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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Assess source and target texts 
SAQA US ID UNIT STANDARD TITLE
115007  Assess source and target texts 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
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 requires learners to be able to assess texts that are written in any one of two languages. This is an essential component of general text translation competence. Competent writers must assess their own and others' text to ensure quality. Text must be relevant, credible, and readable to the language group for which it is written. By improving this competence, the quality of translation texts will be improved. Credited learners can edit, proofread, etc.

Credited learners are capable of:
  • Identifying errors in own or other text
  • Analysing text errors critically
  • Obtaining feedback regarding text
  • Assessing linguistic or textual features of text at word and sentence level
  • Giving feedback of text assessment results
  • Justifying text assessment findings 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have the following competencies when embarking on this unit standard:
  • Engage in sustained oral communication and evaluate spoken texts in two languages
  • Read, analyse and respond to a variety of texts in two languages
  • Write for a wide variety of texts in two languages 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the assessment of general text for general readership, rather than specialised readership, and technical text. Text includes mixed genres, and can be self-generated, or someone else's text.
    This Unit Standard covers both a first and a second language (source and target language). 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify errors in own or other text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of common errors on word level is accurate (in relation to recognised grammar rules). 

    ASSESSMENT CRITERION 2 
    Description of common errors at sentence level is accurate in relation to recognised grammar rules. 

    ASSESSMENT CRITERION 3 
    Description of common errors on textual level (style, structure, cohesion, register, etc.) is accurate in relation to recognised writing principles. 

    ASSESSMENT CRITERION 4 
    Description of relevant punctuation errors is accurate in relation to recognised grammar rules. 

    ASSESSMENT CRITERION 5 
    Description of typographical/presentational errors is accurate in relation to recognised audience involvement strategies. 

    ASSESSMENT CRITERION 6 
    Description of readability errors is accurate in terms of recognised audience involvement strategies. 

    ASSESSMENT CRITERION 7 
    Specific content is taken into account in terms of audience profile and context. 

    SPECIFIC OUTCOME 2 
    Analyse text errors critically. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Common errors on word level are taken into account and corrected. 

    ASSESSMENT CRITERION 2 
    Common errors at sentence level are taken into account and corrected. 

    ASSESSMENT CRITERION 3 
    Common errors on textual level (style, structure, cohesion, register, etc.) are taken into account and corrected. 

    ASSESSMENT CRITERION 4 
    Effective punctuation is taken into account and corrected. 

    ASSESSMENT CRITERION 5 
    Typographical/presentational errors are taken into account and corrected. 

    ASSESSMENT CRITERION 6 
    Readability of text is taken into account and corrected. 

    ASSESSMENT CRITERION 7 
    Specific content is rendered appropriately in terms of the readership profile. 

    ASSESSMENT CRITERION 8 
    Specific content is rendered consistently and truthfully in terms of the given communicative context. 

    ASSESSMENT CRITERION 9 
    Summative and formative methods of assessment are taken into account in the writing process. 

    SPECIFIC OUTCOME 3 
    Obtain feedback regarding text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Reports on common errors identified are taken into account. 

    ASSESSMENT CRITERION 2 
    Suggestions made on errors are critically addressed/ discussed in terms of recognised grammar rules and audience involvement strategies. 

    ASSESSMENT CRITERION 3 
    Listening skills demonstrate appropriate listening behaviour and promote good interpersonal relations. 

    SPECIFIC OUTCOME 4 
    Assess linguistic or textual features of text at word and sentence level. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    High frequency words are taken into account. 

    ASSESSMENT CRITERION 2 
    Words used are correct in terms of given context. 

    ASSESSMENT CRITERION 3 
    Word order is accurate in terms of recognised grammatical patterns of the language. 

    ASSESSMENT CRITERION 4 
    Sentence parts and types are accurate in terms of recognised grammatical rules of language. 

    ASSESSMENT CRITERION 5 
    Ideas/statements conveyed on sentence level are complete in terms of recognised syntax structures of source language. 

    ASSESSMENT CRITERION 6 
    Ideas/statements conveyed on sentence level are correct in terms of recognised rules of specific language. 

    ASSESSMENT CRITERION 7 
    Reference in the context of cohesion in the text is clear and in accordance with recognised audience involvement strategies. 

    ASSESSMENT CRITERION 8 
    Coherence in text is adhered to. 

    ASSESSMENT CRITERION 9 
    Fonts, type size, etc. are legible. 

    ASSESSMENT CRITERION 10 
    Punctuation features reflect pace, mood, intention of sender. 

    ASSESSMENT CRITERION 11 
    Other conventions (abbreviations, capitalization) are in accordance with recognised audience involvement strategies. 

    ASSESSMENT CRITERION 12 
    Specific content rendered is appropriate in terms of the readership profile. 

    ASSESSMENT CRITERION 13 
    Specific content rendered is consistent and truthful in terms of the given communicative context. 

    SPECIFIC OUTCOME 5 
    Give feedback of text assessment results. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Explanations of assessment is accurate in terms of recognised assessment criteria and models. 

    ASSESSMENT CRITERION 2 
    Discussion of specific criteria that text should embody is in accordance with recognised assessment criteria and models. 

    ASSESSMENT CRITERION 3 
    Relevant communicative skills are taken into account to convey assessment results. 

    SPECIFIC OUTCOME 6 
    Justify text assessment findings. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessment findings identified correspond to recognised language grammar rules, text type, text function, writing principles and audience profile. 

    ASSESSMENT CRITERION 2 
    All relevant assessment criteria and models selected are taken into account. 

    ASSESSMENT CRITERION 3 
    Solutions provided for assessment findings are accurate in terms of recognised language grammar rules, text type, text function, writing principles and audience profile. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Readership profile/requirements/needs
  • Linguistic or textual features
  • Errors in text
  • General text and function type
  • Grammar rules
  • Writing principles
  • Audience involvement strategies
  • Maxims of communication
  • Genre-specific language/register
  • Quality criteria
  • Ethical conduct
  • Summative and formative methods of assessment 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying errors where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding assessment of texts and giving feedback. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community to assess the quality of text. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively to justify text assessment findings. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding text quality. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the mode of oral and written presentation to obtain and give feedback. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48784   National Diploma: Translation  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2018-12-31  CHE 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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.
     
    NONE 



    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.