a group and set personal goals in an entrepreneurial context.
Learners credited with this unit standard will be able to:
Describe entrepreneurship.
Describe the characteristics of a successful entrepreneur.
Develop individual entrepreneurial characteristics.
Explain methods to enhance an entrepreneurial profile.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner has the following knowledge and skills:
Communication at NQF Level 3.
UNIT STANDARD RANGE

The individual`s context may include family, community, spaza, organisation or business.
Entrepreneurial characteristics include, but are not limited to commitment, energy, need to achieve,
tolerance for stress, decisiveness, and ability to deal with failure, ability to identify opportunities, to make
informed decisions, ability to manage risk and time management.
The role of entrepreneurship in social development: Job creation, empowerment, local wealth creation,
urbanisation and negation of migrant labour.
Address shortcomings: Skills training, assertiveness training or equivalent programmes.
Aptitude and personality tests. Psycho-social barriers contributing to failure.
Group work and group dynamics.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Describe entrepreneurship.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Entrepreneurship is discussed in terms of employment opportunities.
Entrepreneurial opportunities are identified and described within a specific economic area related to the
interest of the learner.
An explanation is given of the advantages and disadvantages of entrepreneurship.
Reasons for business failure are identified and discussed with examples.
An explanation is given of the role of entrepreneurship in social development.
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SPECIFIC OUTCOME 2
Describe the characteristics of a successful entrepreneur.
ASSESSMENT CRITERIA
Examples of successful entrepreneurs are discussed in terms of their characteristics.
Skills, aptitudes, personality and values of entrepreneurial behaviour are clearly differentiated with
examples.
The importance of each characteristic is analysed in the context of a specific new venture.
The technical, business, managerial and personal strategies required for establishing a successful venture
are explained with examples.
SPECIFIC OUTCOME 3
Develop individual entrepreneurial characteristics.
OUTCOME RANGE
Develop refers to identifying, assessing and improving individual entrepreneurial characteristics.
ASSESSMENT CRITERIA
A base-line knowledge of self in respect of personality, interests and aptitude is established by the learner.
The characteristics of a successful entrepreneur are identified and listed in the individual`s own context.
Own strengths and weaknesses as an entrepreneur are determined with examples.
Strategies to address shortcomings are developed and implemented where possible.
Enabling programmes for the new entrepreneur are identified and explained in terms of their benefits and
limitations.
Short term goals are articulated and discussed for self in entrepreneurial context medium and long term
goals are planned and determined in the context of sustainability.
SPECIFIC OUTCOME 4
Explain methods to enhance an entrepreneurial profile.
ASSESSMENT CRITERIA
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Methods of mind programming are explained within the context of career paradigm shift.
ASSESSMENT CRITERION RANGE
Methods include visualisation and affirmation.
An understanding of mental laws are explained using applicable theories.
Techniques and principles to implement a paradigm shift from employment paradigm to entrepreneurial
paradigm are described in the context of development of business opportunities.
Personal strategic plan is designed and developed in order to select a feasible and viable new venture.
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, or an ETQA that has
a Memorandum of Understanding with the relevant ETQA.
Anyone assessing a learner against this Unit Standard must be registered as an assessor with the
relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit
Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a
Memorandum of Understanding with the relevant ETQA.
Moderation of assessment will be conducted by the relevant ETQA at its discretion.
Notes to the assessor

Using the above unit standard, the assessors must prepare for assessment of the learners. Follow
the instructions below;
1. Design the assessment plan
2. Develop the assessment instrument for the unit standard. It must be composed of formative
and summative assessments.
3. Develop the marking memo for the assessment instrument.
4. Prepare the assessment resources and the environment.
5. Notify learners, facilitator and representative of the training provider about the dates and time
for assessment. Use face to face meetings.
6. Conduct a pre-assessment meeting with the learner inorder to explain the assessment process
and gather any necessary information from the candidates. The assessment preparation form
must be completed and signed by each learner.
7. Confirm the readiness of the learner for assessment. The learners must fill and sign the letter
of commitment.
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Notes to the learner
 Learner must attend the pre- assessment meeting and explain any special needs that
he/she has.
 Confirm readiness for assessment
 The learner must complete the POE as per the assessment instrument provided by the
assessors.
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AGREED ASSESSMENT PLAN
Candidate's Name:
Assessor's Name:
Unit Standard Title:
Special Assessment
Requirements
Date, time Resources
Event Evidence to be generated
and location required
Attend Training.
Complete formative
assessment
Complete summative
assessment
Submit Portfolio of
Evidence to Training
Provider
Assessor roles and responsibility
Role players
Responsibilities
Candidate roles and responsibility

Roles
Responsibilities
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Assessment Instruments
Assessment Process
Step Date
Feedback
Recording Process
Review Process
Right to appeal The candidate must be advised of the right to appeal.

Step Date
Resources Required
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Candidate Signature Assessor Signature Moderator Signature
Date Date Date
I confirm that:
 I have been consulted on and have agreed to the training and assessment process as detailed
in the assessment guide.
 I have been advised of my right to appeal against any assessment that is unfair, unreliable,
invalid or impracticable.
 I have read and understood the appeal procedure.
 I know that assessments may be moderated or verified by an external party.
 The purpose of the assessment has been clearly explained to me.
 The criteria have been discussed with me, and I know I will be assessed against these criteria.
 I know when and where I will be assessed, and I was given fair notice.
 I know how the assessment will be done, and any other requirements related to the
assessment.
Signed: Date:
Overall Met requirements Did not meet requirements

Assessment
Decision
Candidate’s
Date
Signature
Assessor’s
Date
Signature
Moderator’s
Date
Signature
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ASSESSMENT PREPARATION
Preparing the Candidate
Name of Date
Candidate Time
Name of Venue
Assessor
How to prepare the candidate Document Agree Action Required
Requirements (tick)
Explain to the candidate why your NQF Framework
are meeting and the purpose of the Assessment process
assessment.
Discuss the assessment plan in Assessment strategy
detail.
Explain assessment process, show Assessment
assessment instruments to instruments
candidate and describe assessment
conditions.
Identify the role-players during Assessors
assessment. Moderator
Describe the evidence required to Examples of
be declared competent. evidence
Explain how evidence will be
judged.
Explain to the candidate how to Summative task
prepare: Give candidate summative description
task description.
Confirm with the candidate what Detailed briefing on
he/she should bring to the exact requirements
assessment. to be given to
candidate
Ensure that candidate understands Appeals procedure
the procedures of all assessment Moderation
practices. procedure
Assessment policy
Ask the candidate if he/she foresees List needs
any problems or identify any special
needs.
Check with candidate that he/she
clearly understands the assessment
procedure.
Comments or questions:
Signature of the learner Date
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Assessor’s declaration:
I hereby declare that I have prepared the candidate for assessment, the candidate was consulted
and all stakeholders have been informed and the workplace is prepared to ensure valid and fair
assessment.
Candidate Assessor Name Signature
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RPL INTERVIEW QUESTIONNAIRE
The purpose of the interview is two-fold:

• A type of self-assessment for the candidate. It should assist the assessor in deciding the
approach towards assessment in terms of making competence decisions where candidates are
successful in proving their prior learning.
• To determine candidate preparedness for prior learning conducted and sensitize candidates to
re-assessment.
Questions
Have you attended any short courses / courses that amount to prior learning before the start of the
learnership / qualification? (Note that it should be relevant to the qualification against which RPL is
being conducted)
Did you attend all modules of the learnership / qualification training?
How were you prepared for assessments?
How were assessments conducted?
Did an accredited training provider conduct the course/s?
Did you attend classroom training during the course?
What work experience do you have to prove competence against a unit standard/s for RPL
purposes? (State number of year’s experience)
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Do you have a relevant certificate from an approved institution?
Do you have samples of work or other forms of evidence that can prove your competence?
Do you have a Grade 12 (Matric) with English and Maths, or English only?
Any evidence of competence provided during the course of the above interview must be
considered during the planning phase of re-assessment and when making a judgement on
candidate competence.
Name of learner
Signature
Date
Candidate Assessor Name
Date
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Stop and Think!
What did you learn about preparing for assessment?
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LEARNING MODEL
•Comparison between outcomes-based assessment and

another assessment
•RPL

documentation
design


assessment design
outcomes
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SECTION 3: CONDUCT ASSESSMENTS
Specific Outcome
On completion of this section you will be able to conduct
assessments.
Assessment Criteria
 Assessment practices promote effective, manageable, fair and
safe assessment. Assessment practices are in line with quality
assurance requirements, recognised codes of practice and
learning-site or work-site standard operating procedures where
applicable. (SO 3, AC 1)
 The assessment is carried out according to the assessment
design and in line with the assessment plan. Adjustments are
justified by the situation, and unforeseen events and special
needs of candidates are addressed without compromising the
validity or fairness of the assessment. (SO 3, AC 2)
 Questioning techniques are appropriate and have the potential
to successfully elicit appropriate responses. Communication with
candidates is non-leading, and is appropriate to the assessment
at hand and the language ability of the candidate. . (SO 3, AC
3)
 Sufficient evidence is gathered, including evidence generated
over time, to enable valid, consistent, reliable and fair
assessment judgements to be made. (SO 3, AC 4).
 Assessment judgements are consistent with judgements made
on similar evidence and are justified by the authenticity, validity,
sufficiency and currency of the evidence. (SO 3, AC 5)
 Records of the assessment are in line with the requirements of
the organisation's quality assurance system. Records meet
requirements for making assessment judgements, giving
meaningful feedback, supporting internal and external
moderation, and addressing possible appeals. (SO 3, AC 6)
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3. CONDUCT ASSESSMENT (SO 3)
3.1 ASSESSMENT PRACTICES, QUALITY ASSURANCE AND CODE OF PRACTICE IN

ASSESSMENTS (AC 1)
In your opinion, how should an assessor conduct his/her assessment work in an ethical manner.
Ethical practices in formative assessment

