Assessor Learner Guide

Learner Guide
Conduct outcomes-
based assessment
SAQA ID 115753:
Version 1 Learner Guide 1

Conduct outcomes-based assessment
NQF Level 5, 15 Credits

Table of Contents
MODULE 1 UNDERSTANDING OUTCOMES-BASED ASSESSMENT.............................................5
DEMONSTRATE UNDERSTANDING OF OUTCOMES-BASED ASSESSMENT..................................................6
Outcomes-based education, training and development................................................................................7
Concepts of learning...................................................................................................................................9
1.1 Outcomes-based assessment.....................................................................................................10
Comparing outcomes based assessment and another form of assessment.................................................13
Outcomes based versus content based assessment....................................................................................14
1.2 Recognition of Prior Learning (RPL).......................................................................................18
Purpose of RPL.........................................................................................................................................19
Process of RPL.........................................................................................................................................20
Benefits of RPL........................................................................................................................................20
Potential impact of RPL on individuals, learning organisations and the workplace...................................21
Challenges of RPL....................................................................................................................................22
1.3 Methods of assessment..............................................................................................................22
Assessment methods............................................................................................................................23
Assessment instruments.......................................................................................................................27
1.4 Key principles of assessment....................................................................................................31
Key principles of assessment used in Methods of Assessment..................................................................32
Key principles of assessment used in Evidence.........................................................................................33
Key principles of assessment used in Overall Assessment Process...........................................................33
The importance of applying the principles (effects)..................................................................................33
Assessing competence..........................................................................................................................35
1.5 Approach to giving feedback on assessment results.................................................................37
Possible impact of feedback on candidates and further learning and assessment......................................37
Class Activity 1: Demonstrate understanding of outcomes-based assessment......................................39
MODULE 2 PREPARE FOR ASSESSMENTS..................................................................................40
PREPARE FOR ASSESSMENTS.................................................................................................................41
2.1 Prepare for assessment to meet the requirements of the assessment at hand...........................41
Logistics...............................................................................................................................................41
Resources and environment..................................................................................................................42
Documentation.....................................................................................................................................42
Steps to follow when preparing for assessment.........................................................................................43
1. Identify need for assessment............................................................................................................43
2. Determine and state required criteria for performance.....................................................................43
3. Determine the assessment strategy...................................................................................................44
4. Select or design assessment procedure.............................................................................................44
5. Consult the learners on the process of the assessment......................................................................44
Ensuring fairness of the assessment..........................................................................................................44
Ensuring safety of the assessment.............................................................................................................45
2.2 Notify parties involved in the assessment.................................................................................45
Checking to ensure parties involved in the assessment are ready and available........................................45
The assessor.........................................................................................................................................45
The moderator......................................................................................................................................46
The learner/ candidate..........................................................................................................................47
The verifier/ external moderator...........................................................................................................47
SETA/ ETQAs.....................................................................................................................................47
2.3 Carry out all pre-assessment moderation requirements...........................................................48
Assessment policies and ETQA requirements...........................................................................................48
Moderation requirements..........................................................................................................................49
Pre-assessment moderation..................................................................................................................50
2.4 Explain assessment details to candidates.................................................................................50
Explaining details of assessment to candidates.....................................................................................51
Provide opportunities for clarification.......................................................................................................51
Respond to promote understanding of the requirements...........................................................................52
The principles and mechanisms of the NQF..............................................................................................52
NQF Framework..................................................................................................................................54
2.5 Seek inputs from candidates......................................................................................................55
Potential barriers to assessment (special needs)........................................................................................55
Make modifications to the assessment approach.......................................................................................56
2.6 Confirm candidate readiness for assessment............................................................................56
Pre-assessment Meeting.......................................................................................................................56
When candidates are not yet ready............................................................................................................57

Documents relevant to the preparation and planning of assessment..........................................................58
The Assessment Readiness Check........................................................................................................58
The Pre-Assessment Meeting Memorandum of Agreement.................................................................59
The Minutes of Pre-Assessment Meeting.............................................................................................60
The marking memorandum..................................................................................................................61
Class Activity 2: Prepare for assessments.............................................................................................61
MODULE 3 CONDUCT ASSESSMENTS..........................................................................................62
CONDUCT ASSESSMENTS......................................................................................................................63
3.1 Assessment practices.................................................................................................................63
Assessment practices................................................................................................................................63
Professional, industry or legislated codes of practice...............................................................................64
Quality assurance......................................................................................................................................65
Language and Assessment........................................................................................................................66
Unacceptable practice and irregularities in assessment........................................................................66
3.2 Carry out the assessment according to the assessment design and plan..................................68
Good practice in Formative Assessment...............................................................................................70
Good practice in Summative Assessment.............................................................................................72
Adjustments to the assessment design / plan.............................................................................................74
3.3 Use questioning techniques to elicit appropriate responses.....................................................75
The assessment.....................................................................................................................................75
Questioning techniques........................................................................................................................75
Do not use leading questions.....................................................................................................................78
Listening..............................................................................................................................................79
3.4 Gather sufficient evidence........................................................................................................79
Rules of evidence......................................................................................................................................79
Types of evidence.....................................................................................................................................80
3.5 Ensure that assessment judgements are consistent...................................................................83
Judgment of Evidence...............................................................................................................................84
Sufficiency...........................................................................................................................................84
Reaching assessment results.................................................................................................................85
Moderation...........................................................................................................................................86
Processing of assessment results..........................................................................................................86
Reporting procedures...........................................................................................................................87
Rules and procedures for marking........................................................................................................87
The use of rubrics.................................................................................................................................87
3.6 Ensure that records of the assessment are in line with the quality assurance system..............89
Sample of Assessment Records............................................................................................................90
Class Activity 3: Conduct assessments.................................................................................................97
MODULE 4 PROVIDE FEEDBACK ON ASSESSMENTS.............................................................98
PROVIDE FEEDBACK ON ASSESSMENTS................................................................................................99
4.1 Give feedback to relevant parties.............................................................................................99
4.2 Give clear and specific feedback............................................................................................100
Confidentiality requirements...................................................................................................102
4.3 Use the correct type and manner to give feedback.................................................................104
Provide sufficient information................................................................................................................105
4.4 Obtain feedback on the assessment process from the candidate............................................106
Example: Learner’s Review of the Assessment Process.....................................................................107
Provide opportunities for clarification and explanations.........................................................................108
4.5 Deal with disputes and/or appeals that arise.........................................................................108
4.6 Record agreements reached....................................................................................................111
Example Assessor’ and Moderator’s Review of the Assessment........................................................112
Class Activity 4: Provide feedback on assessments............................................................................113
MODULE 5 REVIEW ASSESSMENTS............................................................................................114
REVIEW ASSESSMENTS.......................................................................................................................115
The assessment process...........................................................................................................................115
5.1 Review the assessment............................................................................................................116
Review the Assessment Instruments........................................................................................................116
Review the Assessment Process..............................................................................................................117
Talking to the Learners.......................................................................................................................117
Using Self-Assessment.......................................................................................................................118
5.2 Analyse feedback and use it to influence future assessments..................................................119

5.3 Identify weaknesses in the assessment design and process....................................................120
5.4 Identify weaknesses in the assessment arising from poorly defined outcomes and criteria...121
Class Activity 5: Review assessments................................................................................................121
Reflection...........................................................................................................................................121
Glossary..................................................................................................................................................122
Acronyms...............................................................................................................................................126
APPENDIX A:......................................................................................................................................127
Specific details of assessment against this unit standard.............................................................127
APPENDIX B: ETDQA ASSESSMENT AND MODERATION POLICY......................................................129
APPENDIX C: CODES OF CONDUCT....................................................................................................131
References and Further Reading........................................................................................................137

Module 1
Module 1
Understanding outcomes-based assessment
After completing this module, the learner will be able to demonstrate understanding
of outcomes-based assessment, by successfully completing the following:
 Do a comparison 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
 Explain RPL in terms of its purpose, processes and related benefits and
challenges. Ensure that the explanations highlight the potential impact of RPL on
individuals, learning organisations and the workplace
 Describe a variety of assessment methods and compare them in terms of how
they could be used when conducting assessments in different situations
 Describe key principles of assessment and illustrate them in practical situations.
Ensure that the descriptions highlight the importance of applying the principles in
terms of the possible effect on the assessment process and results
 Describe the approach to giving feedback on assessment results in terms of the
possible impact on candidates and further learning and assessment

Module 1
Demonstrate understanding of outcomes-based assessment

This learning programme will take you through the process of assessment, which is
depicted as follows:
In this first Module, you will gain an understanding of the importance of outcomes-
based learning and assessment and how it compares with other forms of learning
and assessment.
You’ll also investigate the opportunities offered by Recognition of Prior Learning
(RPL), the key principles of assessment and how to give feedback on assessment
results in this Module.

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Outcomes-based education, training and development

Outcomes-Based Education (OBE) is a method of training which makes provision for
people qualifying not only by formal education, but also by informal on-the-job
training based largely on their experience.
The main idea in Outcomes Based Education (also called Competency Based
Education) is to cut the learning content (learning material/ 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.
Outcomes: The contextually demonstrated end products of a learning process. In

the workplace these “end-products” will include both process and output. There
are two types of outcomes:
 Critical outcomes, which are broad and the same across all fields of
Definitio learning.
n
 Specific outcomes or outcomes specific to certain occupations and fields
of learning.
An Outcome is a culminating demonstration of the entire range of learning

experiences and capabilities that underlie it, and it occurs in a performance context
that directly influences what it is and how it is carried out.
These defining elements clearly tell us that an outcome is not simply the name of the
learning content, or the name of a concept, or the name of a competence or a mark
of a test score, but an actual demonstration in an authentic context. Therefore an
outcome is not the mastering of a course, module, chapter or competence. It is the
combination of knowledge, skills and values that enable a learner to achieve a
specified outcome.
A specific outcome is the ability to use knowledge, skills and values specific to a
particular learning field or occupation; for example, an outcome that is specific to the
work of a plumber will be the knowledge, skills and values relating to plumbing
specifically; for example:
 knowledge of different types of tubing, water pressure, etc.
 the skill to clean blocked pipes, link tubing, etc.
 awareness of health and hygiene matters (a value).
Such knowledge, skills and values are important for a plumber, but not for all jobs.
In order to measure achievement of an outcome, one needs to have measurable

standards:
Standards: Within the new education and training context created around the
National Qualifications Framework, “standards” mean registered statements of
desired education and training outcomes, and their associated assessment
Definitio criteria. A standard is any definite rule, principle or measure agreed on by a
n group of key stakeholders and set up by an authority.

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To develop standards you could use:

 standard operating procedures (SOPs)
 best practices,
 equipment user manuals,
 quality procedures,
 safety procedures,
 training curricula (where relevant),
 job profiles,
 task descriptions, or
 performance standards
Example
Common standards in general use are:
 Standards for weight: gram, kilogram, etc.
 Standards for time: seconds, minutes, hours, etc.
 Standards for value: rands, dollars, yen, etc.
Work related Standards are:

 National Standards
 Industry standards
 Enterprise Standards
 SAQA’s Unit Standards
Learning is a process of active engagement with experience. It may involve an

increase in skills, knowledge, understanding, values or the capacity to reflect.
Effective learning will lead to change, development and a desire to learn more.
Outcomes-based education (OBE) is a learner-centred process:
 What learners are to learn is clearly defined (outcomes and standards)
 Learners’ progress is based on demonstrated achievement
 Learners’ needs are accommodated through multiple teaching and learning
strategies and assessment tools
 Each learner is provided the time and assistance to realise his/her potential
The concept of “lifelong learning” also plays an important part in OBE. Lifelong
learning means making a commitment to continue learning and improving one's
skills, knowledge and understanding throughout the duration of your life. This
learning could be personal, professional, academic, general - the list is endless.
Lifelong learning has a multitude of advantages for each individual; for example,
ensuring one’s continued employability and marketability by learning new job skills;
increasing one’s performance and chances of being promoted by enhancing existing
skills and expanding one’s work and professional credentials to broaden one’s
experiences and prepare for career transitions.

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Concepts of learning
According to Gerda Magnus and Herman de Vries from Assessment College 1,
outcomes based learning can be either:
 Strategic - It means learning one or more skills as enabling outcomes so that
a higher-order skill may be acquired
 Scaffolded - It is the degree of support, guidance and direction given to
students when they set out to complete a task, whether it is formative
assessment, experiential learning, or summative assessment
 Deep - Deep learning involves the critical analysis of new ideas, linking them
to already known concepts; leads to the understanding and long-term
retention of concepts; results of such learning is best for problem solving in
unfamiliar contexts
 Shallow - The intention of surface learning is to cope with course
requirements such as memorising them as isolated and unrelated facts;
leads to superficial retention of material without reflecting on purpose
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 roleplayers 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
1
Fasset: Assessor and Moderator Networking event 2008

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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
1.1 Outcomes-based assessment

The South Africa Qualifications Authority (SAQA) Act (No. 58 of 1995) makes
provision for the establishment and implementation of a National Qualifications
Framework. The NQF requires that qualifications and standards must be nationally
registered, and that all education and training must be quality assured. The vision
towards which SAQA strives is to achieve reconstructed and re-developed education
and training which reflects the objectives of the National Qualifications Framework
(NQF), which are to:
 create an integrated national framework for learning achievements;
 facilitate access to, and mobility and progression within, education, training
and career paths;
 enhance the quality of education and training;
 accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and thereby
 contribute to the full personal development of each learner and the social and
economic development of the nation at large
SAQA Act, 1995 (Act No. 58 of 1995) - Government Gazette 9 May 1997, No. 17970
SAQA published, by Government Notice NO.R1127 of 8 September,1998, its ETQA

Regulations. These regulations require all ETQAs and providers to have in place a
quality management system that includes policies, procedures and review
mechanisms for quality assurance. Included among these are policies, procedures
and mechanisms for the management of assessment – both internal and external.
The ETQA’S is required to evaluate the assessment policies and procedures of
constituent providers and to approve and monitor the implementation of these.
The Skills Development Act (No. 97 of 1998) (SDA) aims to address South Africa's
skills needs across and within the country's social and economic sectors. The
purposes of the SDA, as expressed in the legislation are:
 To develop the skills of the South African workforce:
o to improve the quality life of workers, their prospects of work and
labour mobility;
o to improve productivity in the workplace and competitiveness of
employers; and
o to promote self-employment.

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 To encourage employers:
o to use the workplace as an active learning environment;
o to provide employees with the opportunities to acquire new skills; and
o to provide opportunities for new entrants to the labour market.
 To employ persons who find it difficult to be employed.
 To encourage workers to participate in learnerships and other training
programmes.
 To improve the employment prospects of persons previously disadvantaged
by unfair discrimination and to redress those disadvantages through
education and training.
SETAs are responsible for the achievement of these purposes, and this also involves
the ETQA sections, which can make a significant impact on the improvement of
access and redress by encouraging their accredited providers to implement
increasingly transformative assessment policies.
Both the South African Qualifications Authority Act, 1995, and the Skills Development
Act, 1998, require that education and training programmes and practices are based
on Unit Standards registered on the NQF, and where appropriate (e.g. in the case of
learnerships) result in national qualifications on the NQF2.
Both Acts also require that education and training practices have internal and
external assessment practices built into a quality assurance system. The purpose of
quality assurance is to ensure that the highest levels of competence and excellence
will be achieved for every Rand collected in the form of the skills development levy
and for every Rand of this income that is invested in all the practices relating to
education and training.
Assessment that leads to the achievement of credits or qualifications on the NQF
must be conducted by a registered assessor.
Credits: A “credit” is a numeric value assigned to a unit standard. One credit equals 10
hours of notional learning time required to master the capability described in a unit
standard.
Definitio The total number of credits determines the type and level of qualification. The following
n criteria apply:
Qualification A minimum of...
National Certificate 120 credits
National Diploma 240 credits
National degree 360 credits
Assessment is basically a case of learners demonstrating that they can perform the
outcomes, which have been decided on for the particular competence they are being
trained in. That is why setting accurate standards is so important. The Standards will
determine what the assessment must test for. Learners would show competence as:
 Practical competence - demonstrated ability to perform a set of tasks and
actions in authentic contexts
 Foundational competence - demonstrated understanding of what we are
doing and why we are doing it
2
Adapted from an article written by Marietta van Rooyen, MD of The Assessment College,
www.workinfo.com/free/downloads/30.htm

Module 1
 Reflexive competence - demonstrated ability to integrate our performances

with our understanding so that we are able to adapt to changed
circumstances and explain the reason behind these adaptations
One of the SAQA requirements for registration as an assessor is that the assessor
must have achieved the assessor standard ‘Conduct Outcomes Based Assessment’.
Another important requirement is that assessors are only registered to assess in their
area of expertise, and that they must be qualified at the level of the candidate they
are assessing or at a higher level in the same field, or be able to demonstrate
equivalent competence
Assessors are appointed and trained to undertake the assessment process. An
assessor can be internal to the organisation that does the training, or external. If they
are internally appointed, they must be qualified at, or above the level of training that
they will be assessing, and they must be registered with their ETQA as an Assessor.
Subject matter experts (SME’s) make ideal assessors as they either know the job
being assessed well, or have been involved in the design of these jobs.
Where practical, one could contact retired employees who know the job and the
company well and invite them to become part-time assessors for both skill, and
learnership programmes.
The following is a list of the critical functions / tasks of an assessor:
1. Get to know the standard being measured as defined by the Standards
Generating Body (SGB) for your industry, and understand how these link to
the various levels of the National Qualifications Framework (NQF).
2. Plan and design assessment for the various standards in conjunction with
training providers, who may be the company’s internal training and
development function, or external vendors.
3. Collect reliable evidence about the learner's performance, and evaluate and
judge that evidence to decide whether the learner is competent, or not yet
competent.
4. Regularly review the assessment process and make changes to it when
necessary.
5. Comply with all moderation requirements that the ETQA function in the
relevant SETA for your industry may decide on from time to time. We strongly
recommend that assessors make an appointment to meet the ETQA Manager
at your local SETA to gain support for the assessment process in your
company. Remember that these officials are paid from the levies collected to
be of help to you!
6. Complete all documentation required by the ETQA function of the relevant
SETA, and forward it to them.
An assessor will typically have:

 interpersonal skills (to help learners through the assessment process),
 subject matter expertise (knowledge of the curriculum), and
 assessment expertise.

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In Outcomes Based Education (OBE), assessment is an integral part of learning. It is

important to have high-quality assessment practices to ensure the success and
credibility of the outcomes-based education and training system.
Outcomes-based assessment: a planned process for gathering and judging
evidence of competence, in relation to pre-determined criteria within an
outcomes-based paradigm, for various purposes including further development
Definitio and recognition of learning achievements
n Assessment: a process in which evidence is gathered and evaluated against
agreed criteria in order to make a judgement of competence for developmental
and/or recognition purposes
Assessment activities: what a candidate does or is involved in as a means of
producing evidence e.g. designing things, making things, repairing things,
reporting on something, answering questions, solving problems, demonstrating
techniques
Assessment criteria: descriptions of the required type and quality of evidence
against which candidates are to be assessed
Candidate/learner: person whose performance is being assessed by an
assessor. Such people include those who may already be competent, but who
seek assessment for formal recognition (candidates), as well as those who may
have completed or are in the process of completing learning programmes
(learners)
Evaluative expertise: the ability to judge the quality of a performance in relation
to specified criteria consistently, reliably and with insight. Evaluative expertise
implies deep subject matter understanding and knowledge about the outcomes
being assessed at a theoretical and practical level, but does not necessarily
include practical ability in the outcome
Evidence: tangible proof produced by or about individuals, that can be perceived
with the senses, bearing a direct relationship to defined outcomes and criteria,
based on which judgements are made concerning the competence of individuals.
Evidence includes plans, products, reports, answers to questions, testimonials,
certificates, descriptions of observed performances, peer review reports
Moderation: a process that supports and evaluates the assessment
environment, process and instruments with a view to confirming the reliability
and authenticity of assessment results and improving the quality of assessments
and assessors
Performance: includes demonstration of skills, knowledge, understanding and
attitudes, and the ability to transfer these to new situations
Verifier: those who operate at systems level to monitor assessment and
moderation practices, trends and results
Comparing outcomes based assessment and another form of assessment

You need to do a comparison 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
The shift with Specific Outcomes is from the inputs or traditional Contents Based
Learning to the outputs or Outcomes Based Learning3.
3
Adapted from: http://www.skillsatwork.co.za

Module 1
 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
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 versus content based assessment

The following table compares outcomes based and content based assessment:
Outcomes based assessment Content based assessment
Underlying Emphasis is placed on learning Instructional designers develop
philosophy outcomes of learning: courses around the content.
What the learner: The outcomes of a course are
 knows written as objectives
 understands
 can do
Approach to Varied in terms of: Learners do assignments and
assessment  methods write tests and examinations in
order to indicate their level of
 techniques
competence
 tools
Assessment criteria are non-
integrated into learning programmes existent or vague
and support learning and
development

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Outcomes based assessment Content based assessment

Advantages Outcomes and assessment criteria None, as it is teacher centred and
clearly specified, enabling the learner disregards learner differences.
to know the goals towards which
he/she is working.
Learner centred
Learner paced
Allows learners to actively participate
in education, training and
assessment
A learner technically cannot “fail” in
this system: a learner who needs to
review the current material will simply
not achieve the next level at the
same time as most of his/her same-
age peers. This acknowledges
differential growth at different stages,
and focuses the facilitator on the
individual needs of the students.
Disadvantages Can have a negative impact on The teacher decides on the
learners if taught by people who are content.
not trained in facilitation process Learners are not actively involved
In practice, managing and Reports on learners’ relative
administering independent learning achievements
programmes for numerous
individuals is difficult, time-
consuming and costly.
Assessment in OBET emphasises the assessment of outputs and end products.

These are expressed in outcomes and competence.
The assessment of the achievement (or non-achievement) of outcomes and
competence is done against assessment criteria.
The statement of outcomes, competence and assessment together, is a statement of
the standard that the learners are expected to achieve, and are therefore assessed
against.
Terminology Definition
Competence Competence in SAQA terms is applied competence – the union of
practical, foundational and reflexive competence
Outcomes Outcomes are the demonstrable and assessable end products of a
learning process. They are statements regarding elements of
competence
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

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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 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 communication and numeracy, etc.
Critical cross-field Assessment in OBET is not only focused on what learners can do, but
outcomes 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, analyse, 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
 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:
o reflecting on and exploring a variety of strategies to
learn more effectively;
o participating as responsible citizens in the life of local,
national and global communities;
o being culturally and aesthetically sensitive across a
range of social contexts

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Formative Formative assessment refers to assessment that takes place during
assessment the process of learning and teaching.
 Designed to support the teaching and
 learning process
 Assists in the planning future learning
 Diagnoses the learner’s strength and
 weaknesses
 Provides feedback to the learner on his/her
 progress
 Helps to make decisions on the readiness of learners to do a
summative assessment
 Is developmental in nature
 Credits/certificates are not awarded
Summative Summative assessment is assessment for making a judgement about
assessment achievement. This is carried out when a learner is ready to be
assessed at the end of a programme of learning.
 At the end of a learning programme (qualification, unit
standard, or part (qualification).
 To determine whether the learner is competent or not yet
competent.
 In knowledge and inputs-based systems, this usually occurs
after a specified period of study, e.g. one year.
 In OBET, learner-readiness determines when assessments
will take place.
 Is carried out when the assessor and the learner agree that
the learner is ready for assessment
Criterion-referenced OBET assessment is associated with criterion-referenced
Assessment assessment, particularly in terms of the assessment of the individual
and his/her achievement.
 Makes judgements about learners by measuring learners’
work against set criteria.
 An individual is assessed.
 The criteria are pre-determined and are part of the standard.
 The criteria are objective and attempt to be as clear as
possible in terms of the nature of the assessment.
 Where grading is used, learners are graded against the
criteria for assessment.
Thus in OBET, assessment is done to the standard that is stated in
terms of the specified outcomes and the accompanying assessment
criteria laid down. The achievement (or non-achievement) of other
learners undergoing the same assessment is not the major issue.
A learner is deemed competent or not competent on the basis of their
assessment against the standard set.

