SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design, develop and implement assessment of learning in Higher Education and Training 
SAQA US ID UNIT STANDARD TITLE
14297  Design, develop and implement assessment of learning in Higher Education and Training 
ORIGINATOR
SGB Higher Education & Training 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for HET practitioners who are required to design, develop and implement assessment for any instructional offering which is part of an accredited HE programme. This Unit Standard is integral to the achievement of a qualification as a HE practitioner.

People credited with this unit standard are able to:
  • determine the purpose(s) of assessment
  • articulate competences which are to be assessed
  • determine an assessment strategy
  • plan assessment activities
  • implement assessment
  • evaluate and judge assessment evidence
  • record and report assessment
  • provide feedback to candidates
  • reflect on the assessment process
  • evaluate the competencies against which assessment was carried out.

    People credited with this unit standard are competent to carry out assessment in HE. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that an HET practitioner being assessed against this standard has a prior qualification to at least level 6 in their main academic field of expertise and concurrent experience of mediating/facilitating learning in HE. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • The evidence supplied by Higher Education and Training practitioners being assessed against this standard must be based on their current practice of assessing learning in a variety of contexts in Higher Education and Training
  • Evidence to be gathered for both summative and formative assessment

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determine purpose of assessment and articulate competences to be assessed. 
    OUTCOME RANGE 
    The competences to be assessed are integral to the instruction being offered by the Higher Education practitioner. Articulate refers to the ability to completely describe the competences required. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The purpose of the assessment is clarified. 

    ASSESSMENT CRITERION 2 
    2. The competences are identified are justified. 
    ASSESSMENT CRITERION RANGE 
    Competences are selected in terms of applicable documentation such as SAQA, professional and institutional requirements and reasoned argument(s).
     

    ASSESSMENT CRITERION 3 
    3. The competences are articulated in terms of what knowledge is required, the context and the criteria for assessment. 

    ASSESSMENT CRITERION 4 
    4. Assessment criteria are appropriate to the identified competences and in accordance with the assessment policy. 

    SPECIFIC OUTCOME 2 
    Determine assessment strategy and plan assessment activities. 
    OUTCOME RANGE 
    Strategising and planning to include the consideration of a variety of locations and/or learning environments and purposes (such as learner development, professional recognition and certification, ranking, consolidating training and accreditation of prior learning). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Assessment activities are appropriate to the nature and level of learners, assessment context, and the selected competencies and criteria. 

    ASSESSMENT CRITERION 2 
    2. Assessment activities take into account special needs of learners without compromising validity of assessment. 

    ASSESSMENT CRITERION 3 
    3. Assessment activities are confirmed to be in line with principles of good assessment design. 
    ASSESSMENT CRITERION RANGE 
    "Principles" refer to - appropriateness to the outcomes
    Fairness to candidates
    Manageable in terms of available resources
    Integration into work and/or learning
     

    ASSESSMENT CRITERION 4 
    4. The assessment strategy takes into account previous moderation and assessment reports. 

    ASSESSMENT CRITERION 5 
    5. Provision for moderation is made in accordance with relevant assessment policies and ETQA requirements. 

    SPECIFIC OUTCOME 3 
    Interact with moderator(s). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Interaction occurs timeously. 
    ASSESSMENT CRITERION RANGE 
    Timeously refers to different stages in the moderation process - setting of assessment criteria, finalising the assessment procedure, submission of assessed evidence from learners and the moderators evaluation of the process.
     

    ASSESSMENT CRITERION 2 
    2. Agreement is reached with the moderator(s) on the appropriateness of all aspects of the assessment. 
    ASSESSMENT CRITERION RANGE 
    All aspects refer to purpose, competencies, activities, criteria, assessment process, assessment judgements and criteria.
     

    SPECIFIC OUTCOME 4 
    Implement assessment. 
    OUTCOME RANGE 
    Implement assessment in a variety of locations for a variety of purposes and for a variety of learner capacities using appropriate technology, where applicable. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Learners are adequately informed about the assessment criteria, procedures and appeals. 

    ASSESSMENT CRITERION 2 
    2. Sufficient evidence of achievement, in line with the stipulated evidence requirements, is gathered. 