Formative assessment is assessment designed to support and inform educators and learners so
as to ensure continuing progress towards the outcomes, unit standards and skills programmes or
qualifications targeted. In the schooling sector it is also known as continuous assessment (or
CASS). It is used during the course of learning to support the candidate by giving him/her
feedback on progress. It can be used for diagnostic and remedial purposes, and can be used to
build up and document a candidate profile over time in order to feed into summative results linked
to the award of credit.
The main purpose of formative assessment is to support learning, and it can be described as
developmental. Good practice in formative assessment is guided by the principles of good
assessment, and the process is guided by the unit standard ‘Plan and conduct the assessment of
learning outcomes’.
Here is a summary of some key characteristics of good formative assessment:

 Assessment must be clearly linked to critical and specific outcomes.
 Assessment must be designed to reflect the importance of critical outcomes and of
demonstrating applied competence.
 Learners are clearly informed about how, when, where and by whom they will be assessed
in an assessment plan explained to, and signed by each candidate at the beginning of the
programme.
 Assessment should not be an ‘add-on’ to teaching and learning, but should be integrated
into learning activities and used to identify learning needs and give feedback and support
to learners.
 A variety of assessment methods and techniques should be used.
 Assessment should be contextualised where possible.
 Learners should take an active role in assessment, helping formulate task-specific criteria
and engaging in self and peer assessment.
 Assessment should be sensitive to gender, race, language and cultural issues.
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 Provision should be made for learners with special needs.
 Moderation procedures must form part of an assessment system in order to assure quality.
Although formative assessment is designed to track candidate progress and to identify and
address strengths and weaknesses, it may often generate evidence of applied competence.
Whenever this happens, the evidence should be preserved or recorded and the record preserved.
If assessment is well designed and integrated into learning activities, and if evidence is
systematically collected, organised and kept in a safe place, much of the evidence needed for
summative purposes can be generated during learning activities, and the amount that needs to be
assessed by specially designed summative assessments will be dramatically reduced. This will
make the assessment more practicable, saving both time and money.
Learning activities carried out under the supervision of a trainer, facilitator, mentor, coach or
supervisor who is not a registered assessor may generate evidence of applied competence. If the
person collecting this evidence is not a registered assessor, the evidence will later have to be
authenticated by a registered assessor. Evidence facilitators may be trained to assist relevant
people in workplaces to collect, organise and present evidence in such a way that it will be
acceptable to a registered assessor.
Good practices in summative assessment

Summative assessment is conducted by a registered assessor to confirm that learners or RPL
candidates have met all the requirements to be awarded a unit standard, skills programme or
qualification. Summative assessment can be made up partly or entirely of evidence collected
through formative assessment or through activities that are part of current or previous work or
other life experience. The collection of evidence is assessed against a standard or qualification in
order to award credits or a qualification.
Summative assessment can also refer to a type of assessment during a course, such as an end of
module test or task, to signify the completion of a particular portion of a learning programme. In
this case, the learning activities and formative assessments are already completed, and the
purpose of the summative assessment is specifically to generate evidence of competence.
Summative assessment should be planned to allow the use of a range of assessment methods
(e.g. observation, product evaluation, written and oral questioning) and for a range of assessment
instruments (e.g. practical, role play, written assignments, tests, examinations, projects, case
studies, simulations). Although summative assessment at the end of a programme has not
traditionally been accompanied by feedback to a candidate, it is considered an essential part of
good summative assessment practice to give feedback wherever practically possible to relevant
parties.
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Is it necessary or desirable to assess each assessment criterion separately?
This is a contentious issue, and many assessors and assessor training providers interpret the
requirements of summative assessment differently. Whilst some claim that you cannot be certain
about competence unless separate evidence is obtained in relation to each criterion, others insist
that this goes against good educational and assessment practice, which emphasises integration
and a holistic approach, rather than separation and a fragmented approach. SAQA supports the
latter position. Arguments against assessing each criterion separately include:
 In OBET outcomes are assessed; assessment criteria are provided to help assessors to
assess each OUTCOME consistently. Assessment criteria should not be assessed
separately: this would make them into mini-outcomes, not assessment criteria.
 Too many small separate assessments leads to fragmentation. Fragmentation of
assessment leads to fragmentation of learning programmes. The emphasis should rather
be on integrating and linking theory, practice, reflection, problems solving, etc. in an
appropriate applied context.
 The kind of assessment which focuses on each assessment criterion one at a time tends to
be of a check-list variety which works against giving learners challenging and extensive
tasks involving, for example, projects or simulated or real life problem-solving.
 Applied competence at qualification (or skills programme or unit standard) level cannot be
assessed without at least one more far-reaching integrated assessment.
 The assessment, record keeping and administrative time involved in assessing each
criterion is far too onerous, and is out of line with the principle of ‘practicability’.
The unit standards and registered qualifications spell out what has to be assessed. This does not
change. But the assessment can be packaged in different ways, and the ETDQA does not
recommend an approach of checking off each criterion individually. Rather it recommends that
outcomes and standards should be clustered for assessment, much as they might be for delivery.
This is also the position of SAQA. So what is an assessor or a moderator or verifier to look for?
Much as in the case of defining evidence requirements, it will be important to reach agreement and
achieve consistency across sub-fields. In the meantime, however, there are many pointers to
follow.
Take note
Here is a guide for assessors, about what is required:

 Where there are notes for assessors in the qualification or unit standard, follow the
guidance given.
 Where there is a range statement, make sure that the range has been covered in the
learning programme and ask for a third party statement to ensure full coverage if there is
only evidence for partial coverage.
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 Where there is a Qualification Assessment Strategy (or a Learnership or Skills Programme
Assessment Strategy Guide), follow the guidance given.
 Where issues of health and safety are at stake, look for complete, direct and current
evidence in relation to each assessment criterion. (Of course this may be inferred from a
third party statement about the observance of standard operating procedures over time, but
some direct assessment , for example through observation or questioning by an assessor
is advised).
 Where error could have a profound negative impact, again look for direct and current
assessment in relation to each assessment criterion, for example through observation or
questioning by an assessor.
 Where the learning achievement is heavily knowledge-based (as in certain ETD
practitioners’ subject matter expertise), recognise that sampling is essential, but look for
evidence of adequate coverage resulting from learning activities and formative
assessment. Similarly, look for evidence of breadth of relevant experience in RPL
candidates.
 Insist on evidence of application of each relevant critical outcome in at least one context in
a skills programme, learnership or other qualification.
 Once satisfied that the evidence available covers all the critical (health, safety, high impact
and
 Critical Outcomes) aspects and a representative sample of the rest of the standards, look
for evidence of applied competence through an integrated assessment at qualification
level.
 Where outcomes and/or unit standards can be clustered together and assessed through a
single multi-faceted task it is both educationally sound and good assessment practice to
choose this route.
 For learners in a learning programme, the assessment strategy and time-table, the right to
appeal, and arrangements for re-assessment should be explained to them on registration
and they should sign that they have understood at this point. This is typically an
administrative job, but an assessor should be available to answer questions at or before
registration. Similarly, RPL candidates should be asked to sign their assessment plan and
their awareness of their rights at the time that the plan is agreed.
 Assessors making a final summative assessment judgement should give their reasons in
writing and sign off the decision and learners and RPL candidates should sign that they
have been informed of the decision, indicating whether they accept it or intend to appeal.
3.1.2 Unacceptable practice and irregularities in assessment

There are many possible types of unacceptable practice that assessors should be aware of and
prepared to act on. These include:
 Assessment instruments were not available: the assessment instruments and assessment
specification for unit standards were not available for scrutiny by the moderator or verifier.
 Assessment instruments were inappropriate: the assessment instruments selected did not
assess the relevant outcomes validly, e.g. a practical outcome, which should have been
assessed by a practical assessment was assessed by a written test.
 No evidence or insufficient evidence of the candidate’s competence was supplied.
 The candidate’s performance was judged inappropriately: the assessor has incorrectly
interpreted the evidence supplied by candidate and has judged the candidates competent
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when the standard specified in the assessment criteria has not been met, or not yet
competent when the standard has been met.
 No record of candidate’s achievement: The provider has failed to keep records about
candidate’s performance.
 Moderation arrangements were unsatisfactory: In addition there are a number of possible
irregularities based on unethical behaviour.
These include:
 cheating, copying or accessing assessments in advance in cases of written test and
examinations;
 bribing, blackmailing, threatening or harassing the assessor or others involved in the
assessment process;
 Offering third party witness statements, references, historical records, certificates or other
forms of evidence that are not authentic.
1. Unethical behaviour by an assessor:

 not declaring a family or business relationship with a candidate;
 responding to bribes, threats, etc. by favouring or disadvantaging any candidate over any
other candidate;
 allowing personal bias (e.g. in relation to race, class, gender, educational background,
ethnicity or
 religion) to influence assessment judgements;
 not making appropriate arrangements for candidates with disabilities or language
disadvantages (unless the assessment is focusing on the language in question);
2. Unethical behaviour by a moderator:
 responding to bribes, threats, etc. by ignoring irregularities detected in a candidate or
assessor;
 Allowing personal bias (e.g. in relation to race, class, gender, educational background,
ethnicity or religion) to influence moderation judgements.
3. Unethical behaviour by a provider:
 Aiding and abetting learners, assessors or moderators in any of the above behaviours.
4. Unethical behaviour by a verifier or other employee or representative of an ETQA