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Norm-referenced Makes judgements about learners by measuring them against one
Assessment another.
 A group of learners is assessed.
 Assessments are curriculum-based.
 Associated with grading and ranking of learners.
 Associated with averaging of scores or grading of learners.
 Associated with adjustment of scores to fit the profile of the
learner group.
Still used:
 To assess large numbers of learners in a cost-effective way.
 To test content knowledge.
 To draw statistics, i.e. compare one year’s performance with
that of the previous year to evaluate standards.
 To determine the quality of teaching.
 To determine the quality of the learning programme.
 To make comments about the national curriculum and trends.
 To analyse strengths and weaknesses to assist in program
planning and evaluation.
1.2 Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is the formal acknowledgement of the knowledge
and capabilities that people possess as a result of prior learning. The process of RPL
acknowledges that this learning may have occurred through formal, informal or non-
formal means – through study, work or other life experiences.
RPL is the practice through which learning in the workplace, in the community, in
organisational and cultural activities, is assessed for access and accreditation
purposes.
RPL rests on the assumption that socially useful learning is not reserved for formal
learning institutions.
It assumes that valuable knowledge is produced by human beings in many different
contexts, and that such knowledge can be articulated, assessed and recognised.
You need understand RPL in terms of:

 purpose,
 processes and
 related benefits and challenges
RPL - Recognition of Prior Learning means the comparison of the previous
learning and experience of a learner against specified learning outcomes
required for:
Definitio  The award of credits for a specified unit standard or qualification,
n
 Access to further learning,
 Recognition in terms of meeting minimum requirements for a specific
job,

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 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, they could be recognised for credits. In this
sense, RPL is an important principle of the NQF. RPL 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 the 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
Purpose of RPL
The OBE system makes 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.
This means that if a person has been working as a plumber for the last 12 years, this
person may request a training institution to perform an RPL (Recognition of Prior
Learning) exam, to assess his capability and award him with a qualification based on
his experience. It is therefore possible for him to receive a plumbing qualification
based on his experience, without having served a recognised apprenticeship or
learnership.
Recognition of prior learning (RPL) refers to a process for the giving of credit to what
learners already know and can do regardless of whether this learning was achieved
formally, informally or non-formally. RPL is the use of the assessment process to
recognise job competence that has been gained by experience through assessing
the individual employee’s quality of integration of education, training, coaching,
mentoring and lifeskills
The purpose of RPL is to:
 Identify what the candidate knows and can do
 Match the candidate’s skills, knowledge and experience to specific unit
standards and exit level outcomes of qualifications
 Assess the candidate against those standards
 Credit the candidate for skills, knowledge and experience built up through
formal, informal and non-formal learning that occurred in the past
RPL can be applied to:
 Personal development
 Certification
 Access to further learning
 Promotion
 Career change

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Process of RPL
The RPL process4 can be seen as:
Note: Learners vs. Candidates: In the RPL process a learner is referred to as a

candidate. In all other NQF related practices the learners are referred to as learners.
Definitio Evidence includes plans, products, reports, answers to questions, testimonials,
n certificates, descriptions of observed performances, peer review reports
Benefits of RPL
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.
Generically speaking, RPL offers the following benefits:

 Costs can be kept down by co-operation between the employer and the
providers of RPL
4
Source: INSETA_RPL_Portfolio_Example_2010

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 New skills can be developed

 New and dormant learning pathways can be activated
 Credit transfer is facilitated, provided that other learning providers recognise
credits obtained through RPL
 Consensus on the level(s) and the minimum requirements for candidates
seeking credits for particular qualifications or entry to further study supports
the objectives of the NQF
 Learning institutions maintain their independence, since RPL procedures are
generic and not dependent on specific learning content or curriculums.
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 attempt a qualification or
training program that they otherwise might not have attempted.
Potential impact of RPL on individuals, learning organisations and the

workplace
You need to understand the potential impact of RPL on:
 individuals,
 learning organisations, and
 the workplace
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
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 genuine and valuable learning outcomes in its own right, regardless of
whether recognition is awarded

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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
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
practised;
 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 various sectors; and
 ensuring the participation and collaboration of all stakeholders in the
particular sector
1.3 Methods of assessment

You need to understand a variety of assessment methods and how they could be
used when conducting assessments in different situations.
Assessment method: for the most part, assessment methods relate to what an
assessor does to gather and evaluate evidence. Assessment methods include
observing candidates, questioning candidates, interviewing supervisors /
Definitio colleagues / managers of candidates, listening to candidates, reviewing written
n material, testing products
Evaluative expertise: the ability to judge the quality of a performance in relation
to specified criteria consistently, reliably and with insight. Evaluative expertise
implies deep subject matter understanding and knowledge about the outcomes
being assessed at a theoretical and practical level, but does not necessarily
include practical ability in the outcome
Evidence is what you see as the result of learning: it refers to anything produced by
the candidate to show that s/he has skills and knowledge as required by the
standards and qualifications in a field of learning. Evidence can take many forms,
such as written, oral, observed performances and other documented behaviours.

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Evidence should be authentic (i.e. it is real, and it can be linked to the candidate
who puts it forward), current (i.e. it is sufficiently up to date in terms of current
competence in the standards) and sufficient (i.e. there is enough evidence to show
competence).
There are different types of evidence, depending on what is generated by a specific
assessment or learning activity or job-related activity: e.g. a written document, a
performance, a made product etc. The three main sources of evidence are:
 Direct Evidence- Direct evidence is produced during assessment of
learning by a registered assessor. This type of evidence can be collected
using a variety of methods, for example direct observation, direct oral
questioning, work-related projects or assignments, simulations, finished
products, written test, etc.
 Indirect Evidence -Indirect evidence is evidence produced about the
candidate’s achievements from another source. Such evidence is often
referred to as third party evidence. This might include reports from
managers, performance appraisals, written or oral testimonials, records
from a workplace, current written or oral testimonials, training records, non-
work related projects or assignments.
 Historical Evidence- Historical evidence is evidence about the learners’
past work or past performance. Forms of historical evidence might include,
for example, certificates or qualifications, photographs and videos, logbook
or performance record, documented evidence of competence,
portfolios/examples of completed work or projects, products exemplifying
the skills acquired through previous work and life experience, and/or past
written testimonials.
Portfolio of evidence: a carefully organised and complete collection of evidence
compiled by candidates/learners to prove competence in relation to defined
outcomes
We must distinguish between assessment methods and assessment instruments.

Assessment instruments: those items that an assessor uses or a candidate
uses as part of the assessment e.g. scenarios with questions, case studies,
description of tasks to be performed, descriptions of role play situations.
Definition Assessment method: for the most part, assessment methods relate to what
an assessor does to gather and evaluate evidence. Assessment methods
include observing candidates, questioning candidates, interviewing
supervisors / colleagues / managers of candidates, listening to candidates,
reviewing written material, testing products
Assessment methods
Assessment methods refer to the activities that an assessor engages in as s/he
assesses a learner and the learner’s work.
An assessment method refers to how you assess an outcome, for example, orally,
through a written activity, a demonstration or a project.
Normally these activities are:
 Observation – observing the learner while s/he 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.

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 Questioning – asking questions orally or in writing; these are then answered

orally or in writing.
Questioning is an important means of establishing the learner’s underpinning
knowledge and understanding. The questions could relate to the observation or to
the product. This is done to check whether the learner understands why certain
activities were carried out, or to test the learner’s ability to work within contexts
required in the range statements or in other contexts suggested by the assessment
criteria.
An assessment method will be linked to an assessment tool, task or instrument. This
specifies what learners are asked to do (e.g. an examination paper; instructions for a
demonstration), and can include the criteria by which a learner’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 assessment of a candidate’s performance against those criteria as well as
instructions to the candidate. An assessment tool may also be 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 unit standards and qualifications
help determine the 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.
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.
Assessment Tools or Assessment
Assessment Method Evidence Type
Instruments Records
[Instructions to learners and [Ways of recording the
[What do you ask the
criteria against which they [What learners produce level or performance for
candidate to do, and how
are being assessed; OR as evidence] a candidate or group of
do you assess this]
instructions to assessors] learners]
Written Assessments:
 Exams
Written task instruction Products:
 Tests
and parameters with e.g.
 Assignments
criteria for learners  written report
 Projects Recording forms
Marking memo or  survey
assessment grid with  Questionnaires
 visual products
‘model answers’ and  Portfolios of
(graphs, diagrams,
criteria for assessors evidence
posters etc.)
 Written scenarios
and case studies

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Assessment Tools or Assessment

Assessment Method Evidence Type
Instruments Records
Applied performance:
e.g.
Observation:
 problem solving for
Instructions for candidate  Set tasks technical fault in a
task  Problem solving workplace or
Assessment checklist  Applied simulated Assessment checklist
with criteria for observer/ demonstrations environment
assessor  Artifacts/ products  managing a process
(e.g. constructions) in a workplace or
simulated
environment
Oral assessments:
Instructions for candidate  Presentations
task  Oral questioning
Spoken presentation
Assessment checklist  Interviews Assessment checklist
or dialogue
with criteria for observer/  Questionnaires
assessor  Simulations/ role
plays
Guidelines giving RPL
requirements [e.g. list of
approved evidence for Supporting evidence
currency and authenticity for competence claim
(e.g. certificates, letters Review of portfolio of (e.g. for RPL this
RPL recording forms
of reference from evidence might include
supervisors etc.)] workplace reports
from employers)
Assessment criteria for
RPL assessors
Assessment checklist
with criteria for observer/
assessor (e.g. for Assessment of group Group presentations Group work recording
individual role-taking in work or projects forms
the group; or for quality
of group product)
Peer assessment:
learners assess each
other.
Self-assessments: Assessment checklists
Instructions with
learners assess Across a range of to be generated /
parameters and criteria
themselves. types of evidence supplied to groups and
for learners
Group assessments: a peers
group assesses and
individual or another
group.
The methods of assessment should cover situations for gathering evidence of:
 Problem solving ability,
 Knowledge and understanding,
 Practical and technical skills, and
 Attitudinal skills and values

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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.
Category of learning Suggested methods
Thinking critically and making  Essay
judgements  Report
(Developing arguments,  Journal
reflecting, evaluating,
assessing, judging)  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  Problem scenario
developing plans  Group Work
(Identifying problems, posing  Work-based problem
problems, defining problems,
analysing data, reviewing,  Prepare a committee of enquiry report
designing experiments,  Draft a research bid to a realistic brief
planning, applying information)  Analyse a case
 Conference paper (or notes for a conference paper
plus annotated bibliography)
Performing procedures and  Demonstration
demonstrating techniques  Role Play
(Computation, taking readings,  Make a video (write script and produce/make a video)
using equipment, following
laboratory procedures, following  Produce a poster
protocols, carrying out  Lab report
instructions)  Prepare an illustrated manual on using the equipment,
for a particular audience
 Observation of real or simulated professional practice
Managing and developing  Journal
oneself  Portfolio
(Working co-operatively,  Learning Contract
working independently, learning
independently, being self-  Group work
directed, managing time,
managing tasks, organising)
Accessing and managing  Annotated bibliography
information  Project
(Researching, investigating,  Dissertation
interpreting, organising
information, reviewing and  Applied task
paraphrasing information,  Applied problem
collecting data, searching and
managing information sources,
observing and interpreting)

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Category of learning Suggested methods

Demonstrating knowledge  Written examination
and understanding  Oral examination
(Recalling, describing, reporting,  Essay
recounting, recognising,
identifying, relating &  Report
interrelating)  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,  Portfolio
performing  Performance
(Imagining, visualising,  Presentation
designing, producing, creating,
innovating, performing)  Hypothetical
 Projects
Communicating  Written presentation (essay, report, reflective paper
(One and two-way etc.)
communication; communication  Oral presentation
within a group, verbal, written  Group work
and non-verbal communication.
Arguing, describing, advocating,  Discussion/debate/role play
interviewing, negotiating,  Participate in a 'Court of Enquiry'
presenting; using specific  Presentation to camera
written forms)  Observation of real or simulated professional practice
Note that the eight learning outcomes listed above would be broadly expected of any
learner embarking on any educational program.
When choosing assessment methods and assessment instruments 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.
Assessment instruments
Let’s look at some of the assessment instruments in more detail now. (Remember,
assessment instruments refer to the nature of the assessment task given to the
learner to do).

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Instrument Method
Comment
1. Workplace The assessor watches the This method is an authentic,
observation learner as he or she works in the integral and natural part of
usual workplace situation. The workplace supervision. It allows
situation may be video-taped. for continuous assessment,
The learner works at the usual disruption is minimal and it is
speed in the usual way. The cost-effective. It may, however,
learner must be performing an be insufficient. Some
appropriate task to demonstrate competencies cannot be easily
competencies. observed or demonstrated.
Assessment criteria must be
clearly spelt out and assessors
must be aware of complicating
factors. Good communication is
essential.
2. Simulation The tasks being assessed are A deficiency of simulation as an
recreated in a training room. The assessment instrument is that it
situation should be as close to does not show real pressures or
the real situation as possible. workplace situations. People
Simulation need not be may be self-conscious and it
disruptive. It can be very similar requires substantial effort to
to actual work conditions and is prepare. Reliability may be
useful when direct observation is suspect.
not possible.
3. Practical The learner explains to and It can be most effective where

demonstration shows the assessor what he or innovation is required. A
she usually does. This may negative characteristic of
happen in the workplace or in a practical demonstrations is that
training room. A practical it favours people who are
demonstration can take place in articulate and confident. It may
different venues. The subject be better as a supplementary
matter can be real or simulated. source of evidence. It can be
The presentation can be confusing as to what is being
recorded and watched again and assessed – the presentation
the learner has time to prepare. skills or the content.
4. Presentation A structured explanation usually
including audio visual aids such As with the practical
as white board, overhead demonstration, it favours people
projector slides and so on. who are articulate and
confident. It may be better as a
supplementary source of
evidence. It can be confusing
as to what is being assessed –
the presentation skills or the
content.
5. Self-assessment The learner assesses It involves the individual in the
him/herself and names his or her work process and is useful for
own strengths and weaknesses. providing supplementary
Self-assessment reveals evidence. The learner becomes
learners’ self-knowledge. It is involved in the assessment
useful as preparation for criteria. Self-assessment may
assessment. be inaccurate, since modest
people tend to downplay their
competence, whereas arrogant
people may overstate their
competence.

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Instrument Method
Comment
6. Product evaluation The final products of a learner’s
activities are assessed. What the It allows the final product to be
learner actually makes is assessed as proof of
assessed. competence. It is authentic and
most useful together with a
supplementary form of
evidence. Authenticity may be
in doubt if the assessor was not
present when the object was
made.
7. Projects/ A project or assignment may be
assignments/ tasks done alone or in groups. It Projects, assignments and
(individually or in usually involves a clear set of tasks allow for a range of
groups) tasks incorporating a range of competencies to be dealt with
competencies. It usually includes simultaneously. they can be
research, collecting and used with individuals and
analysing data, reporting on and groups. They allow candidates
applying information. It may a great deal of autonomy and
result in a final product such as a are especially useful where
report, a presentation or an innovation and being
object. enterprising is being assessed.
They may, however, require
massive inputs of energy and
resources from both learner and
assessor. Authenticity may be
difficult to establish. The topic
must be carefully developed in
order for evidence of
assessment criteria to emerge.
8. Documents linked to These are documents kept in the
activities normal course of the work being Work-related documentation is
assessed. The documents could authentic, easily accessible,
include minutes, memos, time familiar to the learner and can
pages, schedules, log books, easily be verified.
etc.
9. Discussion/ A structured discussion or
interview interview between the learner Answers (and therefore
and the assessor, or between evidence) are only as good as
the learner and a panel. the questions asked. It may not
address real workplace issues
and favours those who are
more confident and articulate.
Written skills are not needed
and it allows for immediate
feedback. Oral discussion or
interview is usually only suitable
as supplementary evidence.
Real workplace issues may be
missed.

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Instrument Method
Comment
10. Written questions/ The learner may respond to Written questions and essays
essays questions in a written form. are useful to gather proof of
Questions come in a variety of factual knowledge and memory
forms and may be multiple skills. They can be administered
choice type questions, open- quickly and to large numbers of
ended questions, matching, people at the same time. They
complete-the-gaps and so on. standardise the assessment
Essays are continuous prose, in process, are cost effective and
response to a question, usually not very time consuming.
to a defined length. Essays can be very useful for
assessing abstract thinking.
Questions have a limited
usefulness for skills such as
analysis, synthesis and
evaluation. There can be a big
margin of error in results and
criteria for assessing essays
may be unclear.
11. Witness testimony/ Witness testimonies are reports Witness testimony and peer
peer evaluation or endorsements by observers of reports can be useful for
the learner’s activities or verification purposes. They are
knowledge. Peer assessment suitable for generic
involves colleagues at the same competencies such as “working
level as the learner giving their in a team”, and “communication
opinion of learners’ skills”. They are simple to use.
competencies. However, they may be biased
or inaccurate. The learner may
find them threatening and it can
be a problem for peers to
assess a learner who is not yet
competent.
12. Evidence of prior Evidence of prior achievements
achievements may include awards, certificates These achievements must,
or actual products. however, be recent and
relevant to the skills being
assessed.
13. Photographs or Photographs or videos may be
videos taken at work or in a simulated Photographs or videos are
environment. useful for illustrating processes
and providing proof of
performance by the learner.
14. Case studies and In a case study a learner
role plays responds to a detailed A role play is suitable for
description of a scenario or a set assessing problem-solving and
of conditions, usually to solve a strategic skills. Learners may
problem within that scenario. be self-conscious and react
Role plays are less passive and differently from the real
involve the learner acting out situation. The case study can
appropriate responses to specific be difficult to write, and requires
situations. The assessor may a very good understanding of
participate in one of the roles. the situation itself. Case studies
need credibility to be effective.

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Instrument Method
Comment
15. Journals/ logbooks These are kept by learners who
report on processes as they Journals and logbooks are
happen. Journals are diaries useful for assessing progress
which learners keep during the and monitoring change. Thy
process of tasks, activities or provide opportunities for
jobs. Logbooks are more guidance and growth and are
structured and record or “log” therefore very suitable for
when specific tasks or actions formative assessment. They are
happen. also useful for programme
evaluation. Clear guidelines are
necessary before starting.
Keeping the journal/ log book
up to date requires self-
motivation. Reliability may be
an issue, since it is difficult to
ensure that the record is
accurate and current.
16. Tests/ Tests or examinations are Tests and examinations are
examinations written responses to questions useful for large group
within tightly defined conditions assessment. They match most
and time frames. While most people’s ideas of what
examinations are without access assessment is and can provide
to support material, take-home evidence of understanding and
or open-book examinations are knowledge. Real competencies
possible. may, however, be masked by
poor examination skills. They
favour those with good writing
skills. They assess theoretical
knowledge rather than actual
performance.
17. Portfolio of One of the most useful ways of This is equally appropriate for
Evidence (PoE) presenting evidence of applied learners engaged in learning
competence is by gathering and programmes and for RPL
arranging evidence in a portfolio candidates and is particularly
of evidence. appropriate for programmes
A portfolio of evidence is a which are assessed largely in
collection of evidence gathered the workplace.
for various purposes. In a learning
programme, it may mean that the
candidate selects and keeps
his/her own assessment products
over the period of the course (e.g.
any tasks, assignments, projects
completed or artifacts made). A
portfolio could include assessor
records, such as comments made
on the basis of observation. Some
learning programmes set out
specific guidelines for putting
together a portfolio. For RPL, a
portfolio includes a collection of
specified evidence (e.g. letters of
reference; proof of work
experience, or articles produced
in the workplace) collected and
presented for assessment.

Module 1
1.4 Key principles of assessment

You need to understand the key principles of assessment and how they are used in
practical situations.
Good and fair assessment practice is underpinned by a number of principles to
ensure its effectiveness:
 The purpose of assessment should always be made explicit (clear).
 Assessment must be authentic, continuous, multi-dimensional, varied and
balanced.
 Assessment is an on-going integral part of the learning process.
 Assessment must be accurate, objective, valid, fair, manageable and time-
efficient. Assessment takes many forms, gathers information from several
contexts, and uses a variety of methods according to what is being assessed
and according to the needs of the learner.
 Assessment methods and techniques must be appropriate to the knowledge,
skills, or attitudes to be assessed as well as to the age and developmental
level of the learner.
 Assessment must be bias free and sensitive to gender, race, cultural
background and abilities.
 Assessment results must be communicated clearly, accurately, timeously and
meaningfully.
 Progression should be linked to the achievement of the specific outcomes
and should not be rigidly time bound. Evidence of progress in achieving
outcomes shall be used to identify areas where learners need support and
remedial intervention. (Act No 27 of 1996, 12).
Principles of assessment relate to:

 Methods of assessment
 Evidence
 Overall assessment process
The universal assessment principles of fairness, validity, reliability and
practicability form the foundation of assessment policy and underpin accreditation,
evaluation, monitoring and verification processes.
Fairness relates mainly to the assessment process. Validity relates mainly to the
assessment design. Reliability relates mainly to the conduct of the assessment.
Practicability relates mainly to the financial and time implications of assessment.
Key principles of assessment used in Methods of Assessment

The methods of assessment used, should utilise the following principles
 Appropriate: The method of assessment is suited to the outcome being
assessed i.e. is capable of gathering evidence in relation to the intended
outcome, and not something else.

Module 1
 Fair: The method of assessment does not present any barriers to

achievements, which are not related to the achievement of the outcome at
hand.
 Manageable: The methods used make for easily arranged, cost-effective
assessments that do not unduly interfere with learning.
 Integrated into work or learning: Evidence collection is integrated into the
work or learning process where this is appropriate and feasible. (Often
referred to as naturally occurring evidence).

Module 1
Key principles of assessment used in Evidence

The evidence assessed, should utilise the following principles (VACS):
 Valid: The evidence focuses on the requirements laid down in the relevant
standard and matches the evidence requirements of the outcome/s at hand
under conditions that mirror the conditions of actual performance as closely
as possible
 Authentic: The assessor is satisfied that the evidence is attributable to the
person being assessed.
 Current: The evidence is sufficient proof that the candidate is able to perform
the assessment outcomes at the time the assessor declares the candidate
competent.
 Sufficient: The evidence collected establishes that all criteria have been met
and that performance to the required standard can be repeated consistently in
the future i.e. the performance to standard is not a "once-off".
Key principles of assessment used in Overall Assessment Process

The overall assessment process used, should utilise the following principles
 Systematic: The overall process ensures assessment is fair, effective,
repeatable and manageable.
 Open: The process is transparent i.e. assessment candidates understand the
assessment process and the criteria that apply and can contribute to the
planning and accumulation of evidence.
 Reliable/Consistent: The same assessor would make the same judgement
again in similar circumstances and judgements match judgements made on
similar evidence.
The importance of applying the principles (effects)

It is important to apply the principles of assessment effectively as not doing so could
have a detrimental effect on the assessment process and results.
A fair assessment should not in any way hinder or advantage a candidate. Fairness
is the overarching principle for good assessment practices, but the other principles
help to clarify exactly what we mean by a fair assessment. Examples of unfairness
might include:
 unequal opportunities or resources;
 biased assessment (e.g. in relation to ethnicity, gender, age, disability, social
class, language);
 unethical behaviour by the assessor, candidate or other person involved
(threats, bribes, copying, leaking of confidential information, etc.);
 any irregularities in the conduct of the assessment;
 a lack of transparency about the assessment process; or
 ambiguous or unclear assessment instructions.

Module 1
Language must not be barrier to assessment. Learners have a right to assessed in a

language of their choice whenever possible. Learners should generally be assessed
in a language they are most proficient in; which may be any one of the eleven official
languages of South Africa. Learners have a right to an interpreter for an assessment,
unless the assumption for the unit standard is competency within the language of
assessment, and where the language of assessment is different to that of the
candidate.
A valid assessment really assesses what it claims to assess. In order to achieve

validity in the assessment, assessors should:
 check that the selected assessment instrument really targets the selected
outcomes/unit standards;
 check that the assessment method that is ‘fit for purpose’;
 ensure that the evidence is authentic (it was generated by the candidate in an
appropriate context);
 ensure that the evidence is current (up-to-date), if this is a requirement; and
 ensure that the evidence is sufficient to show competence and covers the
range given in the range statement, where this exists.
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.
A reliable assessment is one that is in line with other assessments made by the
same and other assessors in relation to the same unit standard or qualification.
Reliability in assessment is about consistency. Consistency means that comparable
judgments are made in the same (or similar) contexts each time a particular
assessment is conducted. Assessment judgments should also be comparable
between different assessors. Assessment results should not be perceived to have
been influenced by variables such as:
 assessor bias;
 different assessors interpreting the standards or qualifications differently;
 assessor stress and fatigue; or
 assessor assumptions about the candidate, based on previous performance.

