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 THAT HAS PASSED THE END DATE: 

Evaluate a course 
SAQA US ID UNIT STANDARD TITLE
9937  Evaluate a course 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-10-11  2003-10-11  SAQA 0532/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
123397  Evaluate a learning intervention using given evaluation instruments  Level 5  Level TBA: Pre-2009 was L5  10  Complete 

PURPOSE OF THE UNIT STANDARD 
Practitioners who have achieved this unit standard will be able to evaluate training courses within the structured workplace or learning context.

In addition they will be able to evaluate their own contribution towards these, as well as be able to use this reflection to improve their own practice.

This basis of reflection skills will allow for further development of evaluation at other National Qualification Framework levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to evaluate a series of work-related learning events and/or learner ships within the structured workplace or learning context within their occupational competence. 

UNIT STANDARD RANGE 
The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner.
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be consciously following a set of "rules" or principles, which inform what they do, rather than performing "internalised rules".
2. The practitioner is required to demonstrate the competence described in this standard in the context of skills development courses.
3. The specific outcomes should be performed in line with an established methodology for evaluating a course. At this level the practitioner should be able to describe one alternative methodology; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify the most appropriate option for evaluating a course. 
OUTCOME NOTES 
Identify the most appropriate option for evaluating a course by, e.g.:
  • Selecting the options from a given set of methodologies/approaches; and
  • Linking the options to the nature of the course being evaluated. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 2 
    Develop a viable action plan for the evaluation of a work-related course. 
    OUTCOME NOTES 
    Develop a viable action plan for the evaluation of a work-related course by, e.g.:
  • basing the action plan on using selected methodologies; and
  • matching the action taken to the nature of the work processes for which training is happening. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 3 
    Conduct evaluation of the work-related course. 
    OUTCOME NOTES 
    Conduct the evaluation of the work-related course according to the action plan,
    adapting the evaluation as necessary. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 4 
    Report on the strengths and shortcomings of the learning events. 
    OUTCOME NOTES 
    Report on the strengths and shortcomings of the learning events by, e.g.:
  • taking into account the intended outcomes/standards for the course, and the success rate of learners on the course;
  • taking into account the target audience of the report; and
  • ensuring the report is in the format most acceptable to the context of the training. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 5 
    Propose possible improvements to the course. 
    OUTCOME NOTES 
    Propose possible improvements to the course by, e.g.:
  • taking account of the learning outcomes/standards that the course was designed to achieve. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 6 
    Analyse the evaluation exercise. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 7 
    Identify areas for improvement in applying the evaluation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Practitioners should be able to demonstrate a knowledge and understanding of:
    1. Types of evaluation methodologies appropriate to various learning environments.
    2. Enterprise policy and strategic objectives with regard to skills development, as outlined in the Skills Development Plan of the workplace.
    3. The intended outcomes/standards of the course.
    4. Enterprise-level implications of the Skills Development Plan for the sector.
    5. The purpose, nature and structure of learner ships.
    6. Outcomes-based forms of evaluating a course, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
    7. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems by, e.g.:
  • Identifying shortcomings in any aspect of a course, deciding which factors cause the shortcomings and making recommendations on how these can be overcome. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information by, e.g.
  • Analysing information on all aspects of a course and evaluate it to identify shortcomings. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by, e.g.:
  • Compiling a clear, concise and comprehensive report on strengths, shortcomings and possible improvements to a course. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 123397, which is "Evaluate a learning intervention using given evaluation instruments", Level 5, 10 credits.

    VALUES
    The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  13739   Certificate in Occupation-directed Education, Training and Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  20893   National Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-02-13  Was SABPP until Last Date for Achievement 
    Elective  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  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. Bonang Training & Development 
    2. Business Development Unit (PTY)Ltd 
    3. CITY OF TSHWANE METROPOLITAN MUNICIPALITY T/A PREMOS (Pretoria West) 
    4. CORE TRAINING INTERNATIONAL 
    5. Custoda Trust 
    6. EDUCATION AND DEVELOPMENT FOUNDATION ASS INC 
    7. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    8. Learning Performance Link 
    9. Maccauvlei Learning Academy 
    10. Matimba Management and Labour cc 
    11. MENTORNET (PTY) LTD 
    12. Ndzalama Training 
    13. NTI College 
    14. OBET PRO - Outcomes Based Education and Training Programmes 
    15. Resonance Institue of Learning 
    16. Shelley Mcmaster cc 
    17. SKU Training and Assessment 
    18. South Cape Public FET College - George Campus 
    19. SPS Consulting (Pty) Ltd 
    20. THE GMC GROUP PTY LTD 
    21. Ulwazi Training & Development 
    22. Umzansi Educational Programs Centre 
    23. Wildlife and Enviroment Society of South Africa 
    24. World Wide Education Providers(Pty)Ltd 



    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.