· responding to bribes, threats, etc. by favouring or disadvantaging any candidate over any
other candidate;
· allowing personal bias (e.g. in relation to race, class, gender, educational background,
ethnicity or religion) to influence the award of learner achievements; allowing personal likes
and dislikes, relationships etc. to influence the award of learner achievements.
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3.2 CARRYING OUT ASSESSMENT ACCORDING TO ASSESSMENT DESIGN AND PLAN (AC
2)
After the pre-assessment meeting has been held and if any special needs of candidates are
identified, these must be amended in the assessment plan. Thereafter, the assessment process
must now be carried out according to the amended assessment plan in accordance with the
assessment guide. The assessment guide could be in the form of a Learner Workbook – where
the learner and assessor are guided through the process of assessment. At this point, the
assessor should have met the learner at the pre-assessment meeting and the learner is fully
aware of what is to be assessed.
The Unit Standard which is to be assessed must be available for referral. The assessment plan
should contain;
 Questions that will be asked
 What methods is to be used in assessment and
 What principles to follow during the assessment meeting.
It must be noted that the assessor must be familiar with the course material and this should also
be available at the assessment meeting.
During assessment, the assessor must possess questioning skills, observations skills, skills
managing special needs and mark allocations to learners.
1. QUESTIONING
Questioning skills are crucial when conducting an assessment. Questioning is an integral part of
all strands of formative assessment, or "Assessment for learning": self and peer assessment,
feedback, sharing learning intentions and using summative assessment formatively. The Blooms
taxonomy is a useful guide for assessor;
What pupils need Examples of possible question

to do structures
Knowledge Define, recall, What is it called?
describe, label, Where does ... come from?
identify, match, When did it happen? Who?
name, state What types of triangle are there?
Comprehension Translate, predict, Why does he...?
explain, Explain what is happening in the
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summarise, crater...
describe, compare So how is Tim feeling at this point?
(events and What are the key features…?
objects), classify
Application Demonstrate how, What do you think will happen next?
Solve, Why?
Try it in a new So which tool would be best for this?
context, Put the information into a graph
use, interpret, Can you use what you now know to
relate, apply ideas solve.
Analysis Analyse, explain, What patterns can you see in the
infer, break down, ways these verbs change?
prioritise, reason Why did the Germans invade?
logically, reason What assumptions are being
critically, draw made…?
conclusion What is the function of…?
Synthesis Design, create, Compose a phrase of you own using
compose, combine, a syncopated rhythm
reorganise, reflect, What is the writer's main point
predict, speculate, What ways could you test that
hypothesise, theory?
summarise What conclusions can you draw?
Evaluation Assess, judge, Which slogan is likely to have the
compare/ contrast, greatest impact?
evaluate Should they develop the green-field
or the brown-field site?
Which was the better strategy to use?
NB: Questioning techniques shall be discussed in more detail in the next section.
2. OBSERVATION
For practical assessments, the assessor must have observation skills. Below are the steps that an
assessor must follow when observing a learner during assessment?
Planning observations
Planning observables and making observations are inextricably linked together. During planning
do the following;
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 Plan who and what to observe. Time is often a factor in using observational assessment. If
time should become an issue, consider observing smaller groups of students and/or
selecting fewer items to observe.
 Plan to observe specific actions of the learner. Design your observables to record when
students have demonstrated learning. Observables that are recorded should be notable for
day-to-day learning as opposed to bits and pieces of learning.
 Plan to be flexible in observing.
Actual observation
Things to look for when observing;
• Physical location: its characteristics and the human use of the physical location.
• Language and behaviour.
• Behaviour cycles: documenting when and who performs what behaviour or task and how often
they occur. At which stage is this behaviour occurring within the setting i.e. at lunch time or
individual work time in a school, within the formal or informal proceedings of a court case?
• The order and the setting in which events unfold.
• Exterior physical signs such as age, sex, clothing.
• Expressive body movements such as body posture or frowning/smiling. It may be relevant to
your observation to see if these support or contradict the verbal.
Collecting evidence
When observing learners during assessment, evidence must be collected and kept. The types of
evidence are;
 A direct record keeps a ‘trace’ of the event through an audio-recording, a video-recording
or a sequence of photographs. The activity or event might be, for example, a speech, a
dramatic presentation, a group activity or a practical task. The term ‘trace’ emphasises that
the record is not the same as the event itself. At best, it allows some features of the event
to be represented and recalled. Some features of the event may be lost, such as the ‘feel’
of the occasion or the ‘spark’ between presenter and audience.
 A written record can take the form of an observation sheet or a logbook (diary of events).
Observation sheets can be more or less structured: at one extreme they contain checklists
of learning outcomes; at the other extreme they contain broad categories for writing on-the-
spot comments or annotations; and in between these extremes is a combination of them
both. A logbook provides a record of critical incidents or key comments (sometimes
referred to as an anecdotal record); for accuracy of recall, entries need to be made as soon
after the event as possible. The student’s name and the date also need to be clearly
recorded. A sequential collection of such records is sometimes called a ‘running record’.
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Mark allocations
In order to ensure the outcomes of assessment are equitable and credible, the following
mechanisms for allocating marks for assessment are recommended.
• Group assessment: The group submits one assessment item and where it is impossible
to make a distinction all group members receive the same mark. The group submits one
assessment item and a proportion of the mark is allocated to this combined assessment
item, which is equally shared by the group members, and a proportion of the mark is also
allocated for an individual's group planning papers or an individual paper analysing the
group process.
• Self assessment: Students are provided with detailed model answers and commentaries
for the purpose of comparing their own responses. In addition, a marking sheet is provided
upon which students are asked to detail the differences between the model responses and
their own and to award a mark. The assessor will moderate the responses, maintaining or
modifying the marks awarded.
• Peer assessment: The assessment item and the assessment criteria are discussed by the
assessor and students. There is an agreed understanding as to the learning outcomes
required. Completed assessment items are randomly distributed to students who are
required to complete a marking sheet identifying whether their peer had met the
assessment criteria and awarding a mark. These marks are moderated by the assessor
and together with the peer marking sheets are returned with the assessment item.
4. Dealing with special needs in an assessment

Learners with special needs mustl be assessed on equal terms with other students and in all
cases students must demonstrate achievement and fulfilment of the programme’s required
progression and award learning outcomes. Let us look at ways of dealing with specific special
needs;
1. Deaf
Appropriate strategies may include any of the following:
• an interpreter in attendance at examinations to sign questions;
• additional time, particularly if an interpreter is required;
• seating close to the invigilator;
• procedural instructions conveyed in writing;
• Language modified paper.
Blind or Visually Impaired Students

A blind student may need the following modifications:
• examination questions in an alternative medium e.g. Braille or tape;
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• technological equipment for reading e.g. a closed circuit television to enlarge written text;
• assistive technology for producing written answers e.g. voice recognition software;
• a reader and a scribe;
• alternative venues with appropriate lighting;
• Orientation if examinations are held in unfamiliar venues.
Students with physical disabilities

Such disabilities include mobility difficulties and chronic pain. These give rise to a range of
individual requirements. Students may require a combination of the following adjustments:
• personal assistance;
• rest breaks that do not count towards the total time allowed for the examination;
• additional time, for example, to compensate for slow speed of writing;
• assistive technology; 8
• the services of a scribe;
• ergonomic furniture;
• An accessible venue.
Any need for special furniture should be identified by the student in advance and in good time.
Students with communication difficulties

Communication difficulties may include speech that is difficult to understand, stuttering or an
inability to communicate orally. Students undertaking oral assessments may require the services
of an interpreter or a personal computer with voice synthesizer. Students will require additional
time to complete such assessments.
Why is it important for the assessor to carry out an assessment in accordance with the
assessment design and assessment plan?
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3.3 QUESTIONING TECHNIQUES DURING ASSESSMENT (AC 3)
The assessment can take a variety of different forms. The most common factors are that it is done
under comparatively short, timed conditions and usually under observed conditions which ensures
it is the student’s own work (although there are examples of exams where students take the
questions away). Major criticisms are that because of the comparatively short time allowed
answers may inevitably be superficial and/or not all the learning outcomes may be assessed. They
may also encourage the rote learning of potential model answers. This can be avoided if the focus
of the tasks set is on the application of what has been learnt, presenting the student with a
previously unseen context or scenario or set of data which they have to ‘do’ something with. Some
of the most common variations of exams are:
1. Seen
Where the questions to be answered are given at a pre-specified date beforehand. The intention is
to reduce the need for ‘question-spotting’, to reduce the anxiety, and to increase the emphasis on
learning.
2. Open-book
During the assessment students have access to specified texts and/or their notes. The intention is
to reduce the emphasis on memorising facts, to reduce anxiety and allows more demanding
questions to be set.
3. Unseen
Arguably makes the student revise the whole syllabus because anything may appear on the paper
(although in practice may do the opposite as the student may ‘question-spot’ and gamble on
certain topics coming up).
4. MCQ
Objective tests asking multiple choice questions (MCQ) where the student simply selects from a
bank of potential answers. Easy to mark (can be done by a machine or even administered on a
computer) and can ensure students revise the complete syllabus. However, it is arguably difficult,
if not impossible, to assess higher order skills, and writing good questions is very difficult. If you
can find an appropriate textbook there will probably be a bank of questions which come with it on
disk.
5. Viva
Possibly used in conjunction with any of the above methods, this involves the student having to
answer questions orally. In a comparatively short space of time it is possible to ascertain both what
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the student knows and the depth of this understanding (and possibly the amount they contributed
to a group project and the nature of that contribution).
6. Performance
In many cases, when it comes to practical outcomes, the only sensible way of really assessing
whether an outcome has been learnt is through watching the student actually perform it – whether
‘it’ is literally a performance, as in the performing arts, or a nursing student taking a patient’s blood
pressure. Because in such cases the assessed ‘product’ is transient, for purposes of moderation
and external validation you may need to find ways of recording the event (audio or video). Such
recordings can also play a vital role in giving the student feedback.
3.3.1 Types of questions

These are some of the different types of questions that can be used:
1. Alternative response questions

True/False; Yes/No questions
Possible uses: Recall of information
Ability to discriminate
2. Assertion/reason questions
Consists of an assertion and supporting explanation. The learner has to decide whether the
assertion and explanation are true, and if true, whether the explanation is a valid reason for the
assertion. Sometimes the learner is asked to select his/her answer from a list of possibilities, e.g.
True; True + Valid; True + Invalid.
Possible uses: Ability to weigh up options and to discriminate

