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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Design and develop instruments to evaluate education, training and development 
SAQA US ID UNIT STANDARD TITLE
123392  Design and develop instruments to evaluate education, training and development 
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 6  Level TBA: Pre-2009 was L6  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
2026-06-30   2029-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9948  Design a quality assurance system  Level 5  Level TBA: Pre-2009 was L5  20   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for those who design and develop a variety of evaluation instruments to be used in a variety of situations and for a variety of purposes.

People credited with this Unit Standard are capable of:
  • Analysing the design of evaluation instruments.
  • Designing a range of evaluation instruments.
  • Developing evaluation instruments.
  • Critiquing and revise the evaluation instruments. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in general analysis and design techniques, and have a working knowledge of evaluation methodologies and techniques. 

    UNIT STANDARD RANGE 
    The design must be capable of evaluating all of the following types of interventions and related services, whether through separate instruments or a single integrated instrument:
  • Sessions lasting a few hours.
  • Courses lasting a few days.
  • Learning programmes that take place over a number of weeks or months.
  • Learning programmes that take place over one or several years.

    For the purposes of award of this Unit Standard the instruments designed and developed must make use of at least three different techniques such as interviews, observations, document reviews, questionnaires, nominal group techniques, critical incident surveys, focus groups.

    The instruments may be used for evaluations that have a variety of purposes, including for on going quality assurance; feedback into a range of Education, Training and Development (ETD) processes including learning design, facilitation, assessment, moderation, learner support; response to customer queries and complaints; dealing with performance gaps and to address questions about the value of ETD. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the design of evaluation instruments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis identifies the range of situations and purposes for which evaluation instruments are required. 

    ASSESSMENT CRITERION 2 
    The analysis provides useful information on the general profiles of those who will use the evaluation instruments. 

    ASSESSMENT CRITERION 3 
    A comparison is made between different approaches to evaluation, which takes into account the variety of purposes and contexts for evaluations and resource requirements. 

    SPECIFIC OUTCOME 2 
    Design a range of evaluation instruments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data gathering methods are designed which are appropriate to the contexts and purposes of evaluation. 
    ASSESSMENT CRITERION RANGE 
    Methods include interviews, questionnaires, nominal group techniques, surveys, observation, document reviews and focus groups.
     

    ASSESSMENT CRITERION 2 
    The design accommodates the need to provide answers to key evaluation questions as appropriate to the scope and purpose of the different levels of evaluation. 
    ASSESSMENT CRITERION RANGE 
    Key questions could include:
  • Did required learning happen and to what extent?
  • Were training objectives met?
  • Was design of learning appropriate?
  • Was the learning methodology appropriate to the learning context?
  • Were the learning resources accessible and of a suitable quality, appropriateness and relevance to meet the needs of the learning context?
  • Was the facilitation fit-for-purpose?
  • To what extent was learning transferred to workplace?
  • Were time and costs managed effectively?
  • Were administrative, logistical and learner support services sufficient for the ETD purpose?
  • Was there the desired impact at individual and organisation level?
     
    		•

    ASSESSMENT CRITERION 3 
    The instruments are designed to ensure efficient, effective, sufficient and manageable gathering and evaluation of data, with built in mechanisms to avoid bias and ensure accurate results. 

    ASSESSMENT CRITERION 4 
    The design is appropriate for use by the different potential evaluators and the various evaluation purposes and contexts. 

    ASSESSMENT CRITERION 5 
    The design of instruments enables the gathering of data for further analysis. 
    ASSESSMENT CRITERION RANGE 
    Basic statistical analysis includes calculations of mean, median, mode, percentage, ratios, proportions.
     

    SPECIFIC OUTCOME 3 
    Develop evaluation instruments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The evaluation instruments are developed to meet the design specifications. 

    ASSESSMENT CRITERION 2 
    The evaluation instruments are formatted in a clear and structured manner, thereby facilitating their use as per their design. 

    ASSESSMENT CRITERION 3 
    Guidelines concerning the purpose and use of the evaluation instruments are appropriate to the type of evaluator and the context of the evaluation. 

    SPECIFIC OUTCOME 4 
    Critique and revise evaluation instruments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Criteria used to critique evaluation instruments are objective, measurable, sufficient and fit-for-purpose. 

    ASSESSMENT CRITERION 2 
    The critique is conducted in a consistent and systematic manner. 

    ASSESSMENT CRITERION 3 
    The critique reveals strengths and weaknesses of the evaluation instruments. 

    ASSESSMENT CRITERION 4 
    Revisions build on the strengths and deal with the weaknesses of the instruments, thus ensuring fit-for-purpose evaluation instruments. 

    ASSESSMENT CRITERION 5 
    The critique process and findings are recorded in a manner that facilitates subsequent usage of the instruments. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the Unit Standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF.
  • Evaluation techniques.
  • Design and development principles. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: planning for a range of situations and problems that could arise during evaluations. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and ones activities: this will be evident throughout the design process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: the design depends on careful collection, analysis and organisation about various situations in which evaluation might occur, as well as effective ways of designing evaluation instruments. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: this unit standard requires constant communication throughout the design process. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of evaluation on the quality of ETD. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: design instruments in a culturally sensitive manner. 

    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 
    This unit standard replaces unit standard 9948, "Design a quality assurance system", Level 5, 20 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "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. ASORIP NPC 
    2. Corporate Safety Training Academy PTY Ltd 
    3. Nkotlo Kay Tshimole Corporate Solutions 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.