Module 1
The principles of fairness, validity and reliability imply that some form of moderation
practices (both internal and external) need to be applied to assessments. In other
words, moderation is a key element of a reliable assessment system.
A practicable assessment is effective without placing unreasonable demands on the
relevant role-players. Assessment should be designed to be as effective as possible
in the context of what is feasible and efficient in a particular learning programme or
RPL process. It should try to avoid unreasonable demands in relation to:
 the time commitments required for the generation, collection, presentation
and assessment of evidence involving:
o the candidate;
o the assessor;
o third party witnesses (mentors, line-managers, coaches…); and
 evidence facilitators, RPL advisors and others involved in
advice and support.
 financial implications for the employer or provider in relation to
(for example) releasing personnel listed above for lengthy
periods; and
 financial implications for the employer or provider in relation to
suspending or slowing the effectiveness of the normal use of
machinery, tools, other equipment, facilities and human
resources.
SAQA summarises the importance of the principles of good assessment with the
following equation:
FAIRNESS + VALIDITY + RELIABILITY + PRACTICABILITY = CREDIBILITY
The critical overriding principle of assessment is that of ethics: because the results of
assessment can lead to an increase in pay, improved career prospects and the like,
the principles of assessment should be applied ethically and responsibly.
‘Criteria and Guidelines for the Assessment of NQF Registered Unit standards and Qualifications’ (SAQA, 2000)
Assessing competence
The NQF defines the competence which learners are expected to demonstrate in its
standards as applied competence.
SAQA’s ‘Criteria and Guidelines for the Assessment of NQF Registered Unit
standards and Qualifications’ defines this as ‘the union of practical competence,
foundational competence and reflexive competence:’
Foundational
Practical competence Reflexive competence
competence
The demonstrated ability to The demonstrated The demonstrated ability to
perform a set of tasks in an understanding of what the integrate performance with
authentic context. candidate is doing and understanding, so as to show
A range of actions or why. that the candidate is able to
possibilities is considered, This underpins the adapt to changed
and decisions are made practical competence and circumstances appropriately
about which actions to therefore the actions taken. and responsibly, and to explain
follow. the reason behind an action.

Module 1
Applied competence implies that a candidate has the theoretical knowledge that
enables an understanding of what is being done and why it is done, together with the
skills to perform a particular task or to think in a certain way. Furthermore learners
can reflect on their own performance and understanding. As a result they can learn
from actions, adapt to changes and solve problems.
Assessing applied competence requires a variety of assessment instruments, the use
of multi-dimensioned projects or problem-solving tasks in real-life contexts providing
opportunities to combine theory, practice and thoughtfulness.
The candidate must show competence at the level of the unit standard and,
ultimately the level of the qualification or learning programme.Applied competence
cannot be demonstrated solely through performance in simulated conditions in the
training programme. For example, if a candidate wishes to achieve a standard on
mentoring, or moderation, there must be evidence that they have demonstrated their
applied competence in the context of mentoring a real candidate or moderating a real
set of assessments.
This is one of the factors taken into consideration when agreeing on the credit value
of a unit standard. The credit value is calculated by working out how long an average
candidate who started a learning programme with the ‘learning assumed to be in
place’ as specified in the standard would take to achieve applied competence in
relation to the unit standard.
The number of ‘notional hours’ is calculated by adding to the face-to-face or
distance training time the time that the candidate will need to spend applying his or
her learning in context in order to generate evidence of the right nature, quality and
type to meet the requirements of validity, authenticity, currency and sufficiency. Ten
‘notional hours’ is considered equivalent to one credit. Notional hours are not
prescriptive to providers, but do provide guidance to providers about the time
implications for an ‘average’ candidate.
It is clear, then, that a three or four day learning programme (i.e. 2-3 credits in terms
of face-to-face learning) with no significant element of application in context is
unlikely to support learners to achieve a unit standard of 12-15 credits. The
programme evaluator will be unlikely to approve such a programme in the first place,
so such problems may be addressed at the accreditation stage. If not, the assessor,
moderator and/or verifier should address this situation by insisting that the evidence
offered is sufficient to demonstrate applied competence.
If a candidate or group of learners have been placed on an accelerated programme
because of high levels of relevant experiential learning, or if they are under-going an
RPL process, or if they have already undergone RPL and are now participating in
top-up training, the process or programme offered is not a standard programme. The
assessment plan will spell out which outcomes/standards have already been
achieved, and which are now being covered. So, as in all assessment processes, the
focus of the assessor, moderator and verifier should be the evidence of applied
competence, as ‘notional hours’ apply to ‘average’ learners who begin at a specified
level, and not ‘experienced’ learners who begin above that level.
Simulation is, however, a perfectly acceptable as a way of generating evidence of
competence for certain outcomes or unit standards, particularly those involving
health and safety risks. Here there is a good reason for using simulation rather than
an uncontrolled workplace situation: naturally candidates must demonstrate
competence before being allowed to operate expensive and potentially dangerous
machinery or handle hazardous substances or put other people and themselves at
risk. However, it would never suffice for a whole qualification. For example, the pilot,
having demonstrated competence in relation to many of the unit standards in

Module 1
simulated flying conditions, must still demonstrate the ability to fly the real plane
under supervision before achieving the full qualification.
1.5 Approach to giving feedback on assessment results

Directly after the assessment has been competed you should provide the learner with
some form of feedback on his/her performance.
This post assessment discussion is a critical stage in the process.
You have already taken the learner through the assessment activity and by now
should have gathered any other evidence you need by asking the learner specific
questions during the task demonstration.
At this point the learner needs some level of feedback from you on his/her
performance.
Candidate/learner: person whose performance is being assessed by an
assessor. Such people include those who may already be competent, but who
seek assessment for formal recognition (candidates), as well as those who may
Definitio have completed or are in the process of completing learning programmes
n (learners)
Possible impact of feedback on candidates and further learning and

assessment
You need to understand that the approach used to give feedback on assessment
results could have an impact on the candidate and his/her further learning and
assessment.
So feedback after the assessment is an important part of the overall process. Often,
the only questions from the learner will be, "Did I pass?" or "Was I assessed as
competent?" While the assessor's response will be "Yes" or "No", the assessor's
responsibility goes beyond that. They must provide constructive and helpful feedback
to the learner.
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 incorporates what we have learned.
Feedback also affects how we feel about our work, and inevitably also about
ourselves; feedback thus also affects our motivation.
Giving good feedback is a skill which can be learned and honed.
We recommend the “sandwich method” of giving feedback.
First, tell them what they did right

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, and in what
respect it was right or good.

Module 1
Feedback needs to be:

 Clear
 Specific - 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. Using their name in the feedback helps -
"James, I thought the way you handled this was both valid and original. I
particularly liked how you ....."
 Honest -As well as truthful, honest good news clearly distinguishes between
fact and judgement. A numerical answer is 'right'; this is a fact.
Next, give them constructive criticism

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;
Corrective feedback needs to be:
 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, etc.
 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 support, encouragement, guidance.
 Kind- Specific is kind. Constructive is kind. "Poor" scribbled at the bottom is
cruel.
 Honest
Finally, end on a note of encouragement.

Round off your feedback with encouragement. "You really seem to be getting to grips
with this", "Your analytical 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.

Module 1
Class Activity 1: Demonstrate understanding of outcomes-based

assessment
In small groups, complete the formative activity in your Learner
Workbook

Module 2
Module 2
Prepare for assessments
After completing this module, the learner will be able to prepare for assessments, by
successfully completing the following:
 Prepare assessment resources, logistics, documentation and environment to

meet the requirements of the assessment at hand and ensure fairness and safety
of assessment
 Notify parties involved in the assessment in good time. Carry out checks to
ensure parties involved in the assessment are ready and available to meet
required schedules
 Carry out all pre-assessment moderation requirements in accordance with
relevant assessment policies, moderation plans and ETQA requirements
 Explain assessment details to candidates clearly and constructively. Provide
opportunities for clarification and respond to promote understanding of the
requirements
 Seek inputs from candidates regarding special needs and possible sources of
evidence that could contribute to valid assessment, including RPL opportunities.
Make modifications to the assessment approach on the basis of the inputs that do
not affect the validity of the assessment
 Confirm candidate readiness for assessment. In cases where candidates are not
yet ready, take actions in line with assessment policies

Module 2
Prepare for assessments

Preparation for assessments relates to organising and preparing resources, people,
schedules, venues, assessment instruments and documentation for a particular
assessment and/or related assessments for an individual or a number of assessment
candidates/learners. Preparation is to be carried out in situations where the
candidate assessor has access to:
 Relevant organisational assessment and moderation policies and procedures,
and
 Assessment guides and instruments for the assessment at hand, including
the relevant outcomes and criteria
All assessments, regardless of the subject matter, follow the same basic procedure,
i.e. the planning of the assessment with the learner, the conducting of the
assessment and on completion of the assessment, the feedback to the learner.
Before the assessment can take place, the assessor has to plan, design and prepare
assessments. This includes making decisions about the method of assessment,
the instruments to be used, the activities to be structured and the extent to
which more than one learning outcome can be assessed simultaneously.
2.1 Prepare for assessment to meet the requirements of the

assessment at hand
You need to prepare for the assessment at hand to ensure that you meet the
requirements of the assessment. This would include preparing:
 logistics,
 resources,
 environment, and
 documentation
Logistics
 Organising schedules. Obviously one of the first things that you would draw
up would be a schedule according to which the assessment should be
planned. The schedule, which can include the following, should also linked to
time and dates when the different activities should be completed:
o Designing the assessment instruments, including the guidelines for
assessment, the assessment plan, an assessment briefing agenda, a

Module 2
review report (to be completed only after the assessment), feedback

reports for the candidates, assessors and moderators, theoretical test,
practical assignment, memorandums.
o Prepare a location (room, place in the open, workshop, laboratory, etc)
where the assessment can take place.
o Arrange for tools or equipment that will be needed for the assessment.
(Stationery, hammers, saws, surgical instruments, rifles, paint, etc.)
o Arrange personnel needed to take part in the assessment (assessor,
moderator, invigilator, IT expert, etc.)
o Brief the candidates on the assessment.
 Organising venues. Most learning providers will have their own venues
where the assessment can take place. Assessment can often also take place
at a place of work, e.g. where specialised tools or equipment are needed.
 Moderation requirements. Moderation should be done before the
assessment instruments are used (pre-assessment moderation) and after the
assessment (post-assessment moderation).
Resources and environment

You must not wait until the last moment to arrange resources for assessment.
Everything should be arranged in advance. That is why there should be no doubt
about who is responsible for arranging what.
The type of assessment and the purpose with the assessment will determine to a
large extent what resources and environment should be arranged:
 For an oral examination you would need a video camera and an audio
recorder
 For a practical exercise in real workplace conditions you would probably need
a laboratory, plant, workshop, etc.
 For a written examination you will need a room in which the candidates can
write the examination, desks, chairs, etc.
 The most important resources needed for assessment are the assessment
instruments.
Documentation
 Assessment instruments. Assessment instruments are designed in
advance, preferably as part of the course design and development processes.
It is important that assessment instruments be kept secure until such time
when the assessment is to take place.
 Documentation of assessment. Assessment results and all other activities
that go with assessment should be professionally documented for two
reasons. Firstly, evidence of assessment must still be moderated and verified
and, secondly, assessment documentation may be needed for feedback
purposes, especially where the candidate lodges an appeal against the
results of the assessment.

Module 2
Steps to follow when preparing for assessment

The steps to follow when preparing for assessment are the following:
1. Identify need for assessment.
2. Determine and state required criteria for performance.
3. Determine the assessment strategy.
4. Select or design assessment procedure.
5. Consult the learners on the process of the assessment. Clarify requirements,
standards and expectations.
1. Identify need for assessment

Assessments are not conducted after time spent in a learning programme, but are
conducted when learners will reasonably be ready to be assessed. This is based on
the notional hours of a unit standard. However, notional hours are given as the time it
would take an ‘average’ learner to complete and meet the requirements. The ideal
would be to offer assessments on demand, but practicability will play an important
part in a decision of this kind.
The timing of assessments will depend on the following factors:
 the rationale for assessments at certain points in the learning programme
(formative or summative), i.e. will learners be at a logical end-point of
learning, or at a point where a diagnosis needs to be made?
 the sharing of facilities with other assessors
 the extent to which workplace learners will be able to undertake assessments
2. Determine and state required criteria for performance

The assessor becomes familiar with the unit standard and/or qualification that he/she
is going to assess. The assessor has to understand the requirements for each
component of the unit standard. s/he has to be very clear on how the purpose,
specific and critical outcomes, assessment criteria, the range and any other
relevant information, will impact on the design of the assessment.
The assessor plans the assessment, making decisions about the assessment
methods, assessment instruments, activities, type and amount of evidence
required, etc.
At this stage it will be helpful to link with other assessors in the same learning area
and to agree on the interpretation of the unit standards, as well as on the type and
amount of evidence needed.
Where the assessor is not the learning facilitator, the assessor would need
information about the learning programme, the types and frequency of formative
assessments, the available equipment and material that may be used in the
assessment and the readiness of learners for the assessment.
Also, the assessor has to keep in mind the credibility of the assessment, i.e. the
principles of fairness, validity, reliability and practicability, must be at the forefront
during planning.

Module 2
3. Determine the assessment strategy

The assessment plan is a detailed description of how to implement the assessment
and can be displayed in a separate document or within the course syllabus. The plan
includes the course learning objectives, assessment points, the assessment
method(s) that will be used, and performance criteria for each method.
4. Select or design assessment procedure

The first step in conducting assessment is determining the learning outcomes or
objectives. These objectives are statements that describe the knowledge, skills, or
behaviours learners are expected to have mastered by the end of a course or activity.
Identifying clear objectives for the course or activity helps determine how to conduct
the assessment.
Once the learning goals are formulated and agreed upon, multiple forms of
assessment may follow. These assessment procedures are: tests, compositions,
presentations, projects, portfolios, observations, interviews, questionnaires, and
learning logs and journals (see Module 1).
5. Consult the learners on the process of the assessment

Tell the learners what criteria you will be using for assessment. Learning outcomes
and assessment criteria together provide a clear target for students to work towards.
Clarify assessment criteria, for yourself and also for and with your learners. Work on
words such as 'reasonable', 'clear', 'accurate', 'appropriate'. In the context of the
module or the assignment, or the examination, you need to be able to say more
about what these words mean.
Continue to explore the relations among the course aims, learning outcomes and
assessment criteria. These three elements should be closely interdependent, in the
course and also in your and your learners' thinking about the course, the subject and
the assessment.
Ensuring fairness of the assessment

Fairness in assessment can be described as “the degree to which an assessment
method does not advantage or disadvantage specific learners or learner groups”.
An assessment can be considered to be fair when learners with specific
characteristics do not consistently perform better or worse than other learners.
Assessment fairness can be determined by:
 Ensuring that the sample group on which the assessment is piloted is
representative of all learners.
 Involving as many learners as possible in the assessment development
process.
 Ensuring that all learners understand the assessment procedures and the
criteria on which performance will be judged.
 Ensuring that the assessment process is as transparent as possible.
Transparency is largely obtained through the use of planned, extensive
communication strategies.

Module 2
 Ensuring that procedures are in place where learners provide feedback on the
assessment process and can challenge the assessment if necessary.
 Establishing procedures for re-assessment if required.
 Establishing the relationship between learner scores and learner
characteristics after completion of assessment.
Ensuring safety of the assessment

Environmental issues must be taken into consideration i.e. work-site safety,
environment safety, any applicable legislation; for example:
 Avoid hazardous manual handling operations so far as is reasonably
practicable when assessing workplace competence
 Make a suitable and sufficient assessment of any hazardous manual handling
operations that cannot be avoided
 Reduce the risk of injury from those operations so far as is reasonably
practicable. Where this is not reasonably practicable, look at ways of
changing the task, the load and working environment.
2.2 Notify parties involved in the assessment

You need to notify all the parties involved in the assessment in good time. The
parties include:
 assessment candidates and moderators,
 assessment facilitators and/or assistants (if applicable)
 teachers, trainers, invigilators and safety personnel (if applicable)
Assessment facilitator (or evidence facilitator): a person who works within

particular contexts, under the supervision of registered assessors, to help
Definitio candidates/learners gather, produce and organise evidence for assessment
n
Checking to ensure parties involved in the assessment are ready and available
We will explore the following parties:
 Assessor
 Moderator
 Learner / candidate
 Verifier/ external moderator
 SETA / ETQAs
The assessor
Assessors include all practitioners who will be responsible for the assessment of the

Module 2
achievement of learning outcomes.

Essentially anyone who meets the requirements for an assessor can be one.
Generally assessors are selected or volunteer their services. According to SAQA
regulations anyone who assesses for purposes of making judgement about the
achievement that will result in credits and, or certificates being awarded has to be
registered. Assessors can come from a number of sources. The kinds of persons that
can be assessors are listed below: (SAQA Guidelines, 1999: 24.)
 Trainers, teachers, facilitators
 Colleagues, peers
 Supervisors, managers, union representatives
 Work team members
 Trainers from both within the work-place and from external training institutions
 Human resources staff
 Consultants
 Designated workplace assessors
 External assessors – external to the learning site, be it the workplace or
provider of learning
In order to register as an assessor, individuals have to meet the criteria for assessors
set out by the Standard Generating Body (SGB) responsible for the generation of the
particular unit standard or qualification. Such persons would need to provide
evidence that they have the experience, expertise and knowledge to assess
generally and to assess the particular unit standard or qualification specifically.
Assessors could assess learners at higher grades than themselves as long as they
are competent in the unit standards being assessed. The evidence that an individual
is suitable may be based on evidence that the person underwent assessment training
or on the recognition that one has experience as a practitioner-assessor. The
assessment training could have been done:
 As part of qualifying as an education and training practitioner
 Through a mentoring process
 Through on the job training
 Through additional study of a unit standard or qualification on assessment
Assessors are registered by the relevant Education and Training Quality Assurance
Body and can be de-registered if they do not comply with the relevant ETQA
requirements or if they are found to be unsuitable. (SAQA Guidelines, 1999: 25.)
The moderator
The assessor is moderated by an (internal) moderator from the same enterprise as
the assessor and/or an external moderator (verifier) from a SETA/ETQA. Drawn from
the same enterprise or assessment agency as the assessor, this person checks that
the assessment meets the principles for good assessment, ensures that the
assessment is carried out according to agreed guidelines and ensures the quality of
the assessment method.

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The learner/ candidate

The learner identifies unit standards to be assessed, participates in the drawing up of
an assessment plan, and decides whether s/he would like an interpreter present,
produces evidence of prior achievement and current competence, and produces
evidence in a structured format.
“Learner” is used to refer to the learner that the ETD practitioner is teaching, training,
tutoring, mentoring, and so on.
“Candidate” is used to refer to learners who wish to achieve ETD standards or
qualifications, including RPL candidates.
This distinction is only useful in the ETD sector where references to learners
sometimes mean the candidate and sometimes mean the person they are educating
and training. Also, the word ‘learner’ is sometimes understood to exclude RPL
candidates.
The verifier/ external moderator

The verifier is sent by the accrediting body to ensure quality and consistency. This
person checks that the assessment meets the principles for good assessment,
ensures that the assessment is carried out according to agreed guidelines and
ensures the quality of the assessment method.
The practice of using external verifiers should be encouraged in order to assist in
maintaining the integrity of the standards and qualifications as well as for
benchmarking purposes.
Verifiers should be appointed to ensure that the moderation of assessment of
learning outcomes described in the standards and qualifications registered on the
NQF is fair, valid and reliable. As with assessors and moderators, verifiers should be
suitably qualified and registered to verify in the context of specific qualifications or
standards.
SETA/ ETQAs
In terms of monitoring, ETQAs will be required to demonstrate continuing evaluation
of moderation and assessment. They must demonstrate a developmental approach
to improving the quality of learning provision and the review of learning provision.
This monitoring by the ETQA will be conducted through a variety of mechanisms
appropriate to the sector and sphere of operations of the ETQA. Such mechanisms
could include multi-sectoral, national and even international review workshops or
meetings, board or panel reviews, as well as reviews and surveys with constituent
providers to ensure that improvements are continually sought and implemented.
The ETQA Regulations (RSA, 1998a) require all ETQAs and providers to have in
place a quality management system which includes policies, procedures, and review
mechanisms for quality assurance. Included among these are policies, procedures,
and mechanisms for the management of assessment – both internal and external.
ETQAs are required to evaluate the assessment policies and procedures of
constituent providers and ensure the management and monitoring thereof. The
universal assessment principles of fairness, validity and reliability form the foundation
for assessment policy and evaluation for accreditation processes and procedures.

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ETQAs will be required to demonstrate the capacity, at ETQA and constituent

provider levels, to implement an assessment management system that is part of the
quality assurance cycle. The system should focus on maintaining the integrity of
assessments and achievements against the standards and qualifications registered
on the NQF and for which the ETQA is accredited.
ETQAs are also responsible for the registration of assessors. This register will ensure
that the ETQA and its constituent providers have a pool of competent assessors to
draw on for the period of accreditation according to the assessment requirements
associated with the primary focus of the ETQA.
When applying for an extension of accreditation, the ETQA will be required to agree
with SAQA, related ETQAs and possible moderating bodies where assessors will be
drawn from and for which standards and qualifications exist. In short, assessors will
be registered at ETQA level according to the assessment requirements associated
with the primary focus, NQF level, and standards or qualifications and their
associated criteria for assessment, moderation or accreditation. In respect of the
ETQA powers to devolve functions to constituent providers and others, assessors
could also be registered at provider level, where the provider would be accountable
to the ETQA for assessment and achievements.
In accordance with the objectives and the principles of the NQF, policies and
procedures for the Recognition of Prior Learning (RPL) will also be the responsibility
of the ETQA. Accordingly, “assessors” include all practitioners who will be
responsible for the assessment of achievement of learning outcomes. In this respect,
it must be borne in mind that SAQA is committed to the notion of a practitioner-
assessor. The education, training and development (ETD) practitioner is thus viewed
as being both learning facilitator and assessor. Furthermore, this notion of ETD
practitioner allows for the inclusion of other persons in the assessment process, for
example, workplace supervisors, managers or team leaders, and colleagues or
peers. The management of their assessments can then be included in the overall
management and maintenance of the ETQA’s broader assessment system.
2.3 Carry out all pre-assessment moderation requirements

You need to carry out all assessment moderation requirements in accordance with
relevant assessment policies, moderation plans and ETQA requirements.
Assessment policies and ETQA requirements

The assessment policy should specify the following:
 Time spent on contact and experiential learning, as well as how much time is
allowed for preparing practical portfolios of evidence
 How much time learners should spend on contact learning before they can be
assessed
 Assessment instruments in use (theoretical, practical, types of questions,
criterion-referenced, norm referenced)
 How formative assessment will be used and if it will count towards the
candidate’s final mark; i.e. if it will also have a summative value
 Types of competence to be assessed. The following types of competence
should be considered for inclusion:

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o Foundational competence. If a unit standard requires that

embedded knowledge and theory must be assessed separately, it has
to be adhered to in addition to the practical summative application-
type assessments.
o Practical competence. This evidence must be as holistic, direct,
integrated and naturally occurring as possible. If simulations and
scenario-type application is not allowed for assessment purposes
according to the unit standard notes, this must be adhered to.
o Reflexive competence. Reflexive competence is the ability of a
learner to critically reflect on his or her ability to apply the knowledge
gained. Qualitative type questioning should be used and should
include reflection on the critical outcomes. The sources of reflective
competence can include self- and peer assessment as well as third
party evidence of these particular skills.
Moderation requirements
Moderation: a process that supports and evaluates the assessment

environment, process and instruments with a view to confirming the reliability
and authenticity of assessment results and improving the quality of assessments
Definitio and assessors
n
The principles of fairness, validity and reliability imply that some form of moderation
practices (both internal and external) need to be applied to assessments. In other
words, moderation is a key element of a reliable assessment system. Moderation
procedures must form part of an assessment system in order to assure quality.
Moderation is a process that ensures that the assessment conducted by the
registered assessor meets the specified outcomes as described in the NQF
registered standards and qualifications, and are fair, valid and reliable. Moderators
who wish to carry out the moderation function in the ETQA primary focus must be
registered with the ETQA. Moderators should first be practising registered assessors
and then train as moderators.
ETQA constituent Providers are to ensure that a sample of all assessments
conducted is moderated, with the aim of enhancing the quality of assessments in the
sector. As a guide to the size of the sample, it is recommended that an average of
not less than 10% should be moderated. The rationale for the selection of the sample
will vary, but there should be an attempt to target as well as use random samples.
ETQA’s have certain specific requirements in terms of the provider’s moderation
process. There must be an overall moderation system, which should be briefly
described in writing and should guide each moderator. This should include the
following elements:
 A moderation policy. This policy should include the criteria for the selection
of assessments for moderation. It should also state the frequency of
moderation in different contexts, and include procedures to be followed and
forms to be completed.
 A procedure for the quality manager for assessment to follow when
requesting moderation.
 A pro-forma to be followed by moderators in drawing up a moderation plan.