3. Aural/oral tests
These are mainly used to generate evidence on learners’ ability to listen, interpret, communicate
ideas and sustain a conversation in the language of assessment.
Possible uses: Interpretation of ideas.
Expression of ideas
4. Completion questions/short answer questions
Learners are presented with a question with a pre-determined answer consisting of a few words,
or may be given a statement where key words are omitted. They are then required to complete the
statement by filling in the word(s). Such questions may also involve the use of numbers, diagrams
and graphs.
Possible uses: Recall of factual information
Test understanding and application of knowledge, e.g. in mathematical Concepts
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5. Examinations/tests
These usually consist of a range of questions. Learners are required to respond to questions
within a specified time.
Cognitive skills such as problem solving or analyses
6. Extended response questions
These are usually in a written form. There are few restrictions on the content and form of the
response. Continuous prose is normally required, but there may be limits on the length and/or time
allocated.
Possible uses: Open-ended debates or other responses
Arguments
Reports
7. Grid questions/matching questions
Grid questions and matching questions are variants of each other. The learner is presented with
two lists – a set of statements and a set of responses. The learner is required to indicate which
response from the second list corresponds or matches each statement in the first list.
Grid questions are presented in grid format. They differ from the other selected-response
assessment instruments in that each question may have more than one correct response and
each response may be used more than once.
Application of knowledge
8. Multiple choice questions
Multiple choice questions consist of an incomplete statement or a question, followed by plausible

alternative responses from which the learner has to select the correct one.
Outcomes involving higher order analytical skills are probably more validly assessed by means of
free-response assessment instruments such as extended response questions, but multiple choice
questions can be useful if carefully constructed.
Check understanding; analyses
9. Oral questions/restricted response questions
The form and content of the response is limited by the way in which the question is asked. These
questions do not have pre-determined correct answers (as in short answer questions, etc.) and the
assessor has to exercise his/her professional judgment when interpreting learner’s responses.
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Possible uses: Allows for self-expression when questions are oral
Supports observation of tasks where underpinning knowledge and understanding are tested
10. Personal interviews
A personal interview is probably the oldest and best-known means of eliciting information directly
from learners. It combines two assessment methods, namely observation and questioning. An
interview is a dialogue between the assessor and the learner, creating opportunities for learner
questions.
11. Questionnaires
A questionnaire is a structured written interview consisting of a set of questions relating to

particular areas of performance. Unlike a personal interview, it is administered and judged under
standard conditions.
Possible uses: Assessment of outcomes particularly concerned with attitudes, feelings, interests
and experiences.
12. Structured questions
A structured question consists of a stem (which describes a situation), followed by a series of

related questions. The stem can be text, a diagram, a picture, a video, etc.
Possible uses:
 Recall of information
 Application of knowledge and understanding
 Analyses
 Debates
 Arguments
Discuss the advantages and disadvantages of the following types of questions;

 Alternative response questions
 Reason questions
 Multiple choice questions
 Grid/matching question
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3.4 EVIDENCE GATHERING TO ENABLE VALID, CONSISTENT, RELIABLE AND FAIR
ASSESSMENT JUDGMENTS (AC 4)
Needless to say, the Assessor gathers evidence to make judgement. The Assessor will at this
stage, apply the rule of evidence to make evaluation of evidence and make judgments. This is
another stage of the assessment process; the Assessor is evaluating the evidence gathered by the
leaner. The Assessor will deem the learner
A. Competent – if the evidence gathered has met all the specific outcomes and its related
assessment criteria of the unit standard.
B. Not Yet Competent (NYC) – if the evidence gathered does not meet the specific outcome
and criteria or more evidence is required.
The Assessor plays a pivotal at this point in time and support. The feedback must be relevant
and constructive. Further assessment will require that the learner be reassessed against the
outstanding specific outcomes and criteria. This allows the learner to close gaps.
3.4.2 What is evidence?

It is a demonstrated proof of competence.
Rules of evidence
The evidence must be:
(VACCS/VARS)
 Valid – meet the specific outcomes and its related assessment criteria i.e. fit for purpose
 Authentic – created by the learner
 Consistent/Reliable – the evidence will give the same results about the learner’s
competence either by different Assessors or over a period of time
 Current - the evidence applies to the latest version of the standard or reflect current
practises
 Sufficient – evidence covers all the specific outcomes and criteria and the learner can
demonstrate competency at an acceptable level
3.4.3 Types of evidence

The best type of evidence is that which can be observed directly by the Assessor. This means that
evidence must 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:
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A) 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.
Evidence of direct evidence includes:

· Direct observation of tasks, activities, etc
· Questioning i.e. written / oral
· Product and output evaluation
It may be necessary to verify evidence for example, a written assignment or product to ensure that
it is the learner’s own work
I. Indirect evidence
Indirect evidence is evidence produced about he learner from another source. This usually in the
form of reports of third party sources i.e. sources other than that of 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 appraisal
 Training records
 Testimonials
 Reviews and commendations
 Certificates and qualifications
 Medals, prices and trophies
II. Historical background

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, the Assessor should guard against
discrepancies on this kind of evidence but it is still a useful supplement to the assessment process
more especially for Recognition of Prior Learning. Some examples of historical evidence are:
 Projects and Portfolios
 Video/audio taped performance/ photographs
 Document competed by the learner
 Performance appraisal
 Training records
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 Testimonials
 Review and commendations
 Certificates and qualification
 Medals, prices and trophies
 Customer or client ratings
Discuss situations where the following types of evidence can be used in assessment;
 Direct evidence
 Indirect evidence
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3.5 ENSURING ASSESSMENT JUDGMENT ARE CONSISTENT WITH JUDGEMENTS MADE
ON SIMILAR EVIDENCE (AC 5)
We have listed what is considered to be the most important criteria for evaluating the overall
quality of assessment. You can use these criteria to compile a checklist or rating form for the
purposes of evaluating assessment.
Assessment must be:
1. Fair and objective: Assessment must set out to evaluate what knowledge, skills and
attitudes the learners have acquired. Many assessors will fail in this respect, because they
attempt to find out what the learners do not know by trying to catch them out. Check to see
that each assessment question is adequately covered by appropriate objectives. Pay
particular attention to the action or verb used in the instructional objective. This will guide
you in selecting the type of question.
2. Comprehensive: The breadth of coverage of the assessment must be comprehensive
enough to cover the objectives of the course, unit or lesson.
3. Functional: The assessment must be easy to administer and mark. Here are a few
guidelines in this regard:
 Arrange assessment form easy to difficult
 Make sure the layout of the assessment is used consistently throughout the assessment.
 Group all the items of the same type.
 Provide clear concise directions to learners and the people who must administer it.
4. Valid: The assessment must measure what is intended to measure.
5. Reliable: The marks obtained on the assessment by a particular learner must remain the
same when the learner is tested more than once, using the same instrument, taking into
account any learning that might have occurred as a result of already having taken the test.
6. Discriminating: The assessment should differentiate those learners who have made more
progress during the training programme from the assessment.
7. Cost-effective: This means that the expense of administering the assessment should not
exceed the benefits of the results derived from it.
8. True to the purpose of the test: If we are conducting a diagnostic assessment, the
results should succeed inaccurately diagnosing specific shortcomings in the learning
outcomes of the learner.
9. Provide clear instructions: Test instructions must only allow one interpretation by the
learner.
In your opinion, what should an assessor do to ensure that his/her judgment is consistent to similar
evidence brought by different candidates?
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3.5.2 Judgment of Evidence
Evidence is judged by you, the assessor, on the basis of evidence provided by the candidate as
being Valid, Authentic, Sufficient and Current.
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3.6 RECORDS MANAGEMENT IN ASSESSMENT (AC 6)
Recording and reporting in an effective way is the key to good assessment, and to the smooth
implementation of skills programmes, learnerships, and other qualifications. All assessment
evidence and results for individual learners must be recorded and stored in a secure place, to
ensure availability in case of appeals, re-assessments and for verification purposes.
Data capture systems must be suitable for processing and recording results and submission of
results to the ETDQA in the required format. These are in line with the requirements of SAQA’s
National Learner Records data-base (NLRD), and make it possible to upload learner
achievements and other information to the central NLRD. The ETDQA suggests that providers
consider the following elements for a recording and reporting system:
 An internal candidate record per candidate: every provider must keep learning records
for each individual, capturing registration information and personal details. The provider will
have submitted the ETQA Learner Registration Form to the ETQA at the beginning of the
programme or RPL process.
 A candidate assessment record: every candidate will have his/her own assessment
record, which records assessment results and achievements of unit standards throughout
the course. The design of this form could vary: its purpose is to record competency
judgements against unit standards, and it should include any reporting and observation
tools and forms signed off by an assessor. It does not include the direct evidence
generated by a candidate (e.g. observation records, assignments, etc.) as these will go into
a candidate’s portfolio of evidence (see below). When all necessary requirements have
been met and the candidate has been assessed as competent, the ETQA Submission of
Learner Results will be submitted on the required form. This will trigger the necessary
verification processes. The ETQA will then upload the information to SAQA so that the
learners’ achievements are recorded on the NLRD. This form is provided in the ETQA file.
This form is provided in the ETQA file and is also now available electronically.
 A portfolio of evidence (PoE): this is the file in which all assessment evidence (e.g.
assignments, third party evidence, performance reports, tests and observations) is
gathered and kept. It would include copies of reporting and observation tools that go in to a
candidate’s assessment record, and any other products that have been used for
assessment. The ETDQA may request samples of PoEs, in conjunction with the relevant
learners’ assessment records, as part of its verification process.
 Moderators’ Reports: Moderation should occur at provider level, especially in cases
where training is happening at different sites. Moderator reports, noting issues of process
and the standard of assessment evidence and judgements, should be an integral part of
the recording and reporting process
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Sample of Assessment Records
These checklists could be used to assure that the assessment records meet the requirements for
making judgements, giving meaningful feedback, supporting internal and external moderation and
addressing possible appeals.
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Identify documents that an assessor used to document assessment results for each learner.
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You are to role play the process of conducting an assessment. This role-play is a follow-up to
Practical Task 1- Role play.
Roleplay parties
 2 Assessors
Resources required
 Classroom
 Unit standard
 Pens
 Writing pads
 First Aid Kit
 Assessment plan
 Assessment instrument
 Marking memo
Note to assessor
1. Assess the learners POE in accordance with the assessment plan, assessment instrument and
the marking memo. Ensure that;
 Assessment judgments are consistent with judgments made on similar evidence and
are justified by the authenticity, validity, sufficiency and currency of the evidence.
 Judgement is based on the marking memo and necessary evidence gathered.
2. Record the results of the assessment in the assessment decision and evidence evaluation
record.
Notes to the learner

