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:

Conduct an assessment

SAQA US ID	UNIT STANDARD TITLE
9927	Conduct an assessment
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	12
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
12544	Facilitate the preparation and presentation of evidence for assessment	Level 4	NQF Level 04	4
115753	Conduct outcomes-based assessment	Level 5	Level TBA: Pre-2009 was L5	15

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be able to conduct an assessment using a limited range of methods, activities and instruments for different assessment situations.

This competence will complement and enhance other ETD competencies the practitioner may have.

It will also contribute to assuring the quality of education and training in line with the aims of the National Qualifications Framework and the Skills Development Act.

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 practise this ETD competence.

This standard describes the ETD competence, which will be needed for them to conduct assessments relating to 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 conducting an assessment. At this level practitioners 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

Plan for the assessment.

OUTCOME NOTES

Plan for the assessment by, e.g.:

establishing/identifying the purpose of assessment by holding consultations/discussions with the learner(s)and other relevant parties;

selecting appropriate methods of assessment taking into account the purpose, environment and evidence to be collected; and

selecting appropriate assessment activities and instruments to ensure the evidence gathered is adequate to prove competence.

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

Prepare the learner for the assessment.

OUTCOME NOTES

Prepare the learner for the assessment by, e.g.:

explaining assessment process, appeals procedure, purpose, methods and documents to the learner(s);

discussing learners' learning requirements, prior knowledge and experience; and

agreeing on logistical arrangements with the learner and relevant parties.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Conduct assessment.

OUTCOME NOTES

Conduct assessment by, e.g.:

putting the learner at ease; and

conducting assessment according to established assessment principles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Make assessment decisions about learner's competence.

OUTCOME NOTES

Make assessment decisions about learner's competence by, e.g.:

evaluating evidence collected against assessment criteria.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Record assessment results.

OUTCOME NOTES

Record assessment results by, e.g.:

recording outcomes of the assessment in line with organisational and national requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Give feedback to the learner.

OUTCOME NOTES

Give feedback to the learner by, e.g.:

giving feedback timeously, in an appropriate environment, to the learner and other relevant parties; and

giving feedback in an affirming, constructive and interactive way.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Evaluate the way in which assessment was conducted.

OUTCOME NOTES

Evaluate the way in which assessment was conducted by, e.g.:

identifying strengths and weaknesses in the practitioner's own performance; and

making plans to integrate lessons learned in future assessments.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

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

The practitioner is able to demonstrate knowledge and understanding of the following:
1. Principles of assessment.
2. Outcomes-based methods of assessment.
3. Assessment purposes -including admission, placement, formative or diagnostic assessment, summative assessment, and recognition of prior learning.
4. Feedback procedures.
5. Organisational policies and ETQA requirements on assessment -including appeals and recording procedures.
6. Different types of assessment activities.
7. Outcomes-based forms of conducting assessments, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
8. 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 learners' barriers during feedback to them;

Deciding when to deal with the barriers oneself and when to refer the learner to someone else whom you have identified

Identifying factors that would make an assessment unfair or unreliable and remove such factors.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information;
e.g. analyse evidence collated and observed during assessments and make judgements about the competency of the learner against the relevant unit standard criteria.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively;
e.g. communicate with the learner in a way that is non-threatening and promotes future communication and common understanding.

UNIT STANDARD NOTES

This unit standard has been replaced by the following unit standards:

12544, "Facilitate the preparation and presentation of evidence for assessment", Level 4, 4 credits.

115753, "Conduct outcomes-based assessment", Level 5, 15 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

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