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 Guidelines for moderators including a check-list for moderating assessments

in terms of fairness, reliability, practicability and validity.
 A pro-forma to be followed by moderators in making a moderation report.
 A feedback form to assessors from moderators to assist in the professional
development of assessors.
 Guidelines for moderators including a check-list for moderating assessment
instruments and guides (when new or being piloted) in terms of validity:
fitness for purpose, sufficiency, authenticity, and, where appropriate,
currency.
 A feedback form for each assessor to provide feedback on unit standards if
they wish to give this; and a process for moderators to collate this information
and give it to the provider’s quality manager for assessment to be forwarded
to the ETDQA.
 A plan indicating dates set for professional development meetings called by
moderators of assessors in a particular field or sub-field (ECD or OD ETD
assessors, for example) to discuss issues of interpretation of standards and
share problems, solutions and experiences.
Many of the above may be combined in one or two documents. For more detailed
guidance on moderation, please see the ETQA’s Guidelines for Moderation.
Pre-assessment moderation
Assessment may not be conducted before Pre-Assessment Moderation has not been
not completed, Pre- assessment Moderation will ensure that:
 the assessment design is of the expected quality
 the assessor is able to execute the assessment according to the standard
 a suitable assessment plan has been compiled
 the assessment instruments that will be used will yield valid results,
 all the information needed for assessment is laid out in an assessment guide;
and
 all aspects indicated in the moderation plan have been executed
It is the Moderator’s responsibility to ensure that these aspects in terms of quality
assuring assessment are in place. Assessors must support this as Moderators
ultimately will report to the ETQA Verifiers if Moderation did not comply with SAQA
Guidelines and Criteria, the ETQA Policy and the Provider Policy and instructions.
2.4 Explain assessment details to candidates

You need to explain assessment details to candidates clearly and constructively. The
assessment details would include the:
 specific purpose,
 process,
 expectations,
 roles,

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 responsibilities, and
 appeals procedures related to the assessment at hand
The assessment details could also include:

 the general context of assessment in terms of the principles and mechanisms
of the NQF, as applicable to the situation and assessment context
Explaining details of assessment to candidates

Purpose, process, expectations, roles and responsibilities, appeals procedures: It is
important that the learners understand from the onset what their role and
responsibilities are regarding their own assessment. The learners need to understand
what the process is and why it is so. The learners need to know what to expect from
the assessor. The assessor needs to explain to the learners what s/he expects from
them.
The most important activity when informing learners, is providing counselling and
advice to the learners. The learners should know:
 The kinds of assessment activities that they could be asked to perform
 The standard and level of performance expected
 The type and amount of evidence to be collected
 Their responsibility regarding the collection of evidence
 The purpose of assessment
 Assessment methods including purpose of unit standards and evidence
guides
 Assessment procedures
 The NQF (in relation to assessment) and the national certification bodies
 The roles and responsibilities of the players
 The opportunities available to the learners during and after the assessment
process, including the appeal procedure
The learners and assessor should be satisfied that the timing of the assessment, the
opportunities identified, and the place of assessment are suitable.
Depending on the language policy of the learning institution, learners can also be
consulted in which language the assessment will be conducted and the learner’s
readiness for assessment.
Provide opportunities for clarification

Informing the learners about their assessment is important in that there may be
cases where, because of the maturity and experience of the learners, they may be in
a position to alert the assessor to other opportunities that the assessor may not have
been aware of in planning the assessment.

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Respond to promote understanding of the requirements

This includes questioning the learners on their prior experience to assist in
determining their knowledge and skills to identify relevant unit standards according to
assessment requirements. (Design should, nevertheless, take place before learners
can be informed.)
The principles and mechanisms of the NQF

The South African Qualifications Authority Act (1995) created a new framework for
education and training in South Africa by:
 Creating a single, unified system of classifying qualifications (the National
Qualifications Framework or NQF)
 Creating the institutions and infrastructure to ensure that these qualifications
are of a high quality.
The objectives of the NQF as stated in the SAQA Act5 are:

 to create an integrated national framework for learning achievements
 to facilitate access to and mobility and progression within education, training
and career paths
 to enhance the quality of education and training
 to accelerate the redress of unfair past discrimination in education, training
and career opportunities; and thereby
 to contribute to the full personal development of each learner and the social
and economic development of the nation at large
The principles of the NQF that underpin these objectives are:

To form part of a system of human resources development that provides for
Integration
the establishment of a unifying approach to education and training
Relevance To be and remain responsive to national development needs
Credibility To have national and international value and acceptance
Coherence
To work within a consistent framework of principles and certification
(Rationale)
Flexibility To allow for multiple pathways to the same learning ends
To be expressed in terms of a nationally agreed framework and internationally

Standards
accepted outcomes
To provide for the participation of all national stakeholders in the planning and
Legitimacy
co-ordination of standards and qualifications
To provide ease of entry to appropriate levels of education and training for all
Access
prospective learners in a manner that facilitates progression
To provide for learners, on successful completion of accredited prerequisites,
Articulation
to move between components of the delivery system
5
Source: THE IMPACT OF THE CRITICAL OUTCOMES ON CURRICULUM, PEDAGOGY AND ASSESSMENT IN ABET

Module 2
To ensure that the framework of qualifications permits individuals to move

Progression through the levels of national qualifications via different appropriate
combinations of the components of the delivery system
To enable learners to transfer the credits of qualifications from one learning
Portability
institution and/or employer to another
Recognition of Through assessment, to give credit to learning that has already been acquired
Prior Learning in different ways
Guidance of To provide for the counselling of learners by specially trained individuals who
Learners meet nationally recognised standards for educators and trainers
The mechanisms for the development and implementation of the NQF would include:
 standards setting,
 qualification design,
 assessment,
 moderation,
 credit accumulation,
 accreditation of providers,
 registration of assessors,
 recognition of achievements
In the past, learning done at institutions such as technikons, technical colleges and
universities was viewed as “education”, and learning within companies was viewed
as “training”. Often there was no formal recognition for training. According to the
SAQA Act both education and training are recognised forms of learning, and
individuals should be able to move freely between these two types of learning.
The NQF is a framework on which qualifications, courses, and learning programmes
are registered. Achievements obtained by learners are recorded and recognised
nationally. It is therefore an integrated approach towards education and training.

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NQF Framework
QUALIFICATIONS AND
INSTITUTIONS
CERTIFICATES
10 Doctorates
Tertiary / Research / Professional Instructions
9 Masters Degrees
Post graduate diplomas
8 and Professional
Higher Qualifications
Education Bachelor Degrees and
& Training 7
Advanced Diplomas Universities / Technikons / Colleges / Private /
(HET) Professional Institutions / Workplace / etc.
Diplomas and Advanced
6
certificates
Higher Certificates and
5 Advanced National
(vocational) Certificates.
Std 10 / Grade 12, N3 /
NCS
4 National Senior Certificate
and National (vocational) Technical /
Further Formal high
Certificates. Community / Industry
Education schools /
Std 9 / Grade 11, N2 / NIC Police / Training Boards
& Training Private /
Nursing / / Unions /
3 National (vocational) State
(FET) Private Workplace, etc
Certificates. schools
colleges
Std 8 / Grade 10
2 Further Education and
Training Certificates.
Senior Phase, ABET
Std 7 / Grade 9 Level 4 Occupation / NGOs /
Formal
General Intermediate ABET Work-based churches /
schools
Education Phase Level 3 training / Night schools/
(Urban /
& Training 1 Upliftment ABET / Private
Foundation ABET Rural /
programmes / providers/
(GET) Phase Level 2 Farm /
Community Unions/
Special)
ABET programmes Workplace
Pre-School
Level 1
The NQF is like a single, but wide, ladder that covers many possible learning and
career paths, which include all forms of education and training. The ladder is
designed to make it easy for people to move sideways and upwards (articulate) as
they move from one type of learning to another or from one career to another. Like a
ladder, the NQF has different rungs or levels that make it clear how far a person is
from the bottom or from the top, and what the next step is. All types of career paths
have the same steps or levels.
The NQF ladder currently has ten steps, whereby all education and training is
classified according to 10 levels. The levels measure the complexity of learning for
different levels, rather than focusing on how long a person has studied. The levels
allow for comparison between different courses, as well as comparison between
education and training received in different places and in different ways. Comparison
can also be made internationally, in order to compare South African qualifications to
those from other countries.

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Qualifications are registered on the different levels based on the exit level of that
qualification i.e. what the person will know and be able to do once they have
completed their qualification.
2.5 Seek inputs from candidates

You need to seek inputs from candidates regarding:
 special needs,
 possible sources of evidence, and
 RPL opportunities
These could all contribute to valid assessment.
Potential barriers to assessment (special needs)

Special needs must be considered to ensure that the assessment process is fair and
transparent. Failure to take account of special needs prior to commencement of the
assessment may create barriers to an effective assessment process.
Providers must ensure that their assessment policies cater for assessment of all
learners irrespective of the nature of their learning needs.
Particular attention should be paid to the language of assessment, and wherever it is
not the language itself that is being assessed, assessors who speak the language
that the candidate is most comfortable with should be provided. Where this is not
possible, interpreters may be used to make sure that candidates understand exactly
what is expected of them.
Where the language of learning and summative assessment has been identified and
it is not the language of some of the candidates, much of the learning and formative
assessment should be carried out in a mixture of languages, so that meaning can be
fully developed and so that learners become familiar with the use of terms in the
language of much of their assessment.
Interpreters should be provided where appropriate to help settle disputes and
address complaints or appeals.
Assessment policies should address barriers to learning and must ensure that the
needs of learners are acknowledged and addressed. Special arrangements must be
made for learners with physical disabilities, and it should be made clear to these
learners that appropriate arrangements can be made. Assessment processes should
focus on the inclusion of a full range of diverse learning needs.
A wide range of barriers can occur during the assessment process that will have a
negative impact on the results of the assessment. You should be aware of the
following:
 Psychological blocks – the block “fear of humiliation and failure” is perhaps
most applicable in the sense that the assessment process may be perceived
by the learner under review, as a “threatening” situation, resulting in an
aggressive attitude on the part of the learner.
 Unsuitable assessment environment – there are two aspects of the work
environment, which can have a negative impact on the results of assessment:

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o The relationship between the assessor and learner (The relationship

between the assessor and learner can have a crucial impact on the
success of the assessment)
o The relationship between the assessor and his/her colleagues
 Insufficient consultation – learners were not consulted about the purpose of
assessment and/or the process. Consultation should allow for the opportunity
to:
o Contribute ideas to the assessment process
o Voice fears about discrimination or bias
o View and comment on assessment methods, documents and practices
o Question the validity and fairness of techniques used
Make modifications to the assessment approach

You need to make modifications to the assessment approach on the basis of the
inputs that do not affect the validity of the assessment.
Opportunities should be provided for input from the candidate/learner on possible
sources of evidence that could contribute to valid assessment. This is especially
important in adult and occupationally directed learning, because learners often have
valuable experience, so that they can make good suggestions in terms of what
assessment methods should be most effective and efficient.
Inputs obtained from learners might lead to the assessor having to modify or
redesign the assessment. Modifications made on the basis of the inputs should
maintain and/or improve the validity of the assessment.
2.6 Confirm candidate readiness for assessment

The assessor and/or the facilitator must make sure that the candidates are ready and
well-prepared for the assessment. This can be achieved with formative assessment,
but the candidates must also be given an opportunity to declare if they are ready or
not. It is important that the candidates’ confirmation that they are ready be
documented. This is done by taking minutes during the briefing of the candidates on
the assessment and by having the candidates sign a declaration that they are ready
for the assessment.
Pre-assessment Meeting
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.

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 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.
When candidates are not yet ready

If a learner believes that illness or other mitigating circumstances will affect their
performance in an assessment, they should inform the trainer and assessor as soon
as possible. Any appeal citing a medical factor must be supported by a medical
certificate from a qualified medical practitioner or traditional healer.
In such cases where candidates feel they are not yet ready for assessment, take
actions in line with assessment policies; e.g.
 a new assessment date to be determined in consultation with the candidate
 how much time should be given to the candidate to achieve readiness
 what support s/he still needs
 explanation of the assessment process in a language of his/her choice, etc.
If the learner requires further evidence, information or changes then the learner shall
modify the portfolio.
If the learner is not ready for assessment, then the assessor shall counsel and advise
the learner of necessary actions, training, coaching and or on-the-job experience
required to be successful.
Sometimes the appropriate persons (namely the training provider, line managers,
evidence facilitators and/or registered assessors) are responsible for identifying
learners who are not ready for assessment and in such a case, they should take the
relevant supportive action to help the learner gain access to further learning
interventions/opportunities, where applicable.
Note:
Selection and placement processes combined with flexible delivery including
bridging, slower and accelerated options should be available. Providers and clients,
such as employers who are supporting their employees through training, should be
aware whether or not learners have the ‘learning assumed to be in place’ before
entering a learning programme.
If they do not, it is likely that additional support or a bridging programme may be
needed, and it is best to find this out sooner rather than later. Additional funding may
be required, or more release time from work, so it is important not to raise hopes by
accepting people onto learning programmes when they are really being set up for
failure.

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Documents relevant to the preparation and planning of assessment
The Assessment Readiness Check
“AM I READY FOR ASSESSMENT?”

(To be completed by the Candidate)
CANDIDATE : _________________________________
DATE : _____ / _____ / _____
CHECKLIST: ASSESSMENT OF PERFORMANCE YES / NO
Have I arranged appropriate time with my assessor?
Have I checked with my direct Manager/Supervisor that is okay for my assessor to

come and assess me?
Have I notified anyone else who needs to know? (e.g. security, reception, a witness)
Have I got everything I need to carry out the planned activity?
Have I got together any other evidence which supports unit standard which I am
being assessed against?
Am I clear which aspects of the unit standard I am being assessed upon?
Have I checked that nothing will get in the way of being able to perform this activity?
Have I practiced what I am planned to be assessed on to make sure I am as

competent as I can be?
I understand the appeals procedure
I understand the assessment process
_________________________________
CANDIDATE’S SIGNATURE

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The Pre-Assessment Meeting Memorandum of Agreement

Ref and PAGE
WAS THE FOLLOWING EXPLAINED? YES NO NO
Ref P NO
The assessor explained to me how the national ETD
structure works including:-
 The SAQA structure
 The national qualifications framework (NQF)
 How my assessment is linked to the NQF
 The National Learners Record Database (NLRD)
 My career options after this assessment
A Pre-assessment meeting was held
The assessor explained to me the assessment process
including:-
 The US I was to be assessed against
 The use of Unit standards
 The assessment against assessment criteria
 The sequence of activities
 The assessment methods for the assessment
 The feedback process
The assessor informed of the following
 Any barriers that could affect the fairness of the
assessment
 Any special assessment requirements with regard
to language preference or disabilities
 The appeals procedure to follow if I am not
satisfied with the way the assessment is done or
the results thereof
 The process to be followed for reassessment
The assessor gave me
 A copy of the US to be assessed against
 The assessment instruments to be used for the
assessment
 An opportunity to contribute to the process by
suggesting other methods of assessment and
pointing out any special needs I may have
I declare that the above items were explained to me clearly and I have understood them.
Candidate’s Signature: ______________________________ Date: _____/_____/20______
Assessor’s Signature: _______________________________ Date: _____/_____/20______

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The Minutes of Pre-Assessment Meeting

ITEM NOTES Yes/No
Introduction of the National Qualifications Framework
Overview of current
(NQF) improving assessment of competence,
developments in education and
accessibility to training, portability of qualifications,
training was given
workplace learning. Reference page number ____
To determine the competence of a person in applying
The purpose of workplace skills, knowledge & understanding in the workplace and
assessment was explained not only in the training environment. Reference page
number____
Applied competence means that a person must be
An explanation as to why this
assessed on their ability to achieve relative outcomes in
process is being followed was
a workplace environment. this cannot be done in a
given
training environment only.
The Learner must demonstrate their ability to achieve
The roles & responsibilities of the outcomes for which they are being assessed. The
both assessor and learner were Assessor must assess the Learner’s performance against
explained the relative outcomes, using the principles of
assessment.
The use of Unit Standards was
explained & together
Purpose of the Unit Standard and whether it is
appropriate Unit Standards for
appropriate for the Learner’s intentions.
the assessment activity were
selected
The use of evidence was
explained together with the
Direct, indirect & historical evidence, used to measure
agreement of 3 relevant forms of
the Learner’s ability to achieve the relative outcomes.
evidence for the selected Unit
Standard
The Assessor will observe the Learner performing the
The observation process was
required tasks, without undue interference, to evaluate
explained
the Learner’s performance.
Oral & written questioning will establish the level of the
The collection of knowledge
Learner’s foundational competence against the required
evidence was explained
outcomes of the relative Unit Standard.
An explanation of how feedback Explain how results of the Assessment will be given to
will be given was presented the Learner and other role players.
The assessment plan was
All persons involved in the Assessment process to agree
agreed, signed & dated by all
on the assessment activities that will take place.
relevant parties
The Appeals & Disputes
If Learners are dissatisfied with the assessment results,
Procedure was explained and all
they may submit an appeal to the internal Moderator,
parties were aware of their
followed by the ETQA Manager if no satisfactory results
rights within the Assessment
are received. The ETQA manager has the final say.
process
Learners aware of all other
parties involved in this All role players are aware of each other’s involvement
assessment process to ensure a and the reason for their involvement in the assessment
transparent procedure was process.
followed at all times
The Assessor described the way
Confirmation of assessment arrangements, followed by
forward and asked the Learners
any questions from the Learner/s
if they had any questions
NAME ROLE SIGNATURE DATE
ASSESSOR
LEARNER

Module 2
WITNESS
The marking memorandum

The memorandum (containing model answers) is another important document used
during the assessment process and that has to be prepared very carefully
beforehand:
 A model answer is required for factual and calculated answers.
 In examination papers or practical exercises where creativity is an element,
there may be more than one possible correct solution or answer.
 Where more answers are possible than the allocation of marks indicates, all
possibilities must appear in the memorandum, if possible. (In the case of
creative problem solving, a mark out of 100, based on certain elements of the
problem, should be used as yardstick.)
 With discussion and opinion-type questions the main points should be listed
in order of importance and a broad explanation of that which is expected must
be provided. The assessor will mark such question papers, so that it can be
subject to moderating.
 There may be no confusion in respect of the question that was asked and the
expected answer.
 The memorandum must be a comprehensive set of answers covering all
subsections of all questions and phrased in the exact manner the assessor
expects the learners to answer the questions.
 In the case of questions where no model answer can be provided as the
answer is learner specific and relates to situations and experiences in his/her
workplace, the assessor must evaluate the answer at his or her own
discretion, although typical answers may be given as general guidelines.
 The marks awarded for each answer or subsection of an answer must be
shown clearly.
 The answers must be in the same sequence as the questions in the question
paper.
 References to pages from the Learner Guide are not acceptable- the actual
text must be given.
 Where annotated drawings are required, the complete drawings with
annotations must appear in the memorandum.
Class Activity 2: Prepare for assessments

Workbook

Module 3
Module 3
Conduct assessments
After completing this module, the learner will be able to conduct assessments, by
 Use assessment practices that promote effective, manageable, fair and safe
assessment. Ensure that assessment practices are in line with quality assurance
requirements, recognised codes of practice and learning-site or work-site
standard operating procedures where applicable
 Carry out the assessment according to the assessment design and in line with
the assessment plan. Justify adjustments by the situation, and unforeseen events
and special needs of candidates are addressed without compromising the validity
or fairness of the assessment
 Use questioning techniques that are appropriate and have the potential to
successfully elicit appropriate responses. Ensure that communication with
candidates is non-leading, and is appropriate to the assessment at hand and the
language ability of the candidate
 Gather sufficient evidence, including evidence generated over time, to enable
valid, consistent, reliable and fair assessment judgements to be made
 Ensure that assessment judgements are consistent with judgements made on
similar evidence and are justified by the authenticity, validity, sufficiency and
currency of the evidence
 Ensure that records of the assessment are in line with the requirements of the
organisation's quality assurance system. Ensure that records meet requirements
for making assessment judgements, giving meaningful feedback, supporting
internal and external moderation, and addressing possible appeals

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Conduct assessments
The ability to make assessment judgements using diverse sources of evidence must
be demonstrated. Assessments to include cases where candidates have special
needs and where evidence arises through RPL situations. Should it not be feasible to
gather evidence for assessments of special need candidates or in RPL situations,
evidence may be produced through scenarios.
Candidate-assessors must show they can make judgements in situations where:
 Candidates meet all criteria for a particular outcome,
 Candidates clearly do not meet the criteria for a particular outcome,
 Candidates meet some, but not all criteria, and
 More evidence is required in order to make a judgement of competence
At this stage the learner and the assessor should be ready to conduct the
assessment:
3.1 Assessment practices

You need to use assessment practices that promote effective, manageable, fair and
safe assessment.
You need to ensure that assessment practices are in line with:
 quality assurance requirements,
 recognised codes of practice, and
 learning-site or work-site standard operating procedures, where applicable
Assessment practices
Here we will discuss the practices that should be associated with assessment to
ensure that what we do is in line with quality assurance requirements, recognised
codes of practice and learning-site or work-site standard operating procedures.
The assessment The assessment measures what it says it is measuring.
practices are valid Assessment activities and instruments test skills that match the
outcomes to be assessed.
 Types of assessment instruments used (interview, written
test etc.) are appropriate.
 The subject matter assessed relates to the relevant unit
standards.
 Skills assessed relate to the relevant unit standards.