 The learner must submit all their POE’s for assessment.
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FORMATIVE ASSESSMENT DECISION & EVIDENCE EVALUATION
RECORD
Candidate's Name ID No.
Assessor's Name Reg. No.
Unit Standard Title
ASSESSMENT DECISION
Met Did not meet
Specific Outcome Comments
requirements requirements
Overall Assessment Decision.
Comments
Date
Signature of Assessor Signature of Candidate
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FORMATIVE ASSESSMENT DECISION & EVIDENCE EVALUATION
RECORD
Candidate's Name ID No.
Assessor's Name Reg. No.
Unit Standard Title
ASSESSMENT DECISION
Met Did not meet
Specific Outcome Comments
requirements requirements
Overall Assessment Decision.
Comments
Date
Signature of Assessor Signature of Candidate
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LEARNING MODEL

•RPL

documentation
design


assessment design
outcomes
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SECTION 4: PROVIDE FEEDBACK ON
ASSESSMENTS
Specific Outcome
On completion of this section you will be able provide feedback on
assessments
Assessment Criteria
On completion of this section you will be able to:
 Feedback is given to relevant parties in accordance with
confidentiality requirements, in an appropriate sequence and
within agreed timeframes. (SO 4, AC 1)
 Feedback is clear and confined to strengths and weaknesses
in performance and/or requirements for further evidence in
relation to the outcome/s at hand. (SO 4, AC 2)
 The type and manner of feedback is constructive, culturally
sensitive and related to the relevant party's needs. Sufficient
information is provided to enable the purpose of the
assessment to be met, and to enable parties to make further
decisions (SO 4, AC 3)
 Feedback on the assessment process is obtained from the
candidate and opportunities are provided for clarification and
explanations concerning the entire assessment. (SO 4, AC 4)
 Disputes and/or appeals that arise are dealt with according to
the assessment policy. (SO 4, AC 5)
 Agreements reached and key elements of the feedback are
recorded in line with the requirements of the organisation's
quality assurance system. (SO 4, AC 6)
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4. PROVIDE FEEDBACK ON ASSESSMENTS (SO 4)
Feedback can only be given to the learner after the assessment process has been moderated, the
ETQA has verified the results (where necessary) and the ETQA has endorsed the statement of
results.
The role of feedback in the learning process is to inform the student of where and how their
learning and performance can be improved. Feedback on learning can come from fellow students,
lecturers, and staff supporting the learning process such as demonstrators or the student
themselves.
4.1 GIVING FEEDBACK TO RELEVANT PARTIES (AC 1)

After the completion of the assessment process, feedback must be given to candidates, trainers,
candidate’s manager (if workplace based), training provider, and moderators.
When conveying feedback to the learner, the assessor needs to portray professionalism, accuracy
and not be biased. The organizational assessment policy comes into play as this process includes
factors such as:
 Confidentiality
 Privacy
The following principles can be used to guide the processes of preparing and providing feedback:
 Feedback should be part of the assessment design, with the processes of receiving
and responding to feedback built into and made explicit in subsequent learning
experiences and grading.
 Feedback should be constructive, so that students feel encouraged and motivated to
improve their practice, and contributing to their positive self-esteem as learners.
 Feedback should be timely, so that students can use it for subsequent learning and work
to be submitted.
 Feedback should be prompt, so that students can recall what they did and thought at the
time.
 Feedback should be justified, by being based on clear and explicit explanations of
performance against stated criteria and standards.
 Feedback should be supportive of learning, so that students have clear indications of
how to improve their performance in a developmental progression.
 Feedback should be focused, on achievement, not effort; and on the work, not the
student.
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 Feedback should be expressed in terms of the learning outcomes, so that students
can relate their assessment to the learning outcomes, seeing how they can close the
gap between their current and their desired achievement of these outcomes.
 Feedback should be consequential, so that it engages students by requiring them to
attend to the feedback as part of the grading.
 Feedback should be focused on independence, so that it leads students to being
capable of assessing their own work, by facilitating their development of critical reflection
and self assessment.
 Feedback should be efficient, so that staff can manage it effectively.
 Feedback is NOT editing, spell-checking or grammar-checking. Students should be
required to edit their own work, and where possible to resubmit edited work based on
feedback about what needs to be done.
The feedback can only be given to the learner and other parties as outlined in the organizational
policy. The organisational policy must also outline;
 The sequence for giving feedback.
 Timeframes
SAMPLE: ASSESSMENT POLICY- Feedback on Assessed Coursework
“Departments shall ensure that adequate, timely and appropriate feedback is provided to students
on all coursework assignments. It is recognised that much valuable feedback is provided orally,
but departments are encouraged to give feedback in a form that is retrievable e.g. in written or
electronic form, and must keep records of feedback to students having taken place. The
communication of marks/grades should be individual (except where a common mark/grade is
given for group work); the communication of individual marks/grades by ID number is permitted.
Programme Handbooks shall state the form of feedback that students can expect and this
information shall also be given to students when assignments are set. The feedback should enable
students to understand the reasons for the mark/grade given and should include constructive
comments on the strengths and weaknesses of their work.”
I. What should an assessor do to ensure that feedback given to learners is confidential

II. Explain the sequence in which feedback must be given to a learner.
III. Besides learners, which other parties must be given feedback after assessment
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4.2 FEEDBACK IS CONFINED TO STRENGTHS AND WEAKNESSES IN PERFORMANCE (AC
2)
It is advisable that the assessor start with good statement put any negative issues in the middle of
the conversation and ends up with positive statement. This advice must be used when giving
feedback to learners who were declared competent and to those declared not yet competent. The
learner needs to indicate by signing the feedback document, that she/he has received the
feedback. Should there be any disputes; the learner is then advised to follow the appeal procedure
in line with the organizational appeal policy.
Qualities of Feedback
 It is a two way process (there is communication between the learner and the Assessor)
 It is constructive and developmental
 It is given as soon as the Assessor has evaluated evidence
 The Assessor and the learner should identify weaknesses
 It is handled confidentially
 The Assessor and the learner agree on an action plan for further development or re-
assessment process
Procedures for giving feedback

 It is given in a manner based on facts that are related to the unit standard.
 In an appropriate sequence
 In an open and relaxed mood
 The Assessor should be precise about gaps in the learner’s performance.
 If the learner is Not Yet Competent
Plan of action
 The learner needs your support
 Start with the good things you have identified
 Do not blame the learner
 The leaner should be told what steps he can take to close gaps
 Close the session with motivating comments or suggestions
If the learner is not satisfied with the results they must follow the Appeals and Disputes
Procedures as stipulated in the training provider’s Policies.
 Write a detailed feedback that is constructive and affirming
 Make judgments for each Specific Outcome.
 Complete Assessor Report
 Review Assessment
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NOTE
Always provide feedback which is clear and confined to strengths and weaknesses in performance
and/or requirements for further evidence in relation to the outcome/s at hand.
Why is it important for the assessor to limit his or her feedback to strengths and weakness in
learner’s performance?
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4.3 ENSURING THE FEEDBACK IS CONSTRUCTIVE, CULTURALLY SENSITIVE AND
RELEVANT TO PARTY’S NEEDS (AC 3)
The purpose of feedback is to help the learner and not to use as punishment of the learner or as
an outlet for your own frustrations. Therefore,
 Do not present opinions of judgements to the learner as facts.
 Remember to reinforce good performance through praise.
 Keep your feedback to observable performance.
 Evaluate performance based on the criteria previously agreed on for the task.
 Invite the learners to suggest practical ways in which they feel they may improve their
performance.
To ensure that the feedback is constructive and sensitive the assessor in the whole assessment
process must not;
 Assess without initially preparing for the assessment.
 Assess without any assessment tools.
 Assess using inappropriate assessment tools.
 Make a competent judgment when the learner has not submitted sufficient evidence.
 Make judgment without any record of candidate achievement.
 Give feedback to the learner without the moderator’s report.
 Be bribed by the learner or organization.
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. WHAT TO REMEMBER WHEN CONVEYING CONSTRUCTIVE FEEDBACK
Remember the following when providing constructive feedback;

