SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Design, implement and follow up on internal assessment for adult learners

SAQA US ID	UNIT STANDARD TITLE
10291	Design, implement and follow up on internal assessment for adult learners
ORIGINATOR
SGB ABET Educators
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 5	Level TBA: Pre-2009 was L5	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "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

Persons credited with this unit standard are able to produce, implement and evaluate assessment instruments and conduct appropriate follow up action after an assessment event.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

* FETC or RPL equivalent
* Unit standard: 'Assess learners within a learning situation' from NQF Level 4 Certificate.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select, adapt and design appropriate assessment instruments for internal assessment.

OUTCOME NOTES

Examples: portfolios, tests, interviews, essays, peer review, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Activities/instruments selected for the assessment instrument are appropriate to the outcomes, the learning area and the learners.
(e.g. written test, oral interview, project, portfolio)

ASSESSMENT CRITERION 2

2. Critical cross-field outcomes are assessed.

ASSESSMENT CRITERION 3

3. Outcomes and assessment criteria to be assessed are determined with reference to the national unit standards and with due regard for learner readiness in relation to the unit standards.

ASSESSMENT CRITERION 4

4. Guidelines for measurement of learners' performance are produced.
(e.g. in the form of a marking memorandum)

ASSESSMENT CRITERION 5

5. Appropriate organisational procedures for moderation/ verification of internal assessment instruments are followed, and feedback is incorporated into the assessment instrument.
(e.g. It may be necessary for the centre coordinator to moderate the facilitator's end-of-term test before the learners write it.)

ASSESSMENT CRITERION 6

6. The assessment instrument is a valid test of the learning outcomes it aims to assess.

ASSESSMENT CRITERION 7

7. Language level used in the assessment instrument is appropriate to the learners' abilities in the language.

ASSESSMENT CRITERION 8

8. Phrasing of questions, instructions and text in the assessment instrument is clear and unambiguous.

ASSESSMENT CRITERION 9

9. The amount of time allocated for the assessment event is appropriate to the nature of the assessment.

SPECIFIC OUTCOME 2

Implement internal assessment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Outcomes to be assessed and procedures are discussed with learners before the assessment event takes place.

ASSESSMENT CRITERION 2

2. Learners are given clear, unambiguous explanations as to what to do during the assessment event.

ASSESSMENT CRITERION 3

3. Learners are provided with the necessary resources for the assessment task.
(e.g. hand tools, calculators)

ASSESSMENT CRITERION 4

4. Learners are given consistent support for the duration of longer-term assessment tasks.
(e.g. regular feedback on drafts of projects, portfolios)

SPECIFIC OUTCOME 3

Demonstrate professional judgment when assessing learners' performance in internal assessment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Judgments made about learners' performance can be justified in terms of the stated outcomes and assessment criteria.

ASSESSMENT CRITERION 2

2. Learners are not penalised for making mistakes which are outside the scope of the outcomes being assessed in a particular assessment item.
(e.g. If learners make grammar and spelling mistakes in response to an item which is testing literal understanding or interpretation of text.)

ASSESSMENT CRITERION 3

3. Principle of fairness is applied when making judgments on borderline cases or cases that fall outside of the guidelines for measurement of learners performance.

ASSESSMENT CRITERION 4

4. Moderation/verification procedures for learners' performance in internal assessment are followed according to organisational policy.

SPECIFIC OUTCOME 4

Evaluate assessment instruments.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Strengths and weaknesses in the assessment instrument are identified on the basis of learners' performance.

ASSESSMENT CRITERION 2

2. Further information on the strengths and weaknesses of the assessment instrument is identified through discussion with learners after the assessment event.

ASSESSMENT CRITERION 3

3. Records are kept of evaluations of assessment instruments, including suggestions for improvement.

SPECIFIC OUTCOME 5

Follow up after an assessment event.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Results of internal assessment are made available to learners within an agreed period of time.

ASSESSMENT CRITERION 2

2. Learners' errors are analysed and reasons can be given for the possible causes of errors.

ASSESSMENT CRITERION 3

3. Feedback is given to all learners on their individual strengths and weaknesses with regard to their performance in the assessment event.

ASSESSMENT CRITERION 4

4. Feedback focuses on performance in relation to stated outcomes and assessment criteria.

ASSESSMENT CRITERION 5

5. Feedback to learners takes into consideration weaknesses in the assessment instrument which have been identified.
(e.g. If a test question was found to be ambiguous, learners are made aware that it was not their fault if they gave an incorrect answer.)

ASSESSMENT CRITERION 6

6. Implications of assessment results are explained to learners in a constructive and sensitive manner.
(e.g. The need to rectify identified weaknesses.)

ASSESSMENT CRITERION 7

7. Results are recorded and accessed when needed.

ASSESSMENT CRITERION 8

8. Information from assessment results and error analysis is used in lesson planning to build on learners' strengths and help them remedy their weaknesses.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation, or community.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and ?one?s? actions responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.

REREGISTRATION HISTORY

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20159	National Diploma: ABET Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	ETDP SETA
Core	49087	National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2009-07-29	Was ETDP SETA until Last Date for Achievement
Core	20485	National First Degree: ABET Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	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.	African Learing and Development Academy for Adults ALDAA
2.	African Learning & Development Academy (Pty) Ltd (ALDA)
3.	Amaqamu Project Management and Consulting
4.	B T Group of Companies Pty Ltd
5.	CURMO Designs (Pty) Ltd Co
6.	Guru Group of Learning (Pty) Ltd
7.	Hlengana Sibiya Training and Associates cc
8.	HOPE ACADEMIC AND SKILL CENTRE
9.	Igugu Training and Investments
10.	KITSO TRAINING AND DEVELOPMENT
11.	Ntevho-Ketso Training and Recruitement Consultancy cc
12.	NTI College
13.	Professional Development and Training Institute (Pty) Ltd
14.	Project Literacy
15.	Regenesys Management (Pty) Ltd
16.	Resonance Institute of Learning
17.	Retshetse Training Project
18.	SEOPOSENGOE TRAINING CONSULTANCY CC
19.	South African Guide-Dogs Association for the Blind
20.	The Finishing College (Pty) Lt
21.	Thembekile training consulting
22.	Thuto-Botshabelo Training and Projects (Pty) Ltd
23.	Ulwazi Training & Development
24.	Ungaphelamandla Consultancy Private College (PTY) LTD