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The assessment Individual learners are not hindered or advantaged by factors

practices are fair not relevant to the outcomes being assessed.
 Assessments are not biased in terms of ethnicity, gender,
age, context etc.
 Language used in assessment procedures is appropriate to
the level of the learners.
 Assessment results will not be affected by unequal
resources/conditions during assessments.
 Learners are adequately prepared for assessment events.
 Learners are given adequate support during longer-term
assessment tasks like portfolios.
 Formative assessment is used continuously to enhance the
quality of teaching and learning.
 Learners are given constructive feedback on assessment
results.
 Learners have the right to appeal.
The assessment There is consistency in the assessment system and the same
practices are reliable judgements would be made by different assessors or in different
contexts.
 Assessors are provided with clear assessment instructions.
 Assessment results are moderated.
Assessments are Learners are informed about the assessment plan, including
properly administered time-frames, re-assessment opportunities, appeals.
 Appropriate logistical arrangements are made (venue,
equipment etc.)
 Recording procedures are adequate and accurate.
 Adequate security arrangements are made to avoid
irregularities.
Professional, industry or legislated codes of practice

The ETDQA encourages providers to adopt and implement assessment policies that
are transformative and that are in line with the guiding principles of the NQF.
Assessment for access and redress:
 RPL assessment for the award of credits (to meet entry requirements where
the programme is inflexible in this respect);
 RPL assessment for access (to allow access without first awarding credits:
this assessment process can be quicker and more affordable because the
assessment need not be so rigorous as in cases where credits are awarded);
 RPL for exemption for parts of learning programmes where outcomes have
already been achieved through experience (this may make the programme
affordable in terms of time and money to someone who would otherwise be
excluded);
 Assessment for placement at the right entry level (for example into a skills
programme or learnership; here those not accepted into a particular
programme will be advised on their needs, or better still, placed elsewhere
(for example on a skills programme which may become step one towards the
learnership, or a programme at a lower level);

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 Assessment to determine top-up or bridging requirements so that a

programme may become accessible to someone who would otherwise
struggle to cope (for example, in an ABET or fundamentals training to close
an identified gap).
These uses of assessment in support of access also address certain redress issues,
as often learners from formerly disadvantaged backgrounds have little or no formal
recognition of their achievements, and also have lower achievement levels through
no fault of their own. In other words, they could be capable and hard-working, but
through having received poor quality teaching backed by few resources they have
not realised their potential.
This leads naturally to another key principle, that of flexibility. Providers can
promote access and redress by adopting the principle of flexibility, which might be
implemented in many ways, including:
 Offering programmes in a modular form and making provision for learners to
be exempted from certain modules through an RPL process, and operating a
cost formula which allows exemption from the costs of the identified modules;
 Offering different versions of the same learning programmes, some
accelerated, some slower and containing enrichment and bridging materials,
addressing the needs of certain groups of learners;
 Relaxing any entry requirements and rather assessing potential learners in
relation to placement, bridging and gap-fill options to make the programme
more accessible;
 Carrying out needs analyses with relevant communities and stakeholders,
and offering programmes in response to identified needs, areas of growth,
and in line with the Sector Skill Plan
 Seeking funding from interested parties to subsidise learners and RPL
candidates from previously disadvantaged communities.
Achieving portability and articulation:

 offer modular training programmes in flexible combinations;
 offer RPL services, including RPL assessment for credit , for exemption from
modules and for access;
 offer top-up training, bridging and gap-fill training as well as re-assessment at
affordable rates; and
 link training, wherever possible, to NQF registered qualifications
Quality assurance
Quality assurance of assessment is governed by four main activities (documents),
namely:
 The Feedback report
 Providing an appeals application to candidates who wish to appeal
 Assessment review

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 Moderation report
Language and Assessment

Learners should, generally, be able to be assessed in a language that they are most
proficient in. In South Africa in particular, this is important. It is stipulated that:
 The official languages of South Africa are Sepedi, Sesotho, Setswana,
siSwati, Tsivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and
isiZulu.
 Measures must be taken to elevate the status and advance the use of the
historically diminished status of indigenous languages
 All languages must enjoy parity of esteem and must be treated equitably
Furthermore, it is stipulated that:

Everyone has the right to receive education in the official language or
languages of their choice in public educational institutions, taking into account
equity, practicability and the need for redress.
These constitutional provisions give learners the right to determining the
language(s) of learning and teaching. Assessment policies, therefore, should
ensure, as far as possible and is practicable, that this right is upheld for all
learners.
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 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:

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In addition there are a number of possible irregularities based on unethical behaviour.

These include:
Unethical behaviour by a candidate:

 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.
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);
Unethical behaviour by a moderator:

 responding to bribes, threats, etc. by ignoring irregularities detected in a
candidate or assessor;
background, ethnicity or religion) to influence moderation judgements.
Unethical behaviour by a provider:

 aiding and abetting learners, assessors or moderators in any of the above
behaviours.
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;
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 Carry out the assessment according to the assessment design

and plan
You need to carry out the assessment according to the assessment design and in
line with the assessment plan.
Assessment design: the analysis of defined outcomes and criteria to produce a

detailed description of how an assessment should take place, including all
instructions and information regarding the assessment activities and assessment
Definitio methods. The product of assessment design could be termed an Assessment
n Guide
Assessment Guide: this is a complete package based on a thorough analysis of
specified outcomes and criteria, assessment requirements and a particular
assessment context. Assessment Guides are designed primarily for use by
assessors to conduct an assessment (or possibly a series of related
assessments) in terms of a significant and coherent outcome of learning e.g. a
unit standard. Assessment Guides address the following key aspects in detail:
 How will the assessment take place?
 What is needed to make the assessment happen?
 How will evidence be gathered, recorded and judged?
In general, Assessment Guides include descriptions of the approach to the
assessment, assessment conditions, assessment activities, instructions to
assessors and candidates/learners, assessment methods, assessment
instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements,
guidance for contextualising assessments, relevant standard operating
procedures, administrative procedures, moderation requirements, assessment
outcomes and criteria, observations sheets, checklists, possible or required
sources of evidence and guidance on expected quality of evidence including
exemplars, memoranda or rubrics.
Assessment plan: this is produced at provider level, and gives an overview of
the timeframes and responsibilities for assessment and moderation for the
agreed delivery period. The plan addresses practical implementation details,
including, for example, decisions about the clustering of certain outcomes or unit
standards/outcomes for integrated assessment, any planned RPL, and the
relation of assessment and moderation to delivery of modules/ programmes in
terms of timeframes
Assessment design must meet the following quality assurance requirements:

 The design of the instrument (test, written assignment, portfolio, practical
demonstration and tasks, observation, interviews, combination of tools, etc)
must be appropriate, i.e. it must meet the outcomes as specified in the
standards, be at the right level, etc).
 The design of the instrument must be based on information taken from
relevant source documents (unit standards, and any other documents which
prescribe what must be assessed and the criteria on which judgements will be
made).
 The design of the instrument must be linked to an appropriate assessment
strategy (e.g. taking into account opportunities for integrated assessment, or
for gathering naturally-occurring evidence).
 Instructions to learners must be clear and unambiguous.

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 Time given for gathering and presentation of evidence (whether in one sitting
or over time) must be sufficient to allow an average learner to demonstrate
competence.
 There must be a relationship between course methodology and content and
the assessment (not applicable to RPL systems).
 Grading design (assessment criteria, issues of weighting, format for
judgements, etc.) must be done concurrently with instrument design, and
must be compatible with the instrument. (“Grading refers to the act of making
a final judgement in an assessment event.)
 Assessment design must include the development of an assessment guide
laying out details and instructions for the assessment activity. Explicit grading
instructions must be developed (for marking, recording on observation sheets,
or evaluating a product such as a lesson plan or training event, etc).
 The design must make provision for special needs without compromising the
validity of the assessment.
 The assessment must be implementable within any reasonable site costs and
time requirements.
The assessment process begins with getting to know the unit standard or
qualification. The assessor needs to consider what is contained in the different
components of a unit standard or qualification. On the basis of this knowledge and
understanding, the assessor then decides whether to design a task/tasks that require
observation, written tests and/or questioning. The situations or contexts for
performance would also be prepared for at this stage. Appropriate instruments such
as checklists indicating the complexity and quality of the performance (i.e. criteria)
should be designed.
Where the outcome describes practical competence then it is likely that observation
and/or evaluation of a product may be appropriate. This could be combined with
questioning to ascertain elements such as underpinning knowledge and
understanding and the ability to adapt to change and unforeseen circumstances, and
reasons for such adaptation. The appropriate instruments could be a practical
exercise, and/or submission of a product and a written or oral test to cover the range
statement which could include underpinning knowledge and understanding, other
contexts not covered by the practical exercise, integration of other abilities that
should be in place, etc.
Having decided on the methods and instruments, the assessor would then develop
the appropriate assessment materials. If the method chosen were written
assessment, then the material would be the question paper and checklist. Likewise, if
the chosen method were a practical exercise and questioning then the material would
be a practical task and questioning.
The assessor needs to make sure that all the relevant documents are ready such as:
 Assessment tool
 Assessment checklist
 Questions and memorandum

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The assessment tool should be in line with the principles of assessment which are:
Assesses what it claims to assess in terms of method, evidence
Validity
collected (authentic and current)
Is in line with other assessments conducted by the same and other
Reliability assessors in relation to the same unit standard /qualification. (It is about
consistency)
Assessment is effective and feasible without causing unreasonable
Practicality
demand to all role-players
Fair Assessment does not in any way hinder or advantage a candidate
Authenticity Assessment should make judgment against the individual's own work
Credibility This is the end result of fairness, validity, reliability and practicability
The venue should be ready.
Type of assessment is determined:

These are viewed in line with the purpose of the assessment and are:
 Baseline: This is the initial assessment conducted prior to training, when the
facilitator is establishing the level of the learners.
 Formative: This is a continuous assessment sometimes called CASS in the
schooling system.
 Summative: This is the assessment conducted at the end of the programme
or upon completing the Unit standard.
 Integrated assessment: This entails combining various and related specific
outcomes, assessment criteria, critical cross field outcome into tasks
designed to assess specific outcomes or unit standard.
Assessment methods: This refers to how one assesses the outcome such as orally,
written activity, or demonstration. Assessment methods go hand in hand with the
assessment instruments and the type of evidence required as shown below:
Assessment
Assessment tool Evidence type Assessment record
method
Instructions to What the candidate What candidates Ways of recording
learners /assessors is asked to do and produce as evidence the level of
how the same will be performance for a
assessed candidate
e.g.: written task e.g. written e.g. written report e.g. recording forms
instruction assessments such as
test
Good practice 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. It is used during the course of
learning to support the candidate by giving him/her feedback on progress. It can be

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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.
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.
 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.

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Good practice 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 the credits
towards 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.
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.
SAQA has recommended that integration be conducted at two levels as indicated
below:
 At the level of assessing a cluster of specific and/ or critical outcomes, or unit
standard or parts of the unit standard
 At the level of assessing before awarding a qualification
The disadvantage of assessing each outcome separately

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 lead to fragmentation. Fragmentation
of assessment leads to fragmentation of learning programmes. The emphasis
should rather be on integrating and linking theory, practice, reflection, problem
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

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challenging and extensive tasks involving, for example, projects or simulated/

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 mean-time, however, there are many pointers
to follow.
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.
 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.

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 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.
Adjustments to the assessment design / plan

During the pre-assessment meeting the special needs of candidates were noted and
these must be amended in the assessment plan.
You need to be able to justify adjustments to the assessment design / plan using the
following justifications to adjust the assessment design / plan:
 the situation in which the assessment needs to take place
 unforeseen events that influence the assessment
 special needs of candidates that influence the assessment
These justifications need to address the assessment design / plan without
compromising the validity or fairness of the assessment, e.g.:
 Disabled learners are not only people in wheelchairs. Any disability that can
make it difficult or even impossible for a learner to write (theoretical) or do
(practical) assessment qualifies as a disability or special need. It is the
constitutional right of such individuals to be assessed as one would assess
any other learner. A handicap can be physical, mental or emotional. In fact,
language may be a handicap requiring special arrangements.
 Often the first barrier to overcome is the physical barrier to access. The
assessor should choose the venue for learning and assessment where it will
be accessible to people with disabilities. Transport arrangements can be
made, although it is normally the responsibility of the learner.
 If language is a barrier to writing examination, documentation can be
translated into the language of the learner with a language problem. This,
however, can make learning very expensive, so that this will probably only be
done with critical material. Sign language interpreters can be arranged for
deaf people. Childcare arrangements should also receive attention if there are
learners who need such services - mostly single/working mothers who do not
have anybody else to look after the child while she attends learning or writes
examinations. Examination papers can be prepared in extra-large font type
for learners with poor vision.
 The only instance where a learner can be refused assessment is where his or
her writing or doing the assessment will endanger the safety of others or

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themselves. For example, a blind person will probably not be allowed to do an

examination which will qualify him or her to work on high tension electrical
cables.
The basic principle is that learners with special needs must as far as possible be
allowed and enabled to write examinations and do practical assignments. This,
however, does not mean that standards should be compromised.
3.3 Use questioning techniques to elicit appropriate responses

As the assessor, you need to use questioning techniques that are appropriate and
have the potential to successfully elicit appropriate responses. Ensure that
communication with candidates is non-leading, and is appropriate to the assessment
at hand and the language ability of the candidate.
The assessment
The assessment must now be carried out according to the 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.
The assessor has met the learner at the pre-assessment meeting and the learner is
fully aware of what is to be assessed.
It must be noted that the assessor must be familiar with the course material and this
should also be available at the assessment meeting.
The Unit Standard which is to be assessed must be available for referral.
In the assessment plan it must be noted what questions will be asked – what
methods are to be used in assessment and what principles to follow during the
assessment meeting.
Questioning techniques
You need to use questioning techniques that are appropriate and have the potential
to successfully elicit appropriate responses.
A critical role of the assessor is to ask questions that provide evidence of the
learner's competence. The way questions are phrased and the tone of voice in which
they are asked can significantly affect the response and the degree of comfort the
learner has in answering them. Questions need to be clear and specifically relate to
the assessment topic. Carefully phrased questions encourage discussion. Questions
not so carefully phrased may intimidate the learner.
The principles of assessment should be kept in mind when deciding to use a
particular instrument, i.e. the assessment instrument should ensure fairness, should
be reliable, valid and practical.
There are two important types of questions:
1. Closed questions require a "yes" or "no" response, or a short answer:
 "Are you able to operate the scanner?"
 "Can you tell me the name of the payroll supervisor?"
 "Do you know how to use the POS system?"

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2. Open questions are designed to encourage complex responses and

explanations. Often open questions can be used to build on the responses
given; e.g.:
 "Tell me what you believe are the advantages of offering credit to
customers?"
 "What do you see as the role of the staff in the personnel office?"
 "Do you prefer to use the manual system? Why?"
Learners need to feel comfortable with questioning. Often it can have a positive effect
when the learner has the opportunity to discuss what s/he knows. It is important that
questions are clear, so the learner is not confused about what answer is required.
The following list shows some of the different types of questions that can be used:
 Alternative response questions

True/False; Yes/No questions
Possible uses: Recall of information
Ability to discriminate
 Assertion/reason questions
Consist 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
 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
 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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 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
 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
 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 (table).
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
 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
 Oral questions/restricted response questions

The form and content of the response are limited by the way in which the
question is asked. These questions do not have pre-determined correct

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answers (as in short answer questions, etc.) and the assessor has to exercise
his/her professional judgment when interpreting learner’s responses.
Possible uses: Allows for self-expression when questions are oral
Supports observation of tasks where underpinning
knowledge and understanding are tested
 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.
Possible uses: A range of applications using different forms of
questions, particularly open-ended questions
Guidance and support to the learner
 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
 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.
Application of knowledge and understanding
Analyses
Debates
Arguments
Note:
Try not to ask questions one after the other, as it can sound like an interrogation.
Pace your questions and ask them at appropriate times.
Do not use leading questions

Ensure that communication with candidates is non-leading, and is appropriate to the
assessment at hand and the language ability of the candidate. Leading questions
are questions that contain by word or tone the answer you want - "You wouldn't use
that would you?" When you ask leading questions, you are inadvertently or
deliberately influencing the evidence candidates produce through the style of
questioning, instructions or responses to candidates.

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Listening
The other side of questioning and speaking is listening, another important skill for an
assessor. Active listening is the key to showing that you are genuinely interested in
what the learner is saying. Your response to a comment or question from a learner
can have immediate positive or negative effects on that person. For example, raising
your eyebrows or sighing loudly at an inappropriate time can distract or even distress
the learner and impact negatively on their assessment.
Always give the learner the opportunity to elaborate on points they have made. Be
prepared to rephrase questions and provide examples if necessary to help them
understand. Finish the assessment with an open-ended question like:
"I'd like to give you the opportunity to tell me if I've overlooked anything?"
3.4 Gather sufficient evidence

You need to gather sufficient evidence, including evidence generated over time, to
enable valid, consistent, reliable and fair assessment judgements to be made.
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 learner. The Assessor will deem
the learner
A. Competent – if the evidence gathered has met all the specific outcomes of
the unit standard and their related assessment criteria.
B. Not Yet Competent (NYC) – if the evidence gathered does not meet the
specific outcomes and criteria or more evidence is required. The Assessor
plays a pivotal role at this point in time. 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.
What is evidence? It is a demonstrated proof of competence.
Rules of evidence
When assessing the learner’s evidence, the assessor needs to ensure that the
evidence is: (VACCS/VARCS)
 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

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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:
 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.
Sources of direct evidence include:
o Direct observation of tasks, activities, etc
o Questioning i.e. written / oral
o 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
 Indirect evidence
Indirect evidence is evidence produced about the 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:
o Team outputs
o Work completed at an earlier stage
o Performance appraisal
o Training records
o Testimonials
o Reviews and commendations
o Certificates and qualifications
o Medals, prices and trophies
o Customer / client ratings
 Historical Evidence
This type of evidence tells the Assessor what the learner was capable of doing in
the past. It is the least valid form of evidence because it does not necessarily
prove current competence. Historical evidence usually needs to be checked for
authenticity. The Assessor should guard against discrepancies regarding 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:
o Projects and Portfolios
o Video/audio taped performance/ photographs
o Document competed by the learner

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o Performance appraisal
o Training records
o Testimonials
o Review and commendations
o Certificates and qualification
o Medals, prices and trophies
o Customer or client ratings
Example of evidence
Product Process
 Workplace is to specification  Correct procedures are followed

 Finish is to specification  Safe work methods are used
 Sale is made  Required service is provided
 Customer is satisfied  Correct sequence is followed
 Budget is achieved  Works as a member of a team
 Fault is found and rectified  Good communications are maintained
 Equipment is correctly set up  Records are correctly maintained
 Work is completed on time
Underpinning Knowledge and Understanding

knowledge and understanding are demonstrated of:
 Work procedures  OH&S requirements

 Workplace hazards  Safety precautions
 Record keeping procedures  Assessment techniques
 Training techniques  Emergency procedures
 Statutory requirements  Equal opportunity principles
The methods used to collect evidence are:

 tests
 observation
 question and answer
 role plays
 written reports
 verbal reports
 portfolios/samples of work

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Tests can be short or long answers. They can be ticking a response, matching, multiple
choice or essay type responses. They relate to what the key focus of the test is to be:
 the ability to write a response; or
 the actual knowledge itself, whether comprehension; or
 recall; or
 problem solving
Oral tests of Q&As are used to identify listening, interpreting, analytical and communication
skills.
Observation is used to identify the learner's ability to perform under a specific set of
circumstances, which usually relates to a workplace situation. A valid way of assessing
performance using this method is to use checklists or logs as a validation.
Role-plays There are some occasions when it is inappropriate for direct observation or
direct contact to be used. In this case a useful alternative is a role-play or simulation of the
workplace scenario. This needs to closely mirror the real world circumstance as far as
possible. Another version of this is the use of case studies where the learner is asked to
respond to a particular workplace situation presented usually in a written form.
Reports are useful as assessment tools because they can be used in either on or off job
circumstances and are not dissimilar to the situations in the workplace. They require the
application of knowledge in a specific context and are usually required to show some
analysis or application of theory.
Portfolios are useful for gathering material relating to performance criteria over an
extended period of time and may include different types of evidence:
 direct
 indirect; and
 supplementary
For each of these methods, the assessor has responsibility to ensure that the learner
understands exactly what is required, both in terms of the actual format or
presentation and in terms of how much is required.
The following general guidelines should help you decide if the evidence is sufficient:
1. The candidate must show competence in executing the specific outcomes and
critical cross-field outcomes of the unit standard and the unit standards of a
qualification.
2. The candidate must meet the requirements of the assessment criteria linked to
each specific outcome. This can be rather subjective, so that the assessor might
need to motivate his or her judgement of “meeting the requirements” or not. That
is why it is important to keep evidence of assessment for a reasonable period of
time, at least until after verification and until the candidate had reasonable time to
appeal against the results of the assessment, should he or she wish to appeal.
3. The candidate must show an understanding of the essential embedded
knowledge that forms part of the unit standard. Rote learning is seldom
necessary, but the candidate must demonstrate the ability to find and use
theoretical knowledge. This can often be achieved by means of an open-book
theoretical examination.

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4. At least two different assessment instruments should be used, so that a measure

of corroboration can be achieved. The principle of triangulation is, however,
always a safe one – three assessment instruments are used.
5. The candidate must demonstrate added value in a workplace setting that is
relevant to his or her newly acquire skills. A workplace setting can, of course, also
be simulated.
3.5 Ensure that assessment judgements are consistent

You need to ensure that assessment judgements are:
 consistent with judgements made on similar evidence, and
 justified by the:
o authenticity of the evidence,
o validity of the evidence,
o sufficiency of the evidence, and
o currency of the evidence
The most important criteria for evaluating the overall quality of assessment are the
following:
Assessment must be:

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.
Comprehensive: The breadth of coverage of the assessment must be

comprehensive enough to cover the objectives of the course, unit or lesson.
Functional: The assessment must be easy to administer and mark. Here are
a few guidelines in this regard:
 Arrange assessment from 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.
Valid: The assessment must measure what is intended to measure.
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.

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Discriminating: The assessment should differentiate those learners who

have made more progress during the training programme from the
assessment.
Cost-effective: This means that the expense of administering the

assessment should not exceed the benefits of the results derived from it.
True to the purpose of the test: If we are conducting a diagnostic

assessment, the results should succeed in accurately diagnosing specific
shortcomings in the learning outcomes of the learner.
Provide clear instructions: Test instructions must only allow one

interpretation by the learner.
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.
Let us now look at how to process the evidence provided by candidates to enable,
valid, consistent, reliable and fair assessment practises.
Sufficiency
There is quite some disagreement between providers of learning and assessment
about exactly how much evidence is required to justify finding a candidate
competent. To some extent this will depend on the assessment method used.
However, the following general guidelines should help you decide if the evidence is
sufficient:
 The candidate must show competence in executing the specific outcomes
and critical cross-field outcomes of the unit standard and the unit standards of
a qualification.
 The candidate must meet the requirements of the assessment criteria linked
to each specific outcome. This can be rather subjective, so that the assessor
might need to motivate his or her judgement of “meeting the requirements” or
not. That is why it is important to keep evidence of assessment for a
reasonable period of time, at least until after verification and until the
candidate had reasonable time to appeal against the results of the
assessment, should s/he wish to appeal.
 The candidate must show an understanding of the essential embedded
knowledge that forms part of the unit standard. Rote learning is seldom
necessary, but the candidate must demonstrate the ability to find and use
theoretical knowledge. This can often be achieved by means of an open-book
theoretical examination.
 At least two different assessment instruments should be used, so that a
measure of corroboration can be achieved. The principle of triangulation is,
however, always a safe one – three assessment instruments are used.
 The candidate must demonstrate added value in a workplace setting that is
relevant to his or her newly-acquired skills. A workplace setting can, of
course, also be simulated.

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 The candidate must show competence at the level of the unit standard and,
ultimately the level of the qualification or learning programme.
Reaching assessment results

The following guidelines regarding reaching an assessment result should be born in
mind:
 Assessors should work to explicit grading instructions.
 Adequate and specific training must be provided for assessors to arrive at
comparable results, e.g. when large groups of assessors such as markers are
called for in a particular session. (To mark examination scripts, assignments
or portfolios.)
 Appropriate documentation (marking memos, observation sheets, etc) should
be provided.
 Indicators for the identification of irregularities should exist (false evidence,
work has not been done by the registered learner, etc).
 A system for dealing with identified irregularities must be in place.
 The capturing and recording (electronic or manual) of results must be
checked at least twice.
 Results must be processed timeously.
 An appeals system for learners to query their results must be in place.
 Learner results must be submitted to the ETQA for certification according to
the specified procedures.
 Feedback about the assessment must be given to all relevant parties,
including candidates, facilitators, moderators, etc as applicable.
The usual way of reporting the results of assessment in the context of industry/work
has been: Competent/Not yet Competent. This makes sense because so many of
the requirements are absolute. No-one wants a surgeon who understands and
applies 60% of the requirements for operating on a patient. Minimum requirements
are spelt out and each one must be met. The significance of recording ‘Not yet
Competent’ rather than ‘Not Competent’ is to indicate that the need for lifelong
learning is recognised, and learners may have opportunities to work at improving
performance until they are ready to be re-assessed and hopefully found competent at
a later stage.