1. Minimize and downplay evaluation. The purpose of the feedback is not to give the learner
a score (e.g. “very good” or “needs improvement”), but to identify ways in which they
could further learn, develop and improve. (A good operating assumption is that every
activity is in some way “very good”, and also in some way “needs improvement”.
2. Ask many questions. Questions are generally preferable to answers, as the former tend to
stimulate and sharpen thinking while the latter tend to shift responsibility from the learner to
the person providing feedback.
3. Listen to the learner. Try to understand their reasoning, motivations, concerns and needs.
Allow these issues to direct your comments and the conversation.
4. Adopt the learner’s perspective. Try to “get inside the learner’s mind” and see the issues
from their perspective. It doesn’t matter how you might have performed a task or would
solve a particular problem what is important is to help the learner find their own path.
Another useful perspective is that of the intended audience—e.g. the reader of a piece of
student writing, or the students in a classroom lesson (when giving feedback to the
teacher). Reflect back to the learner how their actions might be interpreted by or affect the
intended audience.
5. Direct feedback to what can be realistically changed or improved in the current context.
For example, if giving feedback to a short basketball player, it would be unhelpful to dwell
on how much better they would be if they were taller—presumably an issue out of their
control. Rather, it would be considerably more constructive to discuss ways of coping with
their height disadvantage.
6. Anchor the feedback in examples, but generalize from particulars to broad principles.
Don’t share with the learner your “gut feelings”; if you can’t provide examples of a problem
or issue, the comment should likely be discarded. Seek to move from particular examples
to a general principle that is potentially applicable to other contexts.
7. Be balanced and moderate in your feedback. Balance between encouraging and critical
comments. Don’t overdo it; too much feedback can be damaging or misleading.
8. Conduct the feedback conservation in an appropriate location and at an appropriate time.
This seems obvious, but worth reflecting on because in so many schools there are so few
locations and such little time for an intimate, uninterrupted conservation.
9. Converse, don’t preach. The general tone of a feedback conversation should be one of
two friends talking about a topic of mutual interest. Let your curiosity guide you—share
with the learner your questions, responses and reflections as an interested participant or
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reader. Try to avoid an authoritative tone.
10. Encourage the learner’s own self-criticism. Support students to develop, practise and
become comfortable with reflection, and with a critical analysis of their own learning so they
are able to take more responsibility for their own learning and monitor future directions
NOTE
Always provide feedback which is constructive, culturally sensitive and related to the relevant
party's needs.
Outline the procedure that an assessor must follow inorder to provide constructive feedback.
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4.4 OBTAINING FEEDBACK ON THE ASSESSMENT PROCESS FROM CANDIDATES (AC 4)
It isn’t enough just to give learners feedback on their progress and performance. Encouraging
learners to give feedback on their experience of work and learning also needs to be woven into the
overall approach.
Employers and providers that see their relationship with learners as a partnership are more than
half way to putting learners at the centre of their own learning. It’s all part of encouraging learners
to make their own, informed decisions with appropriate help and guidance.
A good way of finding out what learners think is by asking them to reflect on what they have been
doing. It doesn’t have to be a big deal, just something to think about. Simple questions like these
can pave the way:
 What are the main tasks you have been involved with lately, and what have you learned by
doing them?
 What were you pleased with?
 Was there anything you found difficult, or would do differently next time?
 How could we help you better?
It can also be productive to ask learners what they think about the feedback they get from
managers and staff. Examples are:
 ‘I’d say you need to practise a bit more before we assess your performance. What do you
think?’
 ‘You need to key this report in. I can’t read your handwriting. Would you say it’s legible?’
Questioning and listening skills

It’s important to be good at asking questions and listening to the answers, when encouraging
learners to give feedback. Some pointers are given in the box below.
Questioning skills
I. Use open questions (beginning with ‘who’, ‘what’, ‘why’, ‘when’ and ‘where’) to start a
dialogue or to find out what the learner has been doing.
II. Use follow-up questions to probe deeper: ‘How did you do that?’ or ‘Tell me more about
…’.
III. Use closed questions (those that require the answer ‘yes’ or ‘no’) to confirm agreement or
further action: ‘Would you like me to speak to your supervisor about that? or ‘We’ll include
that on the action plan, OK?’.
IV. Use silences. Learners may be thinking of an answer and it doesn’t always help to have
someone else plunge in and say something.
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Listening skills
I. Concentrate wholly on what the learner is saying – not on framing a reply.
II. Listen until they have finished. Make encouraging noises if necessary, but don’t interrupt.
III. Make sure your body language says you are listening (don’t go overboard though!).
IV. Repeat things back to learners if you aren’t quite clear, like this: ‘So, what you’re saying is
you aren’t happy working on reception, am I right?
Learner satisfaction surveys
‘Any good business will tell you it is vital to listen to the views of customers in order to improve. In
the case of . . . the post-16 education and training sector, this means the learners who are at the
heart of everything we do’
Learner satisfaction surveys are a systematic way of understanding learners’ experiences. The
results should enable employers and providers to respond better to learners’ needs.
There is considerable variation in the extent and type of information obtained from learner surveys.
Most have some way of measuring:
 General satisfaction with the quality of teaching/training
 Overall satisfaction with the learning experience
 How well the programme matches expectations
 Positive and negative aspects of the programme.
These are important. But it’s just as important to investigate other issues such as:
 the possible effects of the programme on learners
 learners’ attitudes to learning
 complaints that learners may have about aspects of the learning programme
 Reasons that learners have for choosing a particular course or programme.
The most common method for finding out about learners’ views is to use a written questionnaire. A
few commercial products are available, but many employers and providers devise and administer
their own questionnaires. The information obtained from questionnaires is largely quantitative, as
there is generally little space for the respondent to offer qualitative feedback. Focus groups,
learner forums and face-to-face interviews can be used to provide more detailed, qualitative
information.
Results from learner surveys can be used to:

 provide information for discussions inside the organisation
 contribute to the annual self-assessment report and development plan
 specify what improvements are needed
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 make changes, e.g. to the structure and delivery of programmes
 Provide material for marketing and/or publicity.
Other methods of getting learner feedback

 Open communication channels, e.g. suggestion boxes – to facilitate and invite gathering of
information.
 Consultations on specific topics to develop new ideas and gauge opinions on possible
changes.
 Getting learners directly involved in specific tasks, e.g. market research, preparing publicity
materials to build in learners’ views first hand.
 Forming learner groups to ‘shadow’ decision-making bodies to give learners real input into
the main decision-making groups in the organisation
Obtain feedback on the assessment process from the candidate and opportunities are provided for
clarification and explanations concerning the entire assessment.
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Identify and describe the different methods that an assessor can use to get feedback from
learners.
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4.5 DISPUTES AND/OR APPEALS THAT ARISE ARE DEALT WITH ACCORDING TO THE
ASSESSMENT POLICY. (AC 5)
All candidates have a right to appeal the assessment results if they feel it was not fair. An appeals
form can be used;
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Appeals Procedures
Stage 1:
 Approach the assessor to state your case for re-assessment within 14 working days of
being informed of the assessment decision. Complete and submit the appeals form within
the 14 days.
 The service provider respond to all appeals and disputes received within 14 working days.
 The assessor will consider the application and respond with either:
 A clear explanation stating why the assessment decision is upheld combined with a re-
evaluation of the evidence.
 An amendment of the learner’s Assessment Record, should this be appropriate.
Stage 2:
 Should the decision made by the assessor be unsatisfactory, the appeal will be forwarded
to the moderator for mediation and possible re-assessment.
Stage 3:
 Management (service provider) would be approached as the next step, should the decision
not be accepted. A panel will be selected to administer the appeal.
 The learner is invited to attend the proceedings held by the panel.
Stage 4:
 Once all internal appeals and dispute systems have been exhausted, appeals and disputes
can be referred to the relevant ETQA for investigation.
Appeals can be brought against:

• Unfair assessments
• Invalid assessments
• Unreliable assessments
• The assessor’s judgement, if considered biased
• Inadequate expertise and experience of the assessor if it influenced the assessment
• Unethical practices
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Re-assessment
The assessment process has to have a built-in process for re-assessment. When learners have to
undergo re-assessment, they have to be given feedback so that they can concentrate on areas of
weaknesses. Ideally, continuous formative assessments should minimize the need for re
assessment as the assessor and the learner agree on a summative assessment only when they
both feel that the learner is ready for it.
Re-assessment should comply with the following conditions:
• Re-assessment should take place in the same situation or context and under the same
conditions
 The same method and assessment instrument may be used, but the task and
materials should be changed. However, they should be of the same complexity and level
as the previous one(s). Where the methods and instruments are changed, they must be
appropriate for the outcomes specified.
NOTE:
Where several outcomes have been assessed and some, but not all, were achieved successfully,
a decision has to be made about the credits for the successful outcomes, i.e. will the learner be
able to retain these credits without having to be re-assessed? If so, what would the assessment
consist of then?
Care should be taken regarding how often re-assessment can be taken, and the length of time
between the original assessment and the re-assessment. A learner who is repeatedly
unsuccessful should be given guidance on other possible and more suitable learning avenues.
The ETQA should ensure that there is an appeals procedure in place, i.e. appeals against an
assessment decision. Learners should be secure in the knowledge that they can appeal against an
unfair assessment.
The provider has to develop an appeals procedure in line with the requirements of the ETQA, for
example:
130
Assume a learner informs you that he does not agree with the way you assessed his work. Explain
the steps you would take to handle and solve the learners appeal.
131
4.6 REACHING AGREEMENTS AND RECORDING OF FEEDBACK (AC 6)
It is important to note that all key agreements reached and feedback during and/or after the
assessment process must be recorded. Most organisations have a process in place for recording
the results of assessment. It is not uncommon as well for assessors to maintain their own records
in case of any follow up or appeals.
A generic approach would be:
 Assessor either records or passes on the results for recording

 Assessor checks that the result has been accurately recorded
 Result provided to learner
There are several reasons why the results need to be kept:

 Feedback to learner
 Legislative requirements
 Record in case of appeal
 Company records for future training needs
Accuracy of Assessment Documentation

Records of assessment often form part of an individuals personal file and as such the information
held within will often form the basis of deciding whether the individual is due a salary increase,
promotion etc. Therefore, the information must be accurate. Your organisations will no doubt have
policies and procedures in place as to the recording of results.
Essentially, well-documented evidence will:
• Ensure that the requirements of the training organisation, such as record keeping for
purposes of career progression, are met.
• Enable appropriate feedback to candidates, especially in the event of an appeal against
assessment.
• Be used for other purposes, such as assessment of competencies for other occupations or
courses. ANTA, 1999 (402) 3.21.
Recording assessment results could include the following information:

