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: 

Plan and conduct assessment of learning outcomes 
SAQA US ID UNIT STANDARD TITLE
7978  Plan and conduct assessment of learning outcomes 
ORIGINATOR
SGB Assessor Standards 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
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 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2003-12-03  2004-08-11  SAQA 1351/03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2005-08-11   2008-08-11  

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
115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15  Complete 

PURPOSE OF THE UNIT STANDARD 
This generic assessor unit standard is for people who assess or intend to assess candidates against unit standards and/or qualifications. People who have achieved this unit standard will be able to conduct assessments within their fields of expertise in line with the Criteria for the Registration of Assessors. This unit standard will contribute towards the achievement of a variety of Education Training and Development Practices and Human Resource Development related qualifications.

People credited with this unit standard are able to assess learner performance against standards and qualifications registered on the NQF, using pre-designed instruments. This will be carried out in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability. In particular, people credited with this unit standard will have achieved the following specific outcomes:
  • Plan and prepare for assessment
  • Prepare candidates for assessment
  • Conduct assessment
  • Evaluate and record evidence and make assessment judgements
  • Provide feedback to relevant parties
  • Review assessment 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners have no previous assessment experience when starting to learn towards this unit standard. It is further assumed that the candidate is able to analyse and interpret unit standards and qualifications. Although it is not a requirement, it is recommended that those intending to achieve the unit standard "Design assessment instruments and guides", should do so before attempting this unit standard. 

    UNIT STANDARD RANGE 
    This is a generic assessment unit standard, and candidates can be assessed within any field of learning in line with their subject matter expertise. For the purposes of assessment of this unit standard, candidates should have access to pre-designed assessment instruments.

    Further 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 
    Plan and prepare for assessment 
    OUTCOME RANGE 
    This outcome includes the requirement to:
  • Plan and prepare for assessment following formal and informal learning processes and for situations involving recognition of prior learning (RPL)
  • Plan and prepare for situations that require special needs of candidates to be considered

    Planning and preparation is to be carried out in situations where there is access to relevant organisational assessment policies and a range of pre-designed assessment instruments from which a selection can be made. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Plans address all the assessment requirements of the unit standards or qualifications to be addressed. 
    ASSESSMENT CRITERION RANGE 
    Assessment requirements include performance to be assessed, types of evidence to be collected,
    assessment methods to be used, timing of assessment, resources required, sequence of activities, accountabilities, deadlines and arrangements for reviewing assessment plan.
     

    ASSESSMENT CRITERION 2 
    2. Planning addresses the need for cost-effectiveness and takes into account the results of previous assessments, special needs of candidates, the assessment context, the accessibility and safety of the environment and contingencies. 

    ASSESSMENT CRITERION 3 
    3. The assessment activities, instruments and resources selected are appropriate to the outcomes to be assessed and the assessment candidates, and have the potential to enable valid and sufficient evidence collection. 

    ASSESSMENT CRITERION 4 
    4. Assessment documentation is prepared to facilitate efficient and effective assessment and recording of information. The documentation provides all details of the assessment process needed to ensure fair, open, reliable and consistent assessment. 
    ASSESSMENT CRITERION RANGE 
    Details include instructions to candidates, assessors and other relevant parties.
     

    ASSESSMENT CRITERION 5 
    5. Potential unfair barriers to achievement by candidates are identified and plans are made to address such barriers without compromising the validity of the assessment. 
    ASSESSMENT CRITERION RANGE 
    Unfair barriers could relate to issues such as language or disabilities.
     

    ASSESSMENT CRITERION 6 
    6. Required physical and human resources are ensured to be ready and available for use. Logistical arrangements are confirmed with relevant role-players prior to the assessment. 

    ASSESSMENT CRITERION 7 
    7. Provision for moderation is made in accordance with relevant assessment policies and ETQA requirements. 