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The assessment result is quite correctly either competent or not yet competent, and
might be reported something like this:
Evidence meets
Did the learner demonstrate VARCCS
Reference Assessor Comments requirements
Yes/No
the following: C NYC
UNIT STANDARD SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA
Unit Standard Range
The typical scope of this unit standard is
 The effect of HIV/AIDS on the individual, the workplace and society.
 The effect of the HIV/AIDS pandemic on the economy, a sub-sector, and organisation and a specific workplace.
Specific Outcome 1
Know and understand HIV/AIDS and its effects on the human immune system
1. Learner Workbook Assessor writes relevant  Y
Class Activity 1 comments here
The terms HIV and AIDS are Learner PoE Guide
known and explained at a basic Practical Activity 1
level of understanding Summative Project
2. Learner Workbook Assessor writes relevant  Y
Class Activity 1 comments here
The way in which the immune Learner PoE Guide
system works is explained with Practical Activity 1
reference to the role of Summative Project
antibodies in the immune system
Moderation
The assessor should submit the following documents to the moderator:
 All the marked scripts of a particular course.
 A copy of the original questions.
 His/her report on the outcome, if available.
 A list of all the outcomes (e.g. specific outcomes, learning outcomes, critical
cross-field outcomes) covered by the examination (e.g. in the form of a
curriculum or unit standard).
 A detailed memorandum (model answer) that indicates the solution/correct
answer to each question, an indication of the marks allotted to each question
and a clear explanation of the way the scripts were marked and scored.
Processing of assessment results

The following rules can apply to the processing of assessment results:
 Both formative and summative assessment normally takes place on courses.
 For formative assessment learners are primarily assessed in terms of “class
attendance”, participation in interactive communication during lectures and
objective-type questionnaires.
 Summative (final) assessments are done under the supervision of a facilitator,
assessor or contracted invigilator. Both theoretical and practical assessment
instruments can be used for summative assessment.
 Final assessments may be done at the workplace of the learner. Theoretical
examinations can be done “open book”, unless there is a specific reason why
the candidates had to memorise theoretical information. Practical

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examinations mostly consist of the compilation and submission of a portfolio

of evidence, showing whether the learner has attained competence in the
learning outcomes of the course or not.
 In some instances it might be necessary for learners to deliver oral
presentations. This can be done at a central venue arranged by the learning
provider, at the firm where the learner is employed, or at the learner’s home
under the supervision of an invigilator.
Reporting procedures
Learning and/or assessment providers should have specific rules on how, when and
by whom assessment results may be communicated and who may receive such
information. The following are some options of how one can communicate
assessment results:
 Candidates can normally obtain official results from the learning or
assessment provider’s administration office.
 A specific person should be appointed and authorised to inform learners of
official results.
 Results can also be communicated to learners via the Internet, provided that
each learner has exclusive access to his or her results, e.g. by means of a
personal identification number.
 A cut-off period should be specified when results will be available, e.g. not
later than one week after the assessment.
 Special certificate and diploma awarding ceremonies may be arranged for the
awarding of full qualifications and verifier-endorsed unit standard-based
courses.
Rules and procedures for marking

ETD Providers will not be able to issue accredited certificates if they are not
accredited by an authorised quality assurance body, and examinations and tests
should be conducted in terms of the quality assurance body’s requirements.
The assessment design report or the provider’s assessment policy should specify the
mark weights of assessment instruments, subjects or unit standard-based courses.
In outcomes-based assessment, numerical marks need not be given – candidates
can be found competent if they meet the requirements of all assessment criteria.
The use of rubrics

A rubric is a scoring tool for subjective assessments. It is a set of criteria and
standards linked to learning objectives that is used to assess a learner's performance
on papers, projects, essays, and other assignments. Rubrics allow for standardised
evaluation according to specified criteria, making reaching an assessment judgement
simpler and more transparent.
Rubrics are generally thought to promote more consistent assessment results and to
develop self-evaluation skills in learners as they monitor their performance relative to
the rubric.

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Rubrics and grades are often used in the education sector, and they are perfectly
acceptable in an OBET system.
In fact, in some contexts the level of achievement can best be described in relation to
rubrics. A rubric is used when it is important to distinguish different levels of
performance, but relate these to clear assessment criteria rather than by giving a
mark or a percentage. A percentage or mark is usually reached by using assessment
criteria, but, unfortunately, different assessors can award different marks or
percentages to the same piece of work.
Rubrics are often written as a set of ascending or descending criteria, as in the

following example of a marking rubric for a letter:
Source: faeriekeeper.net
If a rubric were to be used for summative assessment, it would be necessary to

define what description fitted the minimum requirement for the unit standard in
question, and thus determine the point at which competence is achieved. It is
perfectly acceptable and often helpful in terms of feedback to result candidate
achievements using rubrics or other scales, grades or symbols linked to criteria, but
naturally the point at which competence is achieved must be defined. Therefore, to
use an example, if using the rubric in the example above, it might be decided that a
minimum score of 4 was required for competence.
Unit standards ideally spell out exactly what level of competence is required in the
particular context, so the distinction about C/NYC is clear. However, with generic
standards which are used in a number of different contexts, like the fundamentals,
this is sometimes more difficult.
SAQA does not prescribe the format or method of recording and reporting. It simply
expects assessors to assess against unit standards and assessment criteria in a
transparent way, and record in such a way that the evidence of achievement and the

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reasoning behind the assessment judgement are available for scrutiny by the
moderator and verifier. It expects providers to have in place an assessment
management system that ensures moderation is properly conducted and that
verifiers have access to evidence of candidate achievement and moderation reports.
3.6 Ensure that records of the assessment are in line with the quality
assurance system.
You need to ensure that records of the assessment are in line with the requirements
of the organisation's quality assurance system.
Your assessment records need to meet requirements for:
 making assessment judgements,
 giving meaningful feedback,
 supporting internal and external moderation, and
 addressing possible appeals
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

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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
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.
Assessor Checklist
Assessment Principles Yes No Comment / Evidence
Fair
1. All learners understand the assessment 
procedures and the criteria on which
performance will be judged.
2. Barriers to learning or special needs are 
considered during assessments.
3. Assessment adjustments for barriers to learning 
do not provide the learner with an unfair
advantage and/or influence the reliability and
validity of the assessment.
4. Establishing procedures for appropriate re- 
assessment opportunities and appeals, if
required.
5. Procedures are in place where learners provide 
feedback on the assessment process and can
challenge the assessment if necessary, i.e. the
appeals process.
6. Sample group on which the assessment is 
piloted is representative of learners of all races,
gender, social and cultural backgrounds.
7. Assessment process is as transparent as 
possible. Transparency is obtained through
effective communication with learners who are
being assessed.
8. Avoiding the comparison of one learner’s work 
with another learner’s work (norm-referencing).
9. An assessment guide based on the unit standard 
/ qualification assessed is well planned and used
when conducting an assessment.

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Valid
10. Assessment activities accurately assess all the 
outcomes and assessment criteria covered in the
unit standards or qualifications in terms of
knowledge, skills, attitudes and values
11. The number of assessment items / opportunities 
per competency reflects the relative importance
of that competency to the unit standard.
12. Assessors must be able to relate the 
assessment activities to a specific unit standard.
13. The level of the assessment correlates with the 
level of the learning (Bloom’s Taxonomy).
14. Assessors should be subject matter experts who 
are competent at using appropriate assessment
activities.
15. The appropriate sources of evidence are 
allocated.
16. The appropriate method is selected to conduct 
the assessment.
Reliable
17. Instruction in the assessment guides is clear, 
unambiguous, and consistent irrespective of who
is reading them.
18. Assessment is based directly on the outcomes 
and assessment criteria of the unit standard.
19. Outcomes, assessment criteria, etc remain 
constant regardless who is being assessed or
who the assessor is.
20. Including as many assessment instruments/tools 
as possible, as this leads to a higher probability
that the assessment results will be reliable.
21. Assessment guides are revised regularly. 
22. Assessors should meet and talk to one another. 
23. Assessors should have extensive 
knowledge/expertise of the field in which they
are assessing.
24. Assessment tools include as many checklists as 
possible to limit the level of subjective
judgements required by the assessors.
25. Assessment process ensures that sufficient 
evidence is gathered.
Consistent
26. That consistency in assessment is practiced. 
27. Assessors are familiar with the assessment 
guides.
28. Similar assessment activities are administered in 
the same way, if possible.
29. That the assessor checks for consistency in the 
learner’s performance.

Module 3

Practicable and Cost effective
30. Assessments are cost effective in terms of 
finance and time
31. Assessment method has minimal impact on 
company resources and employee productivity.
32. Naturally occurring evidence is used as far as 
possible
Open
33. Learners are made aware of the assessment 
process, methods to be used, evidence required
before the assessment process commences.
34. Learners contribute to the planning and the 
accumulation of evidence
35. An open feedback process ensures that the 
learners are kept informed of assessment
outcomes
Systematically recorded
36. Assessment planning and record keeping is 
sufficiently rigorous.
Integrative
37. An appropriate combination of assessment 
methods and instruments are used (applied
competence i.e. practical + foundational +
reflective competence).
38. Assessment activities are tailored to the learning 
programme or work that the learner is currently
doing.
Appropriate
39. Appropriate methods and instruments are used 
40. Assessment methods used are suitable to the 
performance being assessed and the learner’s
environment.
41. Assessment methods and instruments are 
suitable to learners with special needs.
Reasonably adjustable
42. Instruments and methods used do not present 
artificial barriers
43. Learners are informed and consulted before any 
adjustments are made
Manageable
44. Assessment methods and instruments are easily 
arranged.
45. Assessment methods and instruments do not 
interfere unduly with learning or work.

Module 3
Evidence Collected Yes No Comment / Evidence

Direct
1. The assessment method used requires the 
learner to perform the EXACT skill that is being
assessed.
2. Assessment situation and tasks are authentic as 
possible.
3. Use of projects, realistic case studies, 
simulations, observations, demonstrations and
oral interview are used to gather evidence of
competency.
4. Evidence is collected from activities that are 
similar to the conditions of actual performance.
Sufficient
5. Evidence that is enough and of the right quality 
is collected.
6. Evidence that is collected indicates that the 
learner is competent
7. A variety of assessment activities and various 
sources of evidence are used
8. Every competence is covered by an assessment 
task.
9. That the learners are assessed at various stages 
and contexts as specified in the assessment
guide.
10. An assessment scenario should cover the most 
important situations in which the competence
can be used.
Authentic
11. Authenticity of evidence collected is checked 
thoroughly.
12. Evidence provided is attributable to the learner 
being assessed.
13. That evidence that has not been directly 
assessed is verified.
14. Learners to submit a witness testimony. 
15. Learners are to sign an affidavit confirming that 
the work is their own.
16. Obtain as many evidence samples through 
varied assessment methods, as possible.
17. Conduct an oral interview during or after 
submissions of POE.
Related to competency
18. The collected evidence relates to the learner’s 
current competence.

Module 3
The Role of the Assessor Yes No Comment / Evidence

Planning
1. The assessor discussed the purpose of 
assessment with the learner and other
stakeholders.
2. The assessor selected appropriate methods of 
assessment taking into account the purpose,
environment and evidence to be collected.
3. The assessor selected appropriate assessment 
activities and instruments to ensure the evidence
gathered is adequate to prove competence
Guidance to learner
4. The assessor prepared the learner for the 
assessment.
5. The assessor discussed with the learner the 
learning requirements, prior knowledge and
experience.
Assessment process
6. The assessor ensured that the learner is at ease. 
7. The assessor conducted the assessment 
according to established principles of good
assessment.
Decision making
8. The assessor make assessment decisions about 
learner’s competence against the evaluation of
the evidence collected using the assessment
criteria.
Administration of Moderation
9. Agreed timeframes are adhered to in reporting 
the assessment results in accordance with the
provider’s and SETA’s requirements.
10. Records are kept and submitted to the relevant 
Administrative Division or centralized site.
11. Confidentiality of information relating to learner is 
preserved.
Learner feedback
12. Feedback is given timeously, in an appropriate 
environment, to the learner.
13. Feedback is given in an affirming, constructive 
and interactive way.
Assessment evaluation
14. The assessor evaluated the assessment process 
identifying strengths and weaknesses in the
facilitators and his / her own performance.
15. A process is in place to integrate lessons learned 
in future assessments.

Module 3
Learner Appeal Process Yes No Comment / Evidence

Valid
1. A process is in place that enables appeals to be 
lodged and handled against an appeal policy and
procedures.
Open
2. Policy and procedures are in place that ensure 
that the learner understands the appeal process
3. An open feedback process ensures that the 
learner is kept informed of the appeal outcome.
Fair
4. Clear information about appeal process is 
provided to the learner.
5. Appropriate re-appeal opportunities are provided 
to the learner.
INSTRUMENTS AND METHODS OF ASSESSMENT
What methods and instruments of assessment have been used? PER UNIT STANDARD
Instruments/Tools Methods
Observation Product Questioning,
Evaluation Written, Oral
Alternative response questions X X X
Assertion / reason questions X
Assignments X X
Aural / oral test X X
Case studies X X
Completion questions X X X
Examinations / test
Extended response questions
Grid questions
Logbooks
Matching questions
Multiple choice questions X
Oral questions X X X
Personal interviews
Practical exercise / demonstration X X
Portfolios X
Projects
Questionnaires X X
Restricted response questions
Role-plays X
Simulations
Short answer questions X X
Structured questions X X

Module 3
Written Assessments
What types of evidence have been collected (used)? PER UNIT STANDARD
Examples Types of Evidence:
Direct Indirect Historical
Certificates & Qualifications
Completed work (product) X
Customer / client ratings
Direct observation of tasks, activities, etc X X
Documentary evidence completed by learner
Medals, prizes & trophies
Performance appraisals
Product & output evaluation
Projects & portfolios X X
Questioning, i.e. oral, written X X
Reviews & commendations
Team outputs
Testimonials X X
Training records
Video / photo / audio-taped performance
Work completed at an earlier stage
Please ensure that the Assessment Guide is available and reflects at least the
CHECK
following documented evidence:
Candidate Information X
Unit Standard ID no, course name, etc. X
Candidate request / acknowledgement of assessment X
Relevant role player’s acknowledgement of assessment X
Candidate Declaration of Authenticity X
Pre-Assessment briefing and signed agreements (inclusive of Appeals Process) X
Assessment (Foundational, Reflective, Practical competence) X
Assessment Plan ( according to ETQA Guidelines) X
Assessment instruments and tools X
Formative Assessments record of results X
Post-Assessment feedback (competent or non-competence guidance) X
Declaration of Competence X
Provision for proper recording of evidence gathered X
Provision for candidate’s feedback X
Provision for Moderation comments and signature X
Availability of candidate’s Journal / Logbook N/A
Availability of Workplace Training Program including Mentor signatures if N/A
Learnership
Review / changes made to assessment plan/s N/A

Module 3
Class Activity 3: Conduct assessments

Workbook

Module 4
Module 4
Provide feedback on assessments
After completing this module, the learner will be able to provide feedback on
assessments, by successfully completing the following:
 Give feedback to relevant parties in accordance with confidentiality requirements,

in an appropriate sequence and within agreed timeframes
 Ensure that 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
 Ensure that the type and manner of feedback is constructive, culturally sensitive
and related to the relevant party's needs. Provide sufficient information to enable
the purpose of the assessment to be met, and to enable parties to make further
decisions
 Obtain feedback on the assessment process from the candidate and provide
opportunities for clarification and explanations concerning the entire assessment
 Deal with disputes and/or appeals that arise with according to the assessment
policy
 Record agreements reached and key elements of the feedback in line with the
requirements of the organisation's quality assurance system

Module 4
Provide feedback on assessments

Learners must receive specific feedback on both their work and their self-assessment
of that work, if applicable. By reporting results, assessors could provide learners with
more than mere feedback on their progress. They could also be offering helpful
suggestions on how learners could go about improving their performance and how
they should, in future, tackle assessment tasks. As such, reporting becomes an
integral part of facilitating, i.e. it serves a formative purpose.
The assessor needs to portray professionalism, accuracy and not be biased when
giving the assessment feedback to the learner.
The organisational code of conduct comes into play as this process includes factors
such as:
 Confidentiality
 Privacy
The feedback can only be given to the learner and other parties as outlined in the
organisational policy.
4.1 Give feedback to relevant parties

You need to give feedback to relevant parties:
 in accordance with confidentiality requirements,
 in an appropriate sequence, and
 within agreed timeframes
The relevant parties could be all or some of the following:
 Candidates
 Facilitators, educators, lecturers, supervisors, mentors or coaches
 Assessors
 Managers
 Moderators
Feedback to learners can take place verbally or in writing, however learners must
always sign off a document confirming that feedback was provided.

Module 4
Facilitators, or peers, could respond to a particular learner’s contribution to classroom

activities, or a piece of work submitted after experiential learning.
Recording learner performances electronically, for example, is particularly helpful for
discussion purposes and for self-assessment.
Spoken feedback should be constructive, informal and instantaneous, giving credit
for effort, encouraging perseverance and offering suggestions for overcoming
difficulties.
Written comments should be clear, specific, supportive and reader-friendly.
4.2 Give clear and specific feedback

You need to ensure that the feedback that you give to the learner is:
 clear
 confined to strengths and weaknesses in performance
 specific to the requirements for further evidence
 in relation to the outcome/s at hand.
Performance: includes demonstration of skills, knowledge, understanding and

attitudes, and the ability to transfer these to new situations
Definitio
n
The assessor has to decide when to say that the learner has given enough evidence
of appropriate quality to confirm that s/he is capable of performing the outcome/s
consistently and to the required standard.
Sufficient evidence can include evidence generated over time, to enable valid,
consistent and fair assessment judgements to be made.
This judgement is made against the outcomes and assessment criteria in the unit
standards and evidence guides, taking the range (scope, context, underpinning
knowledge and any other relevant information) into account.
Supplementary evidence may be used when necessary, for example results of
formative assessment, class participation, etc.
The assessor decides on the competence of the learner once sufficient evidence has
been collected. The ability to make assessment judgments must be demonstrated
using diverse sources of evidence and in situations where:
 special needs of candidates need to be considered
 candidates meet all criteria
 candidates clearly do not meet the criteria
 candidates meet some, but not all criteria, and more evidence is required in
order to make a judgment.

Module 4
Delivering effective feedback involves firstly asking the learners to critique

themselves. After they have provided feedback on what they feel went well and what
they would do differently next time then the assessor may provide additional
feedback. It is useful to use questioning techniques to do this. For example:
 "If you were a customer in that situation, how would you feel…?"
 "Customer service was one of the industry considerations we talked about
earlier. How did you display exceptional customer service during the task just
demonstrated?"
Overall, as the assessor providing feedback:

 be positive
 be precise about gaps in the learners performance
 identify whether specific parts of the assessment need to be repeated
 provide another assessment date
Example:
"The first 3 steps were exactly according to the performance criteria, as were the
5th and 6th steps. It is only the 4th step that you need to practice.
You have demonstrated you understand the theory, it is only where you are
required to actually change the cash register rolls and complete the Point of Sale
paperwork that you need to demonstrate to me again. Some more practice will do
the trick.
Why don't we meet again here, next Tuesday (I'll arrange it) and you can have
another go. I think that's probably all it will take. Try to fit in some more practice
between now and then".
In the event that the learner has not achieved competency the assessor should
reinforce the need for:
 consistent and valid preparation for assessment; and
 familiarity with the performance criteria
The quality and type of evidence can be assessed in terms of the assessment
outcomes, against all the assessment criteria in the relevant unit standard or
qualifications. Assessment judgments are always justified by the quality and
sufficiency of the evidence. Judgments should be substantiated in terms of the
consistency and repeatability of the candidate’s performance and evidence from
various sources and time periods
The learner has to be informed what was correctly done and achieved, and if
necessary, what was not correctly done and achieved.

Module 4
The learner should be told that s/he has been deemed competent or not yet
competent.
In formative assessment the learner should be told what his/her strengths and
weaknesses are, why s/he has the strengths and weaknesses, and what s/he needs
to do to deal with the weaknesses.
In summative assessment the learner has to be informed that s/he is competent or
not and why. If judged not competent s/he should be told what steps could be taken
to get him/her to competency.
Not all learners going through the same learning programme will reach competency
at the same time and the assessors should keep this in mind. Furthermore, some
learners may never be able to achieve competence based on a number of factors
and the reasons for this have to be explained to them and advice given of other
avenues which may be available; e.g., changing to other learning programmes.
When making the decision:

 Compare the evidence with the requirements of the assessment criteria.
 Make a decision on each point.
 Make an overall decision.
 Be prepared to explain and justify every decision made.
Beware of:
 Identifying with the learner.
 Being influenced by the learner’s past performance.
 Making assumptions, or being discriminating.
 Being overly influenced by one particular thing the learner does, especially if it
happens early on in the process.
Feedback should be given to relevant parties in accordance with confidentiality

requirements, in an appropriate sequence and within agreed timeframes.
Confidentiality requirements
It is in the interest of the provider to treat the assessment results of every learner
as confidential. Only those who are entitled to be informed should be informed. Of
course, the person who is most entitled to the results is the particular candidate.
The facilitator, assessor, moderator and administrative person responsible for
processing and filing assessment results will inevitably also know what the results
were. They are also the people who must secure the information from those who
are not entitled to it.
A second element of confidentiality is that assessment results should not be made
available before moderation was done, since the moderator might change the
assessor’s recommendations. This is not always possible, since candidates are
always impatient to know the results. It is important to inform the candidates that
the results are still subject to moderation if this is the case.

Module 4
Feedback should focus on the quality and sufficiency of the candidate’s performance
in relation to the agreed outcomes and criteria. The type of feedback and manner of
giving feedback should be constructive and related to the relevant party’s needs.
Sufficient information must be provided to enable the purpose of the assessment to
be met, and to enable parties to make further decisions. (Further decisions include
awarding of credits and redirecting candidates to alternative learning or re-
assessment.)
Feedback processes and models should be described in terms of the potential
impact on candidates and further learning and assessment.
Feedback about the assessment should be given:

 As soon as possible.
 In an appropriate place.
 In a constructive and affirming way (see Module 1).
 In a manner based on facts and the evidence collected in the assessment.
The learner needs:

 Time to discuss the assessment.
 To be able to ask questions.
 To ask the moderator for feedback in their methods and approach and their
use of different types of evidence.
 To ask for advice on further steps to take in terms of training and assessment.
 Where appropriate, to ask for advice on the appeal procedure.
 To provide their own comments on the process.
Do’s on giving feedback:

 Try to give feedback as soon as possible after the evidence-collection
process.
 Always say something positive first.
 Be specific in one’s praise – there must be something the learner did right!
Name it clearly. Don’t be vague or make generalisations.
 Be sensitive and tactful.
 Be reassuring and constructive.
 Be helpful and encouraging.
 Give reasons.
 Describe rather than judge.
 Be professional. Focus on the competency not the personality.

Module 4
 End on a positive note.
Don’ts on giving feedback:

 Don’t be vague.
 Don’t make generalised comments like “Your problem solving skills are not
acceptable”.
 Don’t be judgmental or evaluative. Don’t say “The way you did that was good”
but rather “The way you did that matched exactly the requirements of the
assessment criteria”.
 Don’t blame, or behave as if problems are the learner’s fault.
 Don’t end off without making suggestions how the problems can be
addressed.
The assessor must be objective and fair. Agreements reached and key elements of
the feedback must be recorded in line with the organisational quality assurance
system.
4.3 Use the correct type and manner to give feedback

You need to unsure that the type and manner of feedback is:
 constructive,
 culturally sensitive, and
 related to the relevant party's needs
There are primarily four “types” of results that feedback must be provided on and
each of them should be approached differently.
1. The easiest type is where the candidate meets all the requirements to be
found competent. In this instance the candidate will be given the results,
receive credits and a certificate, if applicable. No further action is necessary.
2. The second situation would be where the candidate clearly does not meet any
of the criteria for a particular outcome. This must be communicated to the
candidate in writing and the candidate must be informed what he or she
needs to do to be found competent. If it is the purpose of the unit standard
that the candidate cannot be found competent against, the assessor or
facilitator will have to decide if the candidate has the ability to master the
material or not. It might be necessary to suggest to the candidate that he or
she should rather follow a different learning pathway or switch to a lower level
course. Remember, however, that in outcomes-based learning the candidate
who is willing to work should be given an opportunity to do so.
3. The third situation is where the candidate meets some of the criteria. In this
instance the candidate may be allowed to resubmit questions or exercises on
the assessment criteria that he or she does not meet yet. If the candidate
clearly needs further guidance, the assessor or facilitator will ask the
candidate to visit him or her to discuss the problem and to provide the
necessary guidance and support.
4. The fourth situation is where more evidence is required in order to make a

Module 4
judgement of competence. In this instance the candidate may be allowed to

submit outstanding questions or exercises on the assessment criteria that he
or she had not provided evidence of competence against yet. If the candidate
clearly needs further guidance, the assessor or facilitator will ask the
candidate to visit him or her to discuss the problem and to provide the
necessary guidance and support.
Provide sufficient information

You need to provide sufficient information:
 to enable the purpose of the assessment to be met, and
 to enable parties to make further decisions, such as:
o awarding of credits,
o redirecting candidates to further learning, or
o guiding candidates to further application, or
o guiding candidates to re-assessment
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 atmosphere
 The Assessor should be precise about gaps in the learner’s performance.
If the learner is Not Yet Competent:

 The learner needs your support
 Start with the good things you have identified
 Do not blame the learner
 Give detailed feedback that is constructive and affirming
 Make judgments for each Specific Outcome.