• Name of candidate
• Date and time of assessment
• Location of assessment
• Unit being assessed
• Evidence required
• Methods used to assess competence
132
• Results of assessment
• Comments/feedback
• Assessor's name
• Appeals/Review procedures
133
In your opinion, is it important for the assessor and the learner to reach an agreement after
assessment feedback has been communicated.
Page 134
You are to role play the process of giving assessment feedback to relevant parties. This role-play
is a follow-up to Practical Task 1 & 2- Role play.
Roleplay parties
 2 Assessors
 Facilitator
 Representative of the training provider.
Resources required
 Classroom
 Unit standard
 Pens
 Writing pads
 First Aid Kit
 Assessment plan
 Marking memo
 Assessed POE
 Assessment decision and evidence evaluation record
Notes to the assessor

1. Set up a meeting and communicate assessment results with the facilitator and the
representative of the training provider.
2. Set-up a meeting with each learner or candidate

a) Communicate the assessment feedback. When conveying the feedback;
 Be constructive
 Be culturally sensitive.
 Be clear
 Focus on strengths and weakness in performance.
b) Where applicable explain the appeals procedure and resolve the dispute.
c) Collect any feedback from the learner relating to the assessment process.
135
d) Reach an agreement with the learner and record the results.
Note to the learner

1. Attend the assessment feedback meeting.
2. Learner 2 & 3 must dispute the assessment results. Learner 1, 4 and 5 must accept the
results with no disputes.
3. Give feedback on the assessment process. Issues like duration of the assessment,
assessment design and assessment process can be raised.
4. Reach an agreement with the assessors and sign the assessors report.
136
LEARNING MODEL

•RPL

documentation
•Pre-assessment moderation requirements
Prepare •Communication assessment details to candidates
•Confirmation for candidate’s readiness for
assessment
design

•Ensuring feedback is constructive, culturally
Feedback sensitive
•Obtaining feedback from the candidate

assessment design
outcomes
137
SECTION 5: REVIEW ASSESSMENTS
Specific Outcome
On completion of this section you will be able to review
assessments.
Assessment Criteria
On completion of this section you will be able to:
 The review identifies strengths and weaknesses in the
instruments and process, and records these for incorporation in
assessment redesign. (SO 5, AC 1)
 Feedback from relevant parties is analysed and used to
influence future assessments positively. (SO 5, AC 2)
 Weaknesses in the assessment design and process that could
have compromised the fairness of assessment are identified and
dealt with according to the organisation's assessment policy.
(SO 5, AC 3)
 Weaknesses in the assessment arising from poorly defined
outcomes and criteria are identified, and effective steps are
taken to inform relevant bodies. (SO 5, AC 4)
138
5. REVIEW OF ASSESSMENTS (SO 5)
The last stage of the assessment process is assessment review. Here an evaluation of the
assessment process, design, instruments and unit standards is conducted inorder to recommend
any necessary improvements.
5.1 IDENTIFYING STRENGTHS AND WEAKNESSES IN ASSESSMENT FOR

INCORPORATION IN ASSESSMENT REDESIGN. (AC 1)
As an assessor you need to consider the fact that you deal with different situations, like RPL,
learners and you assess different Unit Standard or qualifications.
The conditions require the Assessor to review the Assessment instrument and process for each
Assessment conducted.
What do you look at when you review the Assessment instrument?

 Layout of the assessment instrument.
 Mark allocation in the formative and summative assessments.
 Space for learners to fill-in answers and personal information.
 Learner instructions on what must be completed and what documents to attach in the POE.
 Sufficiency of the number of questions asked.
For each weakness identified the following must be reported;

• The nature of the weakness
• How it affects the assessment process and results
• Recommendations and action plan.
The assessor must do his or her own evaluation and also incorporate feedback given by
the parties who were involved in the assessment process. For example, the assessor
should read the comments made by the learners and other parties about the whole
process when they do evaluation. This could assist him/her to identify the weakness and
strengths.
Name the documents that can provide the assessor with information about the strength and
weakness in an assessment.
139
5.2 ROLE OF RELEVANT PARTIES IN FUTURE ASSESSMENTS (AC 2)
Parties to be involved in the review;
1. The candidate
The candidate is given the evaluation form where s/he is given an opportunity to evaluate the
assessor. This assist the assessor to pick up comments from the candidate learner with the aim
of improving her/his assessment skill in the future.
2. Assessment team
These can include the facilitator (training personnel), the moderator and the verifier if any. The
assessor needs to have the meeting with this team and cite both the strengths and the
weaknesses of the assessment. This is also the time when the assessor shares any challenges
she/he had during the assessment process and how she/he handled those challenges. The team
is also expected to give formal inputs which are recorded and utilized in conducting the future
assessment.
5.2.1 Type of evidence required at this time

 The evaluation form from the assessed learner.
 The final report from the assessor indicating the challenges and weaknesses of the
assessment.
 The agenda for the assessment team meeting
 The minutes of the assessment team meeting signed by all members who attended the
meeting.
Identify stakeholders or parties who can give useful information when reviewing the assessment
process.
140
141
5.3 IDENTIFYING WEAKNESSES IN THE ASSESSMENT DESIGN AND PROCESS THAT
COULD HAVE COMPROMISED THE FAIRNESS OF ASSESSMENT (AC 3)
The assessor must be able to identify weaknesses and strengths in the assessment design and
process. The assessment design must meet the following principles of assessment.
 Fairness
 Validity
 Reliability
 Practicability
NB: These principles were discussed in detail in section 1 of this module. Below is a checklist that
the assessor can use to evaluate the assessment instruments inorder to determine weakness and
strengths.
VALIDITY Yes/No Comment
1. The assessment tasks are based

on realistic workplace activities and Y/N
contexts.
2. The evidence relates directly to the

units of competence, or learning Y/N
outcomes being assessed.
3. The assessment tools will assess

the candidate’s ability to meet the
Y/N
level of performance required by the
unit(s) of competency.
4. The assessment tasks have been

designed to allow holistic and
Y/N
integrated assessment of
knowledge, skills and attitudes.
5. More than one task and source of

evidence will be used as the basis
for judgement, with evidence drawn Y/N
from a variety of performances over
time where practical.
6. Where practical, the methods and

processes for assessment have
been validated by another person Y/N
with expertise in the competencies
being assessed.
RELIABILITY Yes/No Comment
1. Assessment exemplars and

checklists have been prepared for Y/N
use by assessors.
142
2. Guides for observing and recording
evidence are based on units of Y/N
competency.
3. Clear guidelines are available to

ensure that assessors make
Y/N
consistent decisions over time and
with different candidates.
4. Where multiple assessors are

involved in conducting parallel
Y/N
assessment events, the strategies
used have been agreed.
5. Consistent instructions to
candidates and procedures for
Y/N
undertaking assessment are
available to all assessors.
6. Where work samples are to be used

as evidence, candidates will receive
specific guidelines on requirements,
Y/N
including information about
ensuring authenticity and currency
of the evidence.
7. Where a unit or units of competency

are to be assessed in different
Y/N
situations, the situations are
generally comparable.
PRACTICALITY Yes/No Comment
1. Can learners complete the

assessments within the defined Y/N
time frames (notional hours)?
2. Do learners have access to the

equipment and material required Y/N
during the assessment process?
3. Can all learners meet the financial

costs associated with the Y/N
assessments?
FAIRNESS Yes/No Comment
1. Candidates will be given clear and

Y/N
timely information on assessment.
2. Information for candidates will cover

assessment methods, procedures,
the criteria against which they will
Y/N
be assessed, when and how they
will receive feedback and the
mechanism for appeal.
3. Candidates will be included in

discussions on the choice of
Y/N
assessment methods and timing
(where applicable).
143
4. Candidates will be made aware of
their responsibilities with regard to Y/N
assessment.
5. The assessment approach chosen

caters for the language, literacy and Y/N
numeracy needs of all candidates.
6. The special geographic, financial or

social needs of candidates have
been considered in the Y/N
development and conduct of the
assessment.
7. Reasonable adjustment can be

made to the assessment strategy to
ensure equity for all candidates, Y/N
while maintaining the integrity of the
assessment outcomes.
8. Opportunities for feedback and

review of all aspects of assessment Y/N
will be provided to candidates.
9. There are clearly documented

mechanisms for appeal against
assessment processes and Y/N
decisions and these will be provided
to candidates prior to assessment.
Identify possible weaknesses in the assessment design and process that can compromise the
fairness of the assessment.
144
5.4 IDENTIFYING WEAKNESSES IN THE ASSESSMENT ARISING FROM POORLY DEFINED
OUTCOMES AND CRITERIA (AC 4)
The assessor must also review the unit standard being assessed. That is, the learning outcomes
and assessment criterions must be analysed and any weaknesses or strengths identified.
1. Evaluating Learning outcomes

Outcomes must be formulated in accordance with the actions or demonstration process required
from the learning experiences. Thus, in evaluating learning outcomes for a unit standard, you have
to check if observable action words such as “describe”, “apply”, “design”, “Produce” and so on
have been used. These are specific verbs, rather than vaguer terms such as “know” and
“understand” (even though you do sometimes have to use them too!).
There are three requirements of a suitable outcome:

• An outcome needs to include a verb or “do” word. This will indicate the type of learning
activity that will take place. This verb must indicate behaviour that can be observed and
measured. Examples of these type of verbs are: “develop” (a business plan), “analyse”
(a case study), “compile” (a budget), “formulate” (training needs), “build” (a wall), etc.
• An outcome also needs to include a noun. The noun indicates the object of the verb.
From the above-mentioned examples the following will serve as nouns: “a business
plan”, “a case study”, “a budget”, “training needs” and “a wall”. It is therefore not
sufficient to expect learners only to develop, analyse, compile, formulate or build. There
has to be an object that is linked to these verbs.
• Thirdly, an outcome must also include a qualifier that indicates the scope, standard or
method through which something is done. Let us take the building of a wall as an
example: after completion of the training programme the trainees will be able to “build”
(verb) a “wall” (noun) “according to the relevant municipal regulations” (qualifier). We
can also take the issue of training needs assessment as an example to learn about how
to formulate outcomes: after studying the the training needs assessment part of the
training cycle (as you did in Module 2), you must be able to formulate (verb) training
needs (noun) based on the discrepancy or gap experienced in the specific work place
(qualifier).
2. Reviewing assessment criterions