    ASSESSMENT CRITERION 8 
    8. A variety of assessment methods are described and compared in terms of strengths, weaknesses and applications. 
    ASSESSMENT CRITERION RANGE 
    Range: The description of methods should cover situations for gathering evidence of:
  • problem solving ability,
  • knowledge and understanding,
  • practical and technical skills,
  • personal and attitudinal skills and values.
     

  • SPECIFIC OUTCOME 2 
    Prepare candidates for assessment 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Assessment details are made explicit, in terms appropriate to the candidate's language level and in a manner that sets candidates at ease. Opportunities for clarification are provided and responses promote understanding of the requirements. 
    ASSESSMENT CRITERION RANGE 
    Assessment details cover the purpose, process, expectations, roles, responsibilities and appeals procedures.
     

    ASSESSMENT CRITERION 2 
    2. Clear explanations are provided to the candidate of the key elements and implications of standards-based assessment within the context of the NQF. 

    ASSESSMENT CRITERION 3 
    3. Checks are carried out to ensure candidates are ready for assessment. In cases where candidates are deemed to be not yet ready, actions taken are in line with assessment policies. 

    ASSESSMENT CRITERION 4 
    4. Opportunities are provided for input from the candidate on possible sources of evidence that could contribute to valid assessment. Modifications made on the basis of the inputs maintain and/or improve the validity of the assessment. 

    SPECIFIC OUTCOME 3 
    Conduct assessment and document evidence 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The environment and assessment practices are ensured to be conducive to effective, fair and safe assessment and where applicable, in line with recognised codes of practice and learning-site or work-site standard operating procedures. 
    ASSESSMENT CRITERION RANGE 
    Codes of practice could include personal, product and work-site health, safety and environmental practices, and current legislation.
     

    ASSESSMENT CRITERION 2 
    2. The assessment is carried out in accordance with the assessment plan. The assessment approach is adapted as required by the situation, and unforeseen events are addressed without compromising the validity or fairness of the assessment. 

    ASSESSMENT CRITERION 3 
    3. Language and expressions used are at a level appropriate to the candidate and provide for clear understanding of what is required without leading candidates. 

    ASSESSMENT CRITERION 4 
    4. Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. 

    ASSESSMENT CRITERION 5 
    5. Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent and fair assessment judgements to be made. 

    ASSESSMENT CRITERION 6 
    6. The recording of evidence is sufficient for the purposes of making assessment judgements, giving meaningful feedback, moderation and possible appeals 

    ASSESSMENT CRITERION 7 
    7. Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. 

    SPECIFIC OUTCOME 4 
    Evaluate evidence and make assessment judgments 
    OUTCOME RANGE 
    The ability to make assessment judgements must be demonstrated using diverse sources of evidence and in situations where:
  • special needs of candidates need to be considered,
  • candidates meet all criteria,
  • candidates clearly do not meet the criteria,
  • candidates meet some, but not all criteria, and
  • more evidence is required in order to make a judgement. 

  • ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    2. The quality and type of evidence is evaluated in terms of the assessment outcomes, against all the assessment criteria in the relevant unit standard or qualifications. 

    ASSESSMENT CRITERION 3 
    3. The evaluation of evidence includes making allowances for contingencies beyond the control of the candidate without compromising the fairness or validity of the assessment. 
    ASSESSMENT CRITERION RANGE 
    Contingencies include unforeseen events, breakdowns and changed circumstances.
     

    ASSESSMENT CRITERION 4 
    4. Assessment judgements are justified by the quality and sufficiency of the evidence. Judgements can be substantiated in terms of the consistency and repeatability of the candidate's performance and evidence from various sources and time periods. 

    ASSESSMENT CRITERION 5 
    5. Evidence and judgements are stored in line with the Quality Assurance System used by the organisation. 

    SPECIFIC OUTCOME 5 
    Provide feedback to relevant parties. 
    OUTCOME RANGE 
  • Parties include candidates, educators, trainers, officials, managers and moderators as applicable to the situation.
  • Evidence must be provided of the ability to give written and oral feedback.
  • The ability to give feedback must be demonstrated in situations where:
    - special needs of candidates need to be considered,
    - candidates meet all criteria,
    - candidates clearly do not meet the criteria,
    - candidates meet some, but not all criteria, and
    - more evidence is required before a judgement is possible. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes. 