    ASSESSMENT CRITERION 3 
    3. Assessment is implemented in a fair, systematic, consistent and unbiased manner for various candidates. 

    ASSESSMENT CRITERION 4 
    4. Assessment is implemented in accordance with the chosen assessment strategy and any applicable institutional assessment policy. 

    SPECIFIC OUTCOME 5 
    Evaluate and judge evidence. 
    OUTCOME RANGE 
    Different kinds of evidence are considered, using appropriate technology where applicable. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Evidence is fairly evaluated for authenticity, validity and sufficiency. 

    ASSESSMENT CRITERION 2 
    2. Assessment judgements are explicitly justified in terms of assessment protocols. 

    SPECIFIC OUTCOME 6 
    Record and report assessment results. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Results are recorded accurately. 
    ASSESSMENT CRITERION RANGE 
    Results can include raw, aggregate and percentage scores, grades and class of attainment.
     

    ASSESSMENT CRITERION 2 
    2. Reports are prepared in the required format and are submitted to the appropriate authorities. 
    ASSESSMENT CRITERION RANGE 
    Appropriate authorities include immediate supervisors, departmental authorities, institutional authorities, professional bodies and external examiners.
     

    ASSESSMENT CRITERION 3 
    3. Reports are made timeously. 

    ASSESSMENT CRITERION 4 
    4. Reports are made with integrity. 
    ASSESSMENT CRITERION RANGE 
    Integrity refers to exercising fairness and honesty.
     

    SPECIFIC OUTCOME 7 
    Provide feedback to candidates. 
    OUTCOME RANGE 
    Feedback applies to a variety of learning purposes which may include summative and formative assessment. It applies to oral and written feedback, interviews and reports on a whole cohort of candidates. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Assessment decisions are explained and justified to individuals and groups of candidates. 

    ASSESSMENT CRITERION 2 
    2. Areas of further or remedial learning are clearly indicated to candidates. 

    ASSESSMENT CRITERION 3 
    3. Feedback is given sensitively. 
    ASSESSMENT CRITERION RANGE 
    Sensitivity refers to guarding against actions which affront racial, cultural and personal identities.
     

    ASSESSMENT CRITERION 4 
    4. Candidates are encouraged to progress with appropriate further learning. 

    SPECIFIC OUTCOME 8 
    Reflect on and evaluate the assessment process and competences against which assessment was made. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Significant issues arising from assessment practice are observed and selected with acumen. 

    ASSESSMENT CRITERION 2 
    2. Moderators' reports are taken into account. 

    ASSESSMENT CRITERION 3 
    3. Outcomes or significant issues arising out of an assessment process are carefully analysed. 

    ASSESSMENT CRITERION 4 
    4. Decisions are made on viable improvements to the assessment process. 

    ASSESSMENT CRITERION 5 
    5. Issues and decisions arising from the assessment process are appropriately communicated. 
    ASSESSMENT CRITERION RANGE 
    Assessment issues and decisions are communicated to colleagues, institutional authorities, quality assurance authorities and any other relevant authorities.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Knowledge and understanding of:
  • Principles of assessment and assessment design
  • Factors affecting assessment design and implementation
  • Quality assurance requirements
  • National/institutional policies and guidelines on assessment
  • Procedures for the evaluation of assessment
  • Integrated assessment systems
  • Ethics appropriate to the practitioners field 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve assessment problems using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Engage effectively with mediators and other colleagues and learners in teamwork to deal with assessment tasks. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself responsibly and effectively in ways that contribute positively to being a successful assessor. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate assessment information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using language skills in oral and/or written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology to enhance/assist assessment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Behave ethically throughout the assessment process. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally sensitive throughout the assessment process. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23113   Post Graduate Certificate: Higher Education and Training  Level 7  NQF Level 07  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Colleen Osorio Skills Development Consultancy cc 
    2. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    3. JET EDUCATION SERVICES 
    4. KHULISANE ACADEMY 
    5. Pachi Global Foundation 
    6. Petra institute of Development (PTY) Ltd 
    7. Resonance Institue of Learning 
    8. Saint Colonel Graduate Institute (PTY) Ltd 
    9. The Institute of People Development 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.