|OUTH AFRICAN QUALIFICATIONS AUTHORITY
|REGISTERED UNIT STANDARD:
|SAQA US ID
|UNIT STANDARD TITLE
|Conduct outcomes-based assessment
|SGB Assessor Standards
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
|ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
|Field 05 – Education, Training and Development
|Higher Education and Training
|UNIT STANDARD TYPE
|PRE-2009 NQF LEVEL
|Level TBA: Pre-2009 was L5
|REGISTRATION START DATE
|REGISTRATION END DATE
|SAQA DECISION NUMBER
|LAST DATE FOR ENROLMENT
|LAST DATE FOR ACHIEVEMENT
|PURPOSE OF THE UNIT STANDARD
|This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.
Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.
People credited with this unit standard are able to carry out assessments 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 be able to:
- Demonstrate understanding of outcomes-based assessment;
- Prepare for assessments;
- Conduct assessments;
- Provide feedback on assessments; and
- Review assessments.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
|The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-assessors have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).
|1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.
2. Assessment of candidate-assessors will only be valid for award of this unit standard if the following requirements are met:
- Assessments carried out by the candidate-assessor are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA’s definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
- The candidate-assessor demonstrates repeatability by carrying out at least two