    ASSESSMENT CRITERION 2 
    2. Feedback focuses on the quality and sufficiency of the candidate's performance in relation to the agreed outcomes and criteria. 

    ASSESSMENT CRITERION 3 
    3. The type of feedback and manner of giving feedback is constructive and related to the relevant party's needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions. 
    ASSESSMENT CRITERION RANGE 
    Further decisions include awarding of credit and redirecting candidates to learning or re-assessment.
     

    ASSESSMENT CRITERION 4 
    4. Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment. 

    ASSESSMENT CRITERION 5 
    5. Disputes that arise are dealt with in according to the assessment policy. 

    ASSESSMENT CRITERION 6 
    6. Agreements reached and key elements of the feedback are recorded in line with organisational quality assurance systems. 

    ASSESSMENT CRITERION 7 
    7. Feedback processes and models are described in terms of the potential impact on candidates and further learning and assessment. 

    SPECIFIC OUTCOME 6 
    Review assessment 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The review identifies good and bad practice in assessment design and process, and notes these for incorporation in assessment redesign. 

    ASSESSMENT CRITERION 2 
    2. Feedback from relevant parties is used to influence future assessments positively. 

    ASSESSMENT CRITERION 3 
    3. Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with in accordance with the assessment policy. 

    ASSESSMENT CRITERION 4 
    4. Weaknesses in the assessment arising from poor quality of unit standards or qualifications are identified, and effective steps are taken to inform relevant bodies. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed, (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner-assessor against this unit standard must be registered as an assessor of assessors with the relevant ETQA.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Principles of assessment - see assessment criterion 3.7
  • Principles and practices of RPL
  • Methods of assessment - see assessment criterion 1.8
  • Potential barriers to assessment
  • Feedback models - see assessment criterion 5.7
  • The principles and mechanisms of the NQF
  • Assessment policies and ETQA requirements
  • Moderation requirements 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with special needs, problems that arise during assessment, suggesting changes to assessment. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team using critical and creative thinking: working with candidates and other relevant parties during assessment, as well as post-assessment. 

    UNIT STANDARD CCFO ORGANISING 
    Organize and manage oneself and ones activities: planning, preparing, conducting and recording the assessment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: prepare candidates for assessment, communicate during assessment, and provide feedback. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: plan, conduct and give feedback on assessments in a culturally sensitive manner. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 115753, which is "Conduct outcomes-based assessment", 15 credits, NQF Level 5, as from 11 August 2004.


    Supplementary Information

    Definition of Terms:
  • assessment - a process in which evidence of performance is gathered and evaluated against agreed criteria.
  • performance - includes skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
  • assessment criteria - state the type and quality of performance against which the candidate is assessed.
  • candidate - person whose performance is being assessed by the assessor.

    Principles of assessment::
  • Appropriateness: The method of assessment is suited to the performance being assessed.
  • Fairness: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Validity: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible
  • Authenticity: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent:: The same assessor would make the same judgement again in similar circumstances.

    The judgment made is similar to the judgment that would be made by other assessors. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 
    Elective  22491   Further Education and Training Certificate: Specialist Security Practices  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2006-11-16  SAS SETA 
    Elective  21854   Further Education and Training Certificate: Use of Firearms  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2008-11-01  Was SAS SETA until Last Date for Achievement 
    Elective  24194   National Certificate: Construction Material Manufacturing  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  CETA 
    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  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 
    Elective  21847   National Diploma: Manufacturing Management: Food and Beverage  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  FOODBEV 


    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. EXECUTIVE COACHING AND FACILITATION 
    2. Maccauvlei Learning Academy 
    3. Motheo Training Institute Trust 
    4. Teachers Learning Centre (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.