Besides the outcomes, the assessor must review the assessment criterions of the unit standard.
Remember, assessment criterions are statements which specify the standards that must be met
and what evidence will be taken to show achievement of learning outcomes. The following must be
noted;
• Does the assessment criterion relate to the outcomes?
145
• Does the assessment criterion relate to the NQF level of the course?
• Is the assessment criterion clear and easy to interpret?
• Does the assessment criterion relate to the specific requirements of the assessment
task?
• Does the assessment criterion relate to the subject area?
REPORTING UNIT STANDARD ISSUES

Any weakness that an assessor has identified must be reported to SAQA and the ETQA body
responsible. For any complaints to SAQA the following complaints form which is available on
http://www.saqa.org.za/show.asp?include=docs/forms/general.html must be completed;
General Complaint or Compliment Form
Note * indicates field is compulsory
* Name:
* Surname:
Contact No:
* E-mail:
ID No / Passport No:
In one line please explain what the complaint or

compliment is about:
Please provide details of the complaint or compliment:
How did you hear about SAQA?:
If Other, specify
Please provide additional information, if necessary:
Word Verification Type the characters you see in the picture below.
CHECKLIST
146
The following checklist can be used to review a unit standard.
Unit standard title and ID

Subfield(s)
Application
Checked by Tick box for compliance, or include explanatory

comments and expand in covering letter if required
Yes No Comments
1. GENERAL
There are no unnecessary or

unreasonable restrictions on the
pace or mode of assessment
Standards do not unnecessarily
duplicate the significant outcomes
of any other standards
Outcomes and evidence
requirements are manageable,
coherent, assessable and
consistent with valid assessment
practice
Language is clear and appropriate
for intended users
Outcomes are consistent with each
other and the title
Text is free from typographical,
grammatical, and punctuation
errors. It is of publishable quality
and meets current formatting
requirements in terms of the:
 numbering of explanatory notes
 numbering of evidence
requirements
 format of range statements
2. Evidence requirements
Specify the quality of the critical

evidence required to meet the
outcomes and are not assessment
tasks or instructions to assessors
Provide informative guidance and
sufficient detail for manageable
assessment
Collectively indicate the standard
or quality of performance required
Do not simply restate the outcome
statements and do not introduce
new requirements
Are consistent with the outcome
statements
3. Range statements
Range statements clearly

distinguish items that need to be
considered
147
Yes No Comments
Range statements that apply to the

whole standard are placed in the
explanatory notes
Are immediately below the relevant
outcome statement, or
incorporated into the text of the
outcome statement
Are immediately below the relevant
evidence requirement, or
incorporated into the text of the
evidence requirement
4. Explanatory notes
References to publications are

directly relevant to the standards,
cited using a recognised
convention, and accessible to
users
Acts, codes, or regulations are
current, directly relevant, and their
formal names and dates of
enactment are accurate
The purpose of each explanatory
note is clear
Definitions assist in the
interpretation of the standards
5. Levels
The levels assigned to the

standards are consistent with the
level descriptors
6. Credits
Are within the range 1-120

(inclusive)
Are consistent with standards of
comparable outcomes and similar
contexts
Are fair in relation to the content of
the standards and align with the
definition of credit ie 1 credit
represents a notional 10 hours of
learning, practice and assessment
148
Yes No Comments
7. Purpose statements
Express the outcomes of the

standards in terms of the
knowledge, skills, behaviours,
attitudes, and values which they
recognise
Allow for meaningful comparison
with other standards
8. Entry information
Relates to prerequisites or
recommended skills and
knowledge
Prerequisites relate to critical
health, safety, and legislative
requirements
Entry requirements are not at
higher levels than the standards on
which they appear
References to other standards are
correct and are correctly formatted:
Unit <id no>, Title
Discuss possible assessment that can arise from poorly defined outcomes and assessment
criterions.
149
ASSESSMENT REVIEW
NAME of LEARNER NAME of ASSESSOR
VENUE DATE of REVIEW

UNIT STANDARD
LEARNER/
Review Dimension ASSESSOR ACTION
CANDIDATE
The principles/criteria for good Agree Agree
assessment were achieved? Disagree Disagree
The assessment related to the registered Agree Agree
unit standard? Disagree Disagree
Agree Agree
The assessment was practical?
Disagree Disagree
It was time efficient and cost-effective
Agree Agree
and did not interfere with my normal
Disagree Disagree
responsibilities?
The assessment instruments was fair, Agree Agree
clear and understandable Disagree Disagree
The assessment judgements was made Agree Agree
against set requirements Disagree Disagree
The venue and equipment was Agree Agree
functional? Disagree Disagree
Special needs were identified and the Agree Agree
assessment plan was adjusted Disagree Disagree
Feedback was constructive against the Agree Agree
evidence required Disagree Disagree
Agree Agree
An opportunity to appeals was given
Disagree Disagree
Agree Agree
The evidence was recorded
Disagree Disagree
LEARNER”S DECLARATION OF UNDERSTANDING
I am aware of the moderation process and understand that the moderator could declare the
assessment decision invalid
Learner Date Assessor Date Moderator Date
150
You are to role play the process of reviewing the assessment process. This role-play is a follow-up
to Practical Task 1; 2 and 3 - Role play.
Roleplay parties
 2 Assessors
 Facilitator
 Representative of the training provider.
Resources required
 Classroom
 Unit standard
 Pens
 Writing pads
 First Aid Kit
 Assessment plan
 Marking memo
 Assessed POE
 Assessment decision and evidence evaluation record
All parties
 Identify the strengths and weaknesses in instruments and the assessment process.
 Identify weaknesses and strengths in the assessment design.
 Analyse feedback from different parties and make recommendations.
151
152
BIBLIOGRAPY
Adapted from: http://www.skillsatwork.co.sa

Comparison between Outcome Based Assessment and Content Based Assessment (Meyer; 2002:
339).
Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications
ISBN: 0958441944
http://www.perspectivetrainingcollege.com/Downloads/008%20-%20Assessment%20policies.pdf
The implementation of adaptive methods of assessment: Ronele Dalene Venter 2012
Adapted from Khanyile 2000:1)
http://www.jfn.ac.lk/OBESCL/MOHE/OBE-Articles/Books-chapters-n-Reports/1.Assessment-n-
QA.pdf
Student Learning Assessment: Options and Resources, Second Edition Published by the Middle
States Commission on High
http://oxbridgeacademy.co.za/PREVIEWS/Education-Assessor.pdf
http://www.etdpseta.org.za/live/images/stories/etdqa_latest/ETDP%20SETA%20ASSESSMENT%
20and%20MODERATION%20POLICY%20final.pdf
http://www.jsw.org.au/elearning/retail/certIV/assess_workplace_competencies/unit_aw/concepts/a
wc0602.htm: ANTA,1999 (402) 3.21.
http://www.saqa.org.za/show.asp?include=docs/forms/general.html
Meyer L (1st 2008), Outcomes based assessment for SA teachers, Publisher: Van Schaik, ISBN
Number: 9780627027482
Maree J (2nd 2008), Outcomes based assessment, Publisher: Heinemann Academic, ISBN
Number: 9780796225115
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CONDUCT OF OUTCOMES- BASED ASSESSMENTS

Page 1 of 153 Conduct outcomes based assessment

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Outcomes Learning Activities

Stop and Think!

Course Material Reflection

Notes (Blank) References

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HOW YOU WILL LEARN

HOW YOU WILL BE ASSESSED

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•Comparison between outcomes-based assessment

•Preparation of assessment resources, logistics and

•Feedback is communicated to relevant parties

•Identification of strengths and weaknesses in

Page 7 of 153 Conduct outcomes based assessment

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1.1.2 OBE AND CONTENT BASED EDUCATION (AC 1)

The fundamentals of outcomes-based approaches to learning

 Contents Based Learning …

Page 9 of 153 Conduct outcomes based assessment

 Outcomes Based Learning…

Outcomes-based education and training (OBET) is characterised by the following:

 Outcomes and assessment criteria are stated clearly in the standards

 Outcomes are focused on skills, knowledge and attitudes / values

Page 10 of 153 Conduct outcomes based assessment

 Outcomes describe observable, demonstrable and assessable performance

Some advantages of outcomes-based education and training:

 Learners know what is expected of them and can assess themselves

 Trainers can plan and prepare for maximum results

 Outcomes are agreed between representative role-players and experts

 Theory and practice, skills and knowledge can be integrated

 Forces formal institutions and workplace management to cooperate in developing relevant

Disadvantages of outcomes-based education and training:

 Half-measures in applying the concepts results in a watered-down system that unfairly

 Resource-heavy as a wide group of role-players need to be trained to understand and use

 OBET does not make provision for excellence

 Implementation of OBET is very costly and time consuming

Page 11 of 153 Conduct outcomes based assessment

Assessment in traditional education is norm referenced. According to Du Toit (1999:9) norm

The assessment of outcomes-based learning is a continuous activity. Assessment is based on

Content based assessment Outcome based assessment

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I. Discuss the importance of assessment of learning activities?

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1.2.2 The principles of RPL Involves the following:

1.2.3 RPL process

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RPL is an assessment process characterized by:

RPL is required by learners for:

The process of recognizing of prior achievements is about:

Page 18 of 153 Conduct outcomes based assessment

Individuals use recognition of prior learning because it:

Learner Signature: ______________ Date: _