Module 4
 The learner should be told what steps s/he can take to close gaps
 Close the session with motivating comments or suggestions
The summative assessment results should not be the end of the road for most
learners. It is the responsibility of the learning provider, facilitator and/or assessor to
motivate learners to continue learning. The following will typically happen after
assessment and the completion of a particular learning intervention, be it a unit
standard-based course, learnership, learning programme or national qualification.
 Awarding of credits. Credits can only be awarded once the verifier or
verifiers endorsed the decision of the moderator. Awarding of credits is done
by reading the successful candidate’s credits into the National Learner
Record Database (NLRD). The learning provider forwards the results to the
ETQA, where the person responsible will read the credits into the NLRD.
 Redirecting candidates for further learning. In a strategy of lifelong
learning, successful candidates should be urged to enrol for learning on a
higher level or the same level, perhaps in a different field. This also applies to
unsuccessful candidates, since they will often perform better in a different
field of learning or at a lower level.
4.4 Obtain feedback on the assessment process from the candidate

You need to obtain feedback on the assessment process from the candidate.
Feedback is not one-way traffic. The learner should also be given an opportunity to
give feedback on how he or she experienced the assessment.
A Review Checklist like this one can be completed by the learner. The tick list covers
the general feedback, while the questions where the learner has to give his/her
written opinion, give him/her an opportunity to expand and elaborate on areas that
might not have been satisfactory:

Module 4
Example: Learner’s Review of the Assessment Process

Programme
Unit Standard(s)
Assessor
Learner
Date
Venue
Review Dimensions Agree Disagree
1. The principles / criteria for good assessment were achieved
2. The assessment related to the registered unit standard
3. The assessment was practical
4. The assessment was time efficient and cost effective and did not
interfere with the normal responsibilities of the learner
5. The assessment instruments were fair, clear and understandable
6. The assessment judgements were made against the set requirements

of the unit standard
7. Special needs of the learner (me) were identified and the assessment
plan was adjusted (if required)
8. Feedback to the learner (me) was constructive against the evidence
required, when I requested assistance
9. The learner (me) was made aware of the opportunity to appeal against
the outcome of the assessment
10. The evidence was recorded in the assessment process
11. Did you find any parts of the Assessment Guide particularly helpful?
12. Did you find any parts of the Assessment Guide particularly awkward or difficult to understand?
Learner’s declaration of understanding

I am aware that the assessor will provide me with feedback about the assessment and of the
moderation process and understand that the moderator could declare the assessment decision
invalid.
Learner Date Assessor Date Moderator Date

Thank you for taking the time to complete this evaluation form.

Module 4
Provide opportunities for clarification and explanations

You need to provide the candidate with opportunities for clarification and explanations
concerning the entire assessment.
You need to ensure that you do not breach / compromise the rights of the learner
when giving feedback. The rights of the learner/ candidate when receiving feedback,
include:
 Time to discuss the assessment.
 To be able to ask questions.
 To ask the moderator for feedback in their methods and approach and their
use of different types of evidence.
 To ask for advice on further steps to take in terms of training and assessment.
 Where appropriate, to ask for advice on the appeal procedure.
 To provide their own comments on the process.
In the discussion of tests or assignments, some learners may object to the scoring of
a given item or items. The first response by the assessor to any allegation about an
item is to ask the learners to explain their answers. One should listen to the
explanation. A response that begins, “You feel that …” which then essentially
paraphrases the learner’s explanation is a good way to put the explanation back to
learners. They hear their own position and have a chance to rethink it. One can now
wait for their next response.
The assessor may also wish to ask other learners, who got the answer correct, to
explain why they chose their answer. Then the assessor can return to the concept on
which the test items were developed and explain how the item was derived out of
that concept.
If the item analysis shows that an overwhelming portion of the class got the right
answer, the question was probably correctly formulated and in line with the
assessment criteria. But if item analysis shows evidence of ambiguity (good learners
missed the item, less capable learners got it right) the assessor may wish to
eliminate the item from scoring, which should be done before handing the papers
back to the class. Having item analysis data on hand will also aid in discussing items
in the test.
4.5 Deal with disputes and/or appeals that arise

You need to deal with disputes and/or appeals that arise with according to the
assessment policy.
If the learner is not satisfied with the results s/he must follow the Appeals and
Disputes Procedures as stipulated in the training provider’s Policies.
An appeal against an assessment decision or the manner in which the assessment
was conducted may be lodged by any of the role players in the assessment process.
This is the proposed procedure to follow in the event of an appeal:
 Assessment conducted.
 Feedback given to learner.
 Appeal lodged within 3 working days.

Module 4
 Internal moderator.
 Education and Training Committee.
 Top management for final decision.
The assessment process has to have built in a process for reassessment. When a
learner has to undergo reassessment they have to be given feedback so as to
concentrate on areas of weakness. Ideally continuously conducting formative
assessment should minimise the need for reassessment as the assessor and learner
will decide on carrying out summative assessment when both have agreed that the
learner is ready for it. Reassessment should comply with the following conditions:
(SAQA Guidelines, 1999: 29.)
 The reassessment should take place in the same situation or context and
under the same conditions.
 The same method and instrument may be used, but, the task and materials
should be different – the task and materials should, however, be of the same
complexity and level as the previous ones – in case the methods and
instruments are changed it must be ensured that they are appropriate for the
outcomes specified.
Care should be taken regarding how often reassessment can be taken and the length
of time between the original assessment and the reassessment. Limits should be set
to the number of times a learner can undergo reassessment and for the length of
time between assessments. A learner who is repeatedly unsuccessful should be
given guidance on other possible and more suitable learning avenues.
There should be appeals procedures in place. The learners should have the security
of knowing that in the case of unfairness, invalidity, unreliability, impracticability,
inadequacy of expertise and experience, and unethical practices they are able to
appeal. (SAQA Guidelines, 1999: 29.):
 Appeals are normally lodged in writing and the merits of all appeals must be
investigated.
 A learning or assessment provider must have a clear and fair appeals
procedure and this must be brought to the attention of all learners.
 An appeal against an assessment decision or the manner in which the
assessment was conducted may be lodged by any of the role players in the
assessment process.

Module 4
Example of an Appeals Form:

Appeals Form
CONDITION/S UNDER WHICH I AM SELECTING TO MAKE THIS APPEAL (select one)
 I do not agree with my assessment decision – I feel I have provided sufficient evidence
 I was not briefed properly of the nature and requirements of assessment
 I was unfairly discriminated against
 My special needs for this assessment were not accommodated
I hereby appeal against the assessment decision:

(name & surname)
Training Provider
Skills Programme
Unit Standard(s)
Assessor Assessment Date
Reason for appeal
Learner Signature Date of Appeal

Stage 1: Assessor Response
Decision Amended Decision Upheld
Assessor’s rationale for
decision
Assessor Signature Date of Response

The above decision have been explained to me and I accept the decision YES NO
Learner Signature Date
Stage 2: Moderator Response
Moderator’s rationale
for decision
Moderator Name Date of Response
Moderator Signature
Stage 3: Management Response
Rationale for decision
Panel Date of Response

Name Signature
Name Signature
Name Signature
Stage 4: ETQA The appeal has been referred for investigation YES NO

Module 4
4.6 Record agreements reached

You need to record agreements reached and key elements of the feedback in line
with the requirements of the organisation's quality assurance system
Once feedback has been provided and mutual agreement is reached, the assessor
needs to ensure that the candidate has signed off all Feedback documentation and
this must be recorded, archived and made available with the candidate’s PoE. All
relevant evidence must be submitted.
ETQA Verifiers will inspect and verify this and it is therefore essential as part of the
Quality Assurance System that the Internal Moderator has also approved, signed off
and made appropriate recommendations/ remarks to the Agreement Feedback
provided and mutual agreement reached; e.g.:

Module 4
Example Assessor’ and Moderator’s Review of the Assessment

Programme
Unit Standard(s)
Assessor name
Moderator name
Date
Venue
Review Dimensions Assessor Moderator

Agree Agree
1. The principles / criteria for good assessment were achieved Disagree Disagree
Agree Agree
2. The assessment related to the registered unit standard Disagree Disagree
Agree Agree
3. The assessment was practical Disagree Disagree
4. The assessment was time efficient and cost effective and did not interfere Agree Agree
with the normal responsibilities of the learner Disagree Disagree
Agree Agree
5. The assessment instruments were fair, clear and understandable Disagree Disagree
6. The assessment judgements were made against the set requirements of the Agree Agree
unit standard Disagree Disagree
7. Special needs of the learner were identified and the assessment plan was Agree Agree
adjusted (if required) Disagree Disagree
Agree Agree
8. Feedback to the learner was constructive against the evidence required Disagree Disagree
9. The learner was made aware of the opportunity to appeal against the Agree Agree
outcome of the assessment Disagree Disagree
Agree Agree
10. The evidence was recorded in the assessment process Disagree Disagree
11. Did you find any problems with the assessment instruments and assessment guide that you have used in
this assessment? Please provide recommendations.
12. Did you find any problems with regards to the performance of the learners from the same organisation in
this assessment?
Signed and Assessor Moderator

Dated
Date Date
Number Number

Module 4
Class Activity 4: Provide feedback on assessments

Workbook

Module 5
Module 5
Review assessments
After completing this module, the learner will be able to review assessments, by
 Ensure that the review identifies strengths and weaknesses in the instruments
and process, and record these for incorporation in assessment redesign
 Analyse feedback from relevant parties and use it to influence future
assessments positively
 Identify weaknesses in the assessment design and process that could have
compromised the fairness of assessment and deal with it according to the
organisation's assessment policy
 Identify weaknesses in the assessment arising from poorly defined outcomes and
criteria, and take effective steps to inform relevant bodies

Module 5
Review assessments
A final but extremely important part of the assessment process is the review and
evaluation of the assessment policies, strategies, methods and activities.
Let’s quickly review the assessment process before we continue:
The assessment process

The following table shows the assessment process:
Process Brief Description
Getting to know the unit standard or Purpose
qualification Specific outcomes
Critical outcomes
Range statements
Assessment criteria
Other relevant information
Planning the assessment Discussion of assessment with other assessors
Discussion with the learner
Discussion with the facilitator
Deciding on the timing
Informing the Learner Kinds of assessments
Standard and level of performance expected
Type and amount of evidence to be collected
Learner responsibility
Designing the assessment Determine the assessment methods
Determine the instruments
Development of appropriate assessment materials
Conducting the assessment and Appropriate environment
collecting evidence Non-threatening environment
Making judgments and providing Inform learner about what s/he did correctly/ incorrectly
feedback and what s/he achieved.
Completing administrative Record the results of the assessment
requirements
Evaluating the assessment process Feedback
Review
Making appropriate changes
Re-assessment Take place in the same relative situation or context
Appealing against an assessment Appeal to either the practitioner or assessor;
outcome Still unsatisfied, appeal to the Provider;
Then SETA;
Then SAQA;
Finally, to the Minister of Labour
Reporting and Storage Track Process
Reporting Process
Securely record assessment results and results.
Evaluating the assessment process Feedback
Review
Making appropriate changes

Module 5
Any system needs to be regularly reviewed so it is dynamic and addresses changing

needs. You should regularly review your own performance and check that you
provide clear:
 Instruction
 Advice
 Feedback
The learners will look to you, the Assessor, for direction on what they should be
doing and when they should do it. The quality of your instructions before the
assessment, the advice you give and the constructiveness of your feedback will
impact on how well the assessment process proceeds.
5.1 Review the assessment

Reviewing assessment is a process of quality assurance and should probably be
seen as a research process rather than assessment as such. The existing
assessment instruments are evaluated and, based on the results of the evaluation,
improved, changed or replaced.
You need to ensure that the review identifies strengths and weaknesses in the
instruments and process, and record these for incorporation in assessment redesign.
What do you look at when you review the Assessment Process and Design?
 Good and bad practices in Assessment design and process
 Recommendations for improvements
 Feedback given by the parties who were involved in the process. For
example, the assessor should read the comments made by the learners and
other parties about the whole process when they do evaluation that could
assist him/her to identify the weaknesses and strengths.
 Credibility of assessment
 Quality of the unit standard
Review the Assessment Instruments

There is no such thing as a perfect assessment instrument. All assessment
instruments have flaws, simply because they were designed and developed by
human beings, and we all know how fallible human beings can be. Nevertheless, this
does not mean that we should accept less than the best quality instruments. It is in
the interest of our learners to ensure that they receive a fair and equal chance of
achieving success in assessment.
The quality of your assessment tools will have a major bearing on the accuracy of the
results. Outdated assessment tools are unlikely to produce an accurate indication of
the learner's competency.

Module 5
Remember to constantly check whether the assessment is:

 valid;
 fair;
 reliable;
 flexible;
 designed to reflect the competencies for which they are being used
Review the Assessment Process

It is important to regularly review the assessment process to ensure that it is the
most:
 Efficient
 Appropriate method to use for this learner and situation
 Relevant tool to collect the evidence you need to make a competency
decision
Reviewing the assessment process can occur in a number of ways:
 Talking with the learner can provide useful information
 Self-assessment by the assessor is a second form of feedback
 Assessments by people other than the learner, such as a workplace coach or
assessor or supervisor.
Talking to the Learners

Developing an understanding of the assessment process from the learner's
perspective can help you to redesign, modify or change the process to be more
effective.
Your discussions may range from an informal discussion with the learner through to a
multi-question written survey. Whichever method you decide to use, it is important to
focus on the assessment process itself, not how the person felt.
Areas to consider include:
 Was your explanation of the assessment clear enough?
 Were the assessment tasks clearly related to the training?
 Were your assessment methods appropriate?
 Was the assessment:
o fair
o reliable
o valid
o flexible

Module 5
Using Self-Assessment
It is important to be honest and objective in this step. Review the entire assessment
process and ask yourself:
 How do you feel it went?
 Were there problems with any part of the assessment process?
 Was the communication between assessor and learner positive?
 How was the feedback process handled?
 What could you do differently?
 Are there any other problems/concerns?
The assessment process should be reviewed every time the instruments were used.
The moderator would have evaluated the assessment instrument before it was used,
but even this does not mean that the instrument will be perfect. Using the instruments
is probably the best acid test for any assessment instrument. The following is a list of
items that should be reviewed:
 Was the assessment instrument designed in accordance with the quality
assurance policy?
 Are instructions to the learners clear and unambiguous?
 Was the assessment instrument sufficient to protect the integrity of standards
and qualifications?
 Is each assessment task clearly described and outlined?
 Is the purpose of each task clear and clearly linked to the purpose of the
learning programme?
 Are the tasks relevant to the candidate’s context?
 Are the assessment methods and tasks fit for purpose?
 Is the evidence collection integrated into the workplace where appropriate?
 Was the choice and design of assessment methods and instruments
appropriate to the unit standards and qualifications being assessed?
 Is the assessment instrument consistent, accurate and well designed?
 Does the assessment instrument make provision for reassessment?
 Will it be necessary to redesign the assessment instrument?
 Has the memorandum been prepared according to the quality assurance
policy?
 If annotated drawings are required, do complete drawings with annotations
appear in the memorandum?
 Is the design of the assessment instrument linked to an assessment strategy?
(Environmental analysis to find the best assessment opportunities and
approach.)
 Is the grading design compatible with the assessment instrument?
(assessment criteria, weighting, format for judgements, etc.)
 Is the assessment instrument feasible within any reasonable site costs and
time requirements?
 Are marks for sections and subsections shown clearly?

Module 5
 Did the assessment instrument make provision for special needs without
compromising the validity of the assessment?
 Does the assessment instrument endeavour to determine the attitude of the
learner towards his or her vocation as well as his or her sense of
responsibility towards his or her vocation?
 Was the assessment instrument career- and practice-oriented?
 Are critical cross-field outcomes also assessed?
 Does the recording format clearly state criteria and evidence requirements?
 Does the recording format allow for third party testimony/witness statement?
(Especially relevant to RPL.)
 Does the recording format allow for levels of performance to be recorded?
 Does the recording format enable accurate recording of administrative
information?
5.2 Analyse feedback and use it to influence future assessments

You need to analyse feedback from relevant parties and use it to influence future
assessments positively. The parties involved in the review would include the
candidate and the assessment team:
 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.
 Assessment team
These can include the facilitator (training personnel), the moderator and the
verifier
The assessor needs to have the meeting with this team and discuss both the
strengths and the weaknesses of the assessment.
This is also the time when the assessor shares any challenges s/he had during
the assessment process and how s/he handled those challenges.
The team is also expected to give formal inputs which are recorded and utilised in
conducting the future assessment.
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.

Module 5
5.3 Identify weaknesses in the assessment design and process

You need to identify weaknesses in the assessment design and process that could
have compromised the fairness of assessment and deal with it according to the
organisation's assessment policy.
Assessment instruments and procedures should be reviewed on a regular basis, in
the light of ETQA feedback, SAQA feedback regarding development of new
standards, and client/learner feedback. Reviewing assessment and moderation
systems should be coordinated by a person specifically tasked with the responsibility.
This is done prior to and also after tests or examinations have been taken to identify
good and bad practices in assessment design and processes, and to incorporate it in
the assessment redesign. Changes to assessment can take place at different levels
i.e. at the level of the individual facilitator, course team or the training/ assessment
institution.
Weaknesses in the assessment design and processes that could have compromised
the fairness, consistency and reliability of the assessment should be identified and
changed. Weaknesses arising from poor quality unit standards or qualifications may
also be identified and brought to the attention of the relevant bodies (probably
SGBs).
You also need to evaluate your own role during the process of conducting the
assessment. The common questions for an assessor to ask revolve around the
principles of good assessment:
 Was the process fair, valid, reliable and practical?
 Was the assessment method fair, valid, reliable and practical?
 Did the learner understand the feedback and was s/he given an opportunity to
ask questions on the results?
Steps to take when assessment design and process have compromised

fairness of assessment:
1. Define the problem
2. Develop goals based on problem identification
3. Describe how your problem and goal are aligned with mission and goals.
4. Identify stakeholders
5. Identify/develop theoretical/conceptual framework for foundation for reaching
goal
6. Identify/develop measurable summative outcomes that would exist if goal was
reached
7. Identify and develop outputs
8. Identify and measure inputs.
9. Develop strategies anchored in theoretical/conceptual framework to reach
goal
10. Develop action steps anchored in theoretical/conceptual framework to
implement the strategies
11. Develop, measure, and evaluate formative assessment for strategies and
outcomes
12. Measure outputs.

Module 5
13. Measure summative outcomes

14. Evaluate outcome data
15. Report/present summative and formative evaluation
16. Review/reallocate/advocate for more resources.
17. Retool program based on formative and summative evaluation
5.4 Identify weaknesses in the assessment arising from poorly

defined outcomes and criteria
You need to identify weaknesses in the assessment arising from poorly defined
outcomes and criteria, and take effective steps to inform relevant bodies
Weaknesses in the assessment design and processes that could have compromised
the fairness of the assessment should be identified and changed in accordance with
the institution’s assessment policy. Weaknesses in the assessment arising from poor
quality of unit standards or qualifications should also be identified and relevant
bodies be informed if changes call for their participation.
All identified weakness in the Unit Standards, outcomes and assessment practices
must be highlighted to the External Moderator during Verification Visits. This is
normally drafted and compiled with the Moderator’s Report. Verifiers will specifically
look for this and unless Assessors have not focused the Internal Moderators attention
to this and made sure that the Internal Moderators Reports on it, it may happen that
the Internal Moderator might leave out these critical feedback elements to the ETQA.
Changes to assessment can take place at different levels – the individual assessor,
course team, department and learning institution. At any of these, it is possible to
make a change. For example, an individual assessor may wish to introduce a new
assessment method and may be able to do this without affecting other people. At the
other end of the scale, the learning institution may formulate a mission that requires
for its achievement changes in the design and implementation of assessment – for
example, producing more independent learners or achieving better results. Some
changes require a concerted effort at more than one level. For example, to achieve a
consistent approach to assessment in financial management would require
agreement by individual facilitators, course teams and the department. Learners may
also be involved in the review process.
Class Activity 5: Review assessments

Workbook
Reflection
Individually, complete the formative activity in your Learner Workbook

Glossary
Glossary
Accreditation The certification, usually for a particular period of time, of a person, a body or an
institution as having the capacity to fulfil a particular function within the quality
assurance system set up by SAQA
Achievement Recognition granted to a learner when all required learning outcomes have been
successfully demonstrated
Applied The ability to put into practice in the relevant context the learning outcomes
competence acquired in obtaining a qualification
Assessment A process in which evidence is gathered and evaluated against agreed criteria in
order to make a judgement of competence for developmental and/or recognition
purposes.
The process of collecting evidence of learners’ work to measure and make
judgments about the achievement or non-achievement of specified National
Qualifications Framework standards or qualifications
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
Assessment what a candidate does or is involved in as a means of producing evidence e.g.
activities designing things, making things, repairing things, reporting on something,
answering questions, solving problems, demonstrating techniques
Assessment descriptions of the required type and quality of evidence against which
criteria candidates are to be assessed
Assessment design The analysis of defined outcomes and criteria to produce a detailed description
of how an assessment should take place, including all instructions and
information regarding the assessment activities and assessment methods. The
product of assessment design could be termed an Assessment Guide
Assessment (or evidence facilitator) - a person who works within particular contexts, under
facilitator the supervision of registered assessors, to help candidates/learners gather,
produce and organise evidence for assessment
Assessment guide This is a complete package based on a thorough analysis of specified outcomes
and criteria, assessment requirements and a particular assessment context.
Assessment Guides are designed primarily for use by assessors to conduct an
assessment (or possibly a series of related assessments) in terms of a
significant and coherent outcome of learning e.g. a unit standard. Assessment
Guides address the following key aspects in detail:
 How will the assessment take place?
 What is needed to make the assessment happen?
 How will evidence be gathered, recorded and judged?
In general, Assessment Guides include descriptions of the approach to the
assessment, assessment conditions, assessment activities, instructions to
assessors and candidates/learners, assessment methods, assessment
instruments (e.g. scenarios, role-plays, questions, tasks), resource
requirements, guidance for contextualising assessments, relevant standard
operating procedures, administrative procedures, moderation requirements,
assessment outcomes and criteria, observations sheets, checklists, possible or
required sources of evidence and guidance on expected quality of evidence
including exemplars, memoranda or rubrics
Assessment those items that an assessor uses or a candidate uses as part of the
instruments assessment e.g. scenarios with questions, case studies, description of tasks to
be performed, descriptions of role play situations
Assessment For the most part, assessment methods relate to what an assessor does to
method gather and evaluate evidence. Assessment methods include observing
candidates, questioning candidates, interviewing supervisors / colleagues /
managers of candidates, listening to candidates, reviewing written material,
testing products

Glossary
Assessment plan This is produced at provider level, and gives an overview of the timeframes and
responsibilities for assessment and moderation for the agreed delivery period.
The plan addresses practical implementation details, including, for example,
decisions about the clustering of certain outcomes or unit standards/outcomes
for integrated assessment, any planned RPL, and the relation of assessment
and moderation to delivery of modules/ programmes in terms of timeframes
Assessment Methods of Assessment:
principles  Appropriate: The method of assessment is suited to the outcome
being assessed i.e. is capable of gathering evidence in relation to the
intended outcome, and not something else.
 Fair: The method of assessment does not present any barriers to
achievements, which are not related to the achievement of the outcome
at hand.
 Manageable: The methods used make for easily arranged, cost-
effective assessments that do not unduly interfere with learning.
 Integrated into work or learning: Evidence collection is integrated
into the work or learning process where this is appropriate and feasible.
(Often referred to as naturally occurring evidence).
Evidence:
 Valid: The evidence focuses on the requirements laid down in the
relevant standard and matches the evidence requirements of the
outcome/s at hand under conditions that mirror the conditions of actual
performance as closely as possible
 Current: The evidence is sufficient proof that the candidate is able to
perform the assessment outcomes at the time the assessor declares
the candidate competent.
 Authentic: The assessor is satisfied that the evidence is attributable to
the person being assessed.
 Sufficient: The evidence collected establishes that all criteria have
been met and that performance to the required standard can be
repeated consistently in the future i.e. the performance to standard is
not a "once-off".
Overall Assessment Process:
 Systematic: The overall process ensures assessment is fair, effective,
repeatable and manageable.
 Open: The process is transparent i.e. assessment candidates
understand the assessment process and the criteria that apply and can
contribute to the planning and accumulation of evidence.
 Reliable/Consistent: The same assessor would make the same
judgement again in similar circumstances and judgements match
judgements made on similar evidence.
Assessor A person who is registered by the relevant ETQA body to measure the
achievement of specified National Qualifications Framework standards or
qualifications
Audit The process undertaken to measure the quality of products or services that
have already been made or delivered
Candidate A person whose performance is being assessed by the assessor
Candidate/learner Person whose performance is being assessed by an assessor. Such people
include those who may already be competent, but who seek assessment for
formal recognition (candidates), as well as those who may have completed or
are in the process of completing learning programmes (learners)
Candidate- the person who is being assessed against this particular unit standard in order
assessor to become competent as an assessor
Conditional The registration of a private higher education institution as specified in the
registration Higher Education Act, (No. 101 of 1997)
Constituent Belonging to the defined or delegated constituency of an organisation or body
referred to in the NSB and ETQA regulations
Core learning That compulsory learning required in situations contextually relevant to the
particular qualifications

Glossary
Credit That value assigned by the Authority to ten (10) notional hours of learning
Critical Cross-Field Critical Cross-Field Outcomes refer to those generic outcomes that inform all
Outcomes teaching and learning. For example CCFOs may include working effectively with
others as a member of a team, and/or collecting, analysing, organising and
critically evaluating information
Education and Body accredited in terms of section 5 (1)(a)(ii) of the SAQA Act, responsible for
Training Quality monitoring and auditing achievements in terms of national standards or
Assurance Body qualifications, and to which specific functions relating to the monitoring and
auditing of national standards or qualifications have been assigned in terms of
section 5 (1)(b)(i) of the Act
Elective unit A selection of additional credits at the (level of the National Qualifications
standard Framework specified), from which a choice may be made to ensure that the
purpose of the qualification is achieved
Evaluative The ability to judge the quality of a performance in relation to specified criteria
expertise consistently, reliably and with insight. Evaluative expertise implies deep subject
matter understanding and knowledge about the outcomes being assessed at a
theoretical and practical level, but does not necessarily include practical ability in
the outcome
Evidence Tangible proof produced by or about individuals, that can be perceived with the
senses, bearing a direct relationship to defined outcomes and criteria, based on
which judgements are made concerning the competence of individuals.
Evidence facilitator see assessment facilitator
Exit Level The outcomes to be achieved by a qualifying learner at the point at which he or
Outcomes she leaves the programme leading to a qualification and achievement of which
entitles the learner to a qualification
External customer An external person, body or structure that is a beneficiary of the services or
product of a particular organisation.
Facilitator of An individual who facilitates learning processes and activities and manages and
learning and administers assessment: educator, teacher, trainer, mentor etc.
assessment or
Formative
Assessment
Field of learning A particular area of learning used as an organising mechanism for the NQF.
Fundamental That learning which forms the grounding or basis needed to undertake the
learning education, training or further learning required in the obtaining of a qualification
and ‘fundamental’ has a corresponding meaning
Grade 12 The highest grade in which education is provided by a school as defined in the
South African Schools Act, 1996
Higher Education All learning programmes leading to qualifications higher than grade 12 or its
and training equivalent in terms of the NQF, including tertiary education
Integrated That form of assessment which permits the learner to demonstrate applied
assessment competence and which uses a range of formative and summative assessment
methods
Internal Customer An internal person, body or structure that is a beneficiary of the service and/or
products of a particular organisation
Learner Any person receiving education and training (in terms of the ABET Act of 2000)
Learnership Refers to a learning programme where the learner spends some time learning
theory and some time learning practical skills in a workplace. It leads to a
qualification registered on the NQF
Learning A structured set of learning offerings and related assessment and attainment
Programme requirements
Level Descriptor That statement describing a particular level of the eight levels of the National
Qualifications Framework
Moderating Body A body specifically appointed by the Authority for the purpose of moderation
Moderation A process that supports and evaluates the assessment environment, process
and instruments with a view to confirming the reliability and authenticity of

Glossary
assessment results and improving the quality of assessments and assessors

The process which ensures that assessment of the outcomes described in the
NQF standards and qualifications is fair, reliable and valid
National Learners’ An electronic information system that assists the South African Qualifications
Records Database Authority (SAQA) to manage the National Qualifications Framework
(NLRD)
National See Level Descriptor
Qualifications
Framework Level
National Standards A body registered in terms of the SAQA Act, responsible for establishing
Body (NSB) education and training standards and qualifications, and to which specific
functions relating to the registration of national standards and qualifications have
been assigned
Notional hours of Means the learning time that it is conceived it would take an average learner to
learning meet the outcomes defined, and includes concepts such as contact time, time
spent in structured learning in the workplace and individual learning
Outcome Contextually demonstrated end product of the learning process
Outcomes-based a planned process for gathering and judging evidence of competence, in relation
assessment to pre-determined criteria within an outcomes-based paradigm, for various
purposes including further development and recognition of learning
achievements
Performance includes demonstration of skills, knowledge, understanding and attitudes, and
the ability to transfer these to new situations
Portfolio of a carefully organised and complete collection of evidence compiled by
evidence candidates/learners to prove competence in relation to defined outcomes
Primary focus The activity or objective within the sector upon which an organisation or body
concentrates its efforts
Professional body A statutory body registered as such in terms of the legislation applicable to such
bodies, or voluntary body performing the functions contemplated in the
legislation for such bodies but not registered as such.
Programme A coherent set of courses, leading to a qualification
Provider An education and training body (institution/organization, company, centre,
collaborative partnership, or consultancy) which delivers learning programmes
that culminate in specified NQF standards or qualifications and manages the
assessment thereof
Qualification The formal recognition of the achievement of the required number and range of
credits and other requirements at specific levels of the NQF determined by the
relevant bodies registered by SAQA
Quality Assurance The process of ensuring that the degree of excellence specified is achieved
Quality Audit The process of examining the indicators which show the degree of excellence
achieved
Quality Means the combination of processes used to ensure that the degree of
Management excellence specified is achieved
Systems
Recognition of The comparison of the previous learning and experience of a learner,
Prior Learning howsoever obtained, against the learning outcomes required for a specified
(RPL) qualification, and the acceptance for purposes of qualification of that which
meets the requirements
Recognition of Prior Learning means 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 standard 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

Glossary
required skills and knowledge, it could be recognised for credits. In this sense,
RPL is an important principle of the NQF. RPL 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 the 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
Registered Officially registered (recorded) in terms of the National Qualifications Framework
Registration of Standards or qualification registered on the National Qualifications Framework.
standards and
qualifications
RPL See Recognition of Prior Learning
Sector A defined portion of social, commercial or educational activities used to
prescribe the boundaries of an Education and Training Quality Assurance body
(ETQA)
Sector Education A body responsible for the organisation of education and training programmes
and Training within a specific sector
Authority (SETA)
Site-Based An assessment undertaken in the workplace making use of naturally occurring
Assessment evidence
South African The body responsible for overseeing the development and implementation of
Qualifications the National Qualifications Framework, established in terms of the SAQA Act no.
Authority (SAQA) 58 of 1995
Specialised That specialised theoretical knowledge which underpins application in the area
learning of specialisation
Specific outcomes Knowledge, skills and values (demonstrated in context) which support one or
more critical outcomes
Standard The registered statements of desired education and training outcomes and their
associated assessment criteria
Standards A body registered in terms of the SAQA Act, responsible for establishing
Generating Body education and training standards or qualifications, and to which specific
(SGB) functions relating to the establishment of national standards and qualifications
have been assigned
Unit standard Registered statement of desired education and training outcomes and its
associated assessment criteria together with administrative and other
information as specified in the regulations
Verifier Those who operate at systems level to monitor assessment and moderation
practices, trends and results
Acronyms
CHE Council on Higher Education
DoE Department of Education
DoL Department of Labour
ETQA Education and Training Quality Assurance body
FET Further Education and Training
GET General Education and Training
HE Higher Education
NCS National Curriculum Statements
NPDE National Professional Diploma in Education
NQF National Qualifications Framework
NSB National Standards Body
SAQA South African Qualifications Authority
SETA Sector Education Training Authority

Appendix A
Appendix A:
Specific details of assessment against this unit standard
It is important to take note of the range statement provided by SAQA for this skills
programme and unit standard:
1. This generic assessment unit standard applies to assessment in all fields of
learning. However, it is expected that assessments will be contextualised to meet
the requirements of different contexts.
2. Assessment of candidate-assessors will only be valid for award of this unit
standard if the following requirements are met:
 Assessments carried out by the candidate-assessor are in relation to
significant, meaningful and coherent outcome statements that include criteria
for assessment purposes, and allow for judgements of competence in line
with SAQA's definition of competence i.e. embrace foundational, practical and
reflexive dimensions of competence. Outcomes that are highly task-orientated
and do not demand much, if any, in the way of reflexive competence, will not
be sufficient for measuring competence as an assessor in terms of this unit
standard. It is important that candidate-assessors select outcomes that
enable them to meet the requirement laid out here.
 The candidate-assessor demonstrates repeatability by carrying out at least
two assessments :
o One of which may be a simulated assessment (in order to cover a
range of typical assessment situations), and
o At least one of which must involve a real candidate in a real
assessment situation, preferably under the guidance of a mentor.
 The assessments may involve two or more candidates in relation to the same
outcome.
o Candidate-assessors produce evidence that they can conduct
assessments in RPL situations and for candidates who may have fairly
recently acquired the necessary knowledge and skills through courses
or learning programmes. However, candidate assessors do not need
to carry out both kinds of assessments in practice for the award of this
unit standard. Should candidate-assessors carry out an RPL-related
assessment for the purposes of this unit standard, then it is sufficient
for them to show how they might have conducted the assessment
differently had it been an assessment linked to recent learning, and
vice versa.
3. For the purposes of assessment against this unit standard, candidate-assessors
should have access to Assessment Guides and will not be expected to design
assessments. Candidate assessors will be expected to interpret the standards at
hand in order to ensure their assessment judgements are in accordance with the
requirements of the standard. In cases where Assessment Guides are not
available, providers should seek ways to make such guides available for the
purposes of this assessment. Where candidate-assessor also intend to design
assessments, then providers are encouraged to integrate the learning and
assessment of the unit standards:
 Conduct outcomes-based assessments

Appendix A
 Design and develop outcomes-based assessments

4. Candidate-assessors should have access to organisational assessment policies,
procedures and systems (including moderation). It is assumed the organisational
policies and procedures are of a quality sufficient for accreditation purposes.
Where such policies and procedures are not yet available, the provider may make
general policies and procedures available for the purposes of this assessment.
Candidate-assessor: the person who is being assessed against this particular

unit standard
Definitio
n

Appendix B
Appendix B: ETDQA Assessment and Moderation Policy

The ETDQA’s minimum criteria for provider accreditation in relation to
assessment can be summarised as follows:
 providers must use trained and registered assessors April 2004; up till that
date, suitably qualified assessors must be used and plans must be in place
for their training and registration;
 providers must use trained and registered moderators from April 2005; up till
that date, suitably qualified assessors must be used and plans must be in
place for their training and registration;
 assessors and moderators must conduct their assessments and moderations
in line with the relevant unit standards and the principles of good assessment,
observing the rules of evidence;
 assessors and moderators must sign the relevant ETDQA code of conduct on
or before registration, and observe it at all times;
 providers must moderate at least 10% of all assessments;
 providers must have a learner appeal system and should inform learners
about their right to appeal and the process to follow;
 providers must have a procedures and a system to deal with irregularities in
assessment and moderation;
 providers must submit candidate registration information on form provided;
 providers must submit learner results on form provided;
 providers must cooperate with the ETDQA in relation to verification visits and
processes; and
 providers must have an assessment plan for each learning programme
outlining the different methods, timing, weighting etc; and candidates must be
given a copy of this.
The ETDQA’s minimum criteria for evaluating assessment practices in relation to

each learning programme can be summarised as follows:
1. Assessors are competent and qualified to assess the programme, and

must be registered by April 2004.
2. Moderators are in place to moderate assessment ; and must be

registered by April 2005.
 assessment and moderation of a programme needs to be done by different
people
 moderators may be brought in from external providers.
3. The full range of unit standards or exit level outcomes are assessed and
their relevant assessment criteria are applied.
 All unit standards or exit level outcomes are assessed.
 Each unit standard/exit level outcome is fully/adequately assessed.

Appendix B
4. The assessment practices are valid.

(The assessment measures what it says it is measuring. Assessment
activities and instruments test skills that match the outcomes to be assessed.)
 Types of assessment instruments used (interview, written test etc.) are
appropriate.
 The subject matter assessed relates to the relevant unit standards.
 Skills assessed relate to the relevant unit standards.
5. The assessment practices are fair.

(Individual learners are not hindered or advantaged by factors not relevant to
the outcomes being assessed.)
 Assessments are not biased in terms of ethnicity, gender, age, context etc.
 Language used in assessment procedures is appropriate to the level of the
learners.
 Assessment results will not be affected by unequal resources/conditions
during assessments.
 Learners are adequately prepared for assessment events.
 Learners are given adequate support during longer-term assessment tasks
like portfolios.
 Formative assessment is used continuously to enhance the quality of
teaching and learning.
 Learners are given constructive feedback on assessment results.
 Learners have the right to appeal.
6. The assessment practices are reliable:

(There is consistency in the assessment system and the same judgements would be
made by different assessors or in different contexts.)
 Assessors are provided with clear assessment instructions.
 Assessment results are moderated.
7. Assessments are properly administered.

 Learners are informed about the assessment plan, including time-frames, re-
assessment opportunities, appeals;
 Appropriate logistical arrangements are made (venue, equipment etc.)
 Recording procedures are adequate and accurate.
 Adequate security arrangements are made to avoid irregularities.

Appendix C
Appendix C: Codes of Conduct
Assessors’ Code of Conduct
Registered Assessor Number :
I, the undersigned, hereby commit myself to abide by the ETDP SETA Code of Conduct in
relation to all my work conducted as an ETDP SETA registered assessor. The Assessors’ code
of conduct has been drawn up to enable ETDQA registered assessors to carry out their
functions objectively in line with ETDQA policies and procedures.
The Code of Conduct to which I agree is as follows:
1. Responsibilities:
 to plan and conduct assessments as outlined in the unit standard ‘Plan and conduct
assessment of learning outcomes’;
 to assess candidates against the relevant unit standard(s) and or qualification;
 to be guided by the provider’s assessment plan, guide, tools and reporting format;
 to assess in a fair and transparent manner, avoiding bias and addressing barriers to
learning;
 to judge evidence observing the rules of evidence;
 to give constructive written feedback to candidates; and
 to give feedback to moderators on unit standards and qualifications.
2. Declaration of Interest:
On being requested to assess a group of candidates, assessors must inform the provider in
confidence:
 Whether they have (past or present) a family relationship with any of the
candidates;
 Whether they might have, or be seen to have, difficulty in assessing any
candidate objectively because of friendship or other obligation; and
 Any other actual or potential conflict of interest involving candidates, moderators
or other relevant parties.
3. Working Practices and Quality Standards:

 Assessors must act professionally, accurately and in an unbiased manner and be
responsible for their actions in the assessment process.
 Assessors must not accept any inducements, commission, gift or any other
benefit (apart from fair payment), or respond to any threats or harassment from
providers, their employees or any interested party, or keep silent about any
colleagues who do so.
 Assessors must report any assessment irregularities, complaints or appeals and
any attempts to threaten or bribe to the ETDQA in their reports.
 Assessors must not intentionally communicate false or misleading information
that may compromise the integrity of any assessment.
 Assessors should keep relationships with candidates, moderators and providers
on a professional basis.

Appendix C
4. Confidentiality:
 Information on a provider’s practices and procedure gained during the assessment
process remains confidential to the provider.
 Information about individual learners and their organisations should remain
confidential.
5. Relationship with ETDQA:

 Assessors are registered with the ETDQA; this constitutes a licence to practice in the
sector;
 Complaints submitted by assessors to the ETDQA will be addressed by the
Irregularities Committee;
 Complaints submitted about assessors to the ETDQA will be investigated, and should
the assessor be in breach of the Code of Conduct, the assessor will be de-
registered, and not longer able to practice as an assessor in the sector.
 Souls an assessor believe that he or she has been unfairly refused registration,
extension of registration, or been unfairly de-registered, the ETDQA has a proper
appeals procedure which should be followed.
Signature of Assessor: _____________________________ Date: ________________

Appendix C
Moderators’ Code of Conduct
Registered Moderator Number :
relation to all my work conducted as an ETDQA registered moderator. The Moderators’ code
of conduct has been drawn up to enable ETDQA registered moderators to carry out their
functions objectively in line with ETDQA policies and procedures.
 to plan and conduct moderation as outlined in the unit standard ‘Moderate
Assessment’;
 to moderate candidates with reference to the relevant unit standard(s) and or
qualification;
 to be guided by the provider’s moderation, guide, tools and reporting format,
 to be guided by the assessment manager’s selection of the sample and reasons
given for the selection;
 to moderate in a fair and transparent manner, avoiding bias and interviewing
candidates if this should prove necessary;
 to moderate evidence observing the rules of evidence;
 to give constructive written feedback to assessors; and
 to give feedback to the ETDQA on unit standards and qualifications.
On being requested to moderate a group of assessment, moderators must inform the
provider in confidence:
 Whether they have (past or present) a family relationship with any of the
candidates or assessors;
 Whether they might have, or be seen to have, difficulty in moderating any
assessments objectively because of friendship or other obligation; and
 Any other actual or potential conflict of interest involving candidates, assessors or
other relevant parties.

 Moderators must act professionally, accurately and in an unbiased manner and
be responsible for their actions in the moderation process.
 Moderators must not accept any inducements, commission, gift or any other
benefit (apart from fair payment), or respond to any threats or harassment from
 Moderators must report any assessment irregularities, complaints or appeals
and any attempts to threaten or bribe to the ETDQA in their reports.
 Moderators must not intentionally communicate false or misleading information
that may compromise the integrity of any assessment.
 Moderators should keep relationships with candidates, assessors and providers
on a professional basis.

Appendix C
4. Confidentiality
 Information on a provider’s practices and procedure gained during the moderation
 Information about individual learners and their organisations should remain
confidential.
5. Relationship with ETDQA

 Moderators are registered with the ETDQA; this constitutes a licence to practice in
the sector;
 Complaints submitted by moderators to the ETDQA will be addressed by the
Irregularities Committee;
 Complaints submitted about moderators to the ETDQA will be investigated, and,
should the moderator be in breach of the Code of Conduct, the moderator will be
de-registered, and not longer able to practice as an moderator in the sector.
 Should a moderator believe that he or she has been unfairly refused registration,
extension of registration, or been unfairly de-registered, the ETDQA has a proper
appeals procedure which should be followed.
Signature of Moderator:_____________________________ Date: ________________

Appendix C
Verifiers’ Code of Conduct

Registered Verifier Number :
relation to all my work conducted as an ETDP SETA verifier. The Verifiers’ code of conduct has
been drawn up to enable verifiers to carry out their functions objectively on behalf of the
ETDQA.
 to be guided by the ETDQA verification guide, tool and reporting format;
 to confirm the results of verification of assessment against unit standards and or
qualifications;
 to look for evidence from the moderators’ reports of the credibility of assessment
process;
 to sample moderated assessments to ensure that judgements made by assessors
and moderators are consistent and reliable;
 to sample moderated assessment plans and guides to make sure they are valid;
 to verify that providers use registered assessors and moderators;
 to record and report on verification findings and make recommendations to the
ETDQA;
 to advise and support moderators and give them written feedback;
 to collate and give feedback on unit standards; and
 to analyse information gathered and determine and report on significant trends that
may emerge.
On being contracted to verify a given provider, verifiers must make known to the ETDQA in
confidence:
 Whether they have (past or present) a contractual relationship with that
provider;
 Whether they might have, or be seen to have, difficulty in verifying that provider
objectively; and
 Any other actual or potential conflict of interest involving assessors, verifiers,
learners or other relevant parties.

 Verifiers must act professionally, accurately and in an unbiased manner and be
responsible for their actions in the verification process.
 Verifiers must not accept any inducements, commission, gift or any other benefit
(apart from fair payment), or respond to any threats or harassment from
 Verifiers must report any assessment or moderation irregularities, complaints or
appeals and any attempts to threaten or bribe to the ETDQA in their reports.
 Verifiers must not intentionally communicate false or misleading information
that may compromise the integrity of any verification.
 Verifiers must not act in any way that would prejudice the reputation of the
ETDQA or the verification process.

Appendix C
 Verifiers should keep relationships with assessors, moderators and providers on

a professional basis.
4. Confidentiality
 Information on a provider’s practices and procedure gained during the verification
 Where it is necessary to examine Portfolios of Evidence as part of the verification
process, the identity of the individual learners and their organisations should remain
confidential.
 Information relating to the verification process must not be disclosed outside the
ETDQA reporting process, unless ther verifier is required to do so by law.
5. Relationship with ETDQA
 Verifiers are responsible solely to ETDQA and are answerable to the QALA unit for
their conduct and activities.
 Verifiers should report to the ETDQA, on relevant development or anticipated
difficulties or disputes. Disputed findings or any other differences with
Moderator/Provider should be referred to the QALA.
 Verifiers must let the ETDQA know as soon as possible when they will be unavailable
for verification week.
6. Professional Development
 It is a condition of undertaking to work as a verifier that the verifier should attend,
whenever possible, workshops in order to remain abreast of development and to
maintain consistency of standards.
 Where appropriate, the verifier should make more frequent contacts with other
verifiers for similar purposes.
Signature of Verifier: _____________________________ Date: ________________

References
References and Further Reading

 DoE, Department of Education, (1996). Curriculum Development Working
Group. A
 Curriculum framework for general and further Education and training.
Pretoria:
 Department of Education.
 DoE, Department of Education, (1997). Report of the National Committee on
Further
 Education. A framework for the transformation of further education and
training in South
 Africa. Pretoria: Department of Education.
 DoE, Department of Education (1998). Report of the national committee.
Pretoria:
 Department of Education:
 Robbins, D. & Coulter, M (1999). Management. New Jersey: Prentice Hall.
 South African Qualifications Authority (SAQA) Act (Act no 58 of 1995).
Pretoria: Government printers.
 http://toolboxes.flexiblelearning.net.au/demosites/series3/314/index.htm?
scenario/lm01.htm

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 Do a comparison between outcomes-based and another form of assessment of

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Demonstrate understanding of outcomes-based assessment

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Outcomes-based education, training and development

Outcomes: The contextually demonstrated end products of a learning process. In

An Outcome is a culminating demonstration of the entire range of learning

In order to measure achievement of an outcome, one needs to have measurable

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To develop standards you could use:

Work related Standards are:

Learning is a process of active engagement with experience. It may involve an

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

Some advantages of outcomes-based education and training:

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Disadvantages of outcomes-based education and training:

1.1 Outcomes-based assessment

SAQA published, by Government Notice NO.R1127 of 8 September,1998, its ETQA

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 Reflexive competence - demonstrated ability to integrate our performances

An assessor will typically have:

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In Outcomes Based Education (OBE), assessment is an integral part of learning. It is

Comparing outcomes based assessment and another form of assessment

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 Contents Based Learning …

Outcomes based versus content based assessment

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Outcomes based assessment Content based assessment

Assessment in OBET emphasises the assessment of outputs and end products.

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1.2 Recognition of Prior Learning (RPL)

You need understand RPL in terms of:

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 Placement at a particular level in an organisation or institution, or

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Note: Learners vs. Candidates: In the RPL process a learner is referred to as a

Generically speaking, RPL offers the following benefits:

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 New skills can be developed

Potential impact of RPL on individuals, learning organisations and the

Individuals use recognition of prior learning because it:

Registered training organisations offer recognition of prior learning because it:

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Employers encourage recognition of prior learning because it:

1.3 Methods of assessment

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We must distinguish between assessment methods and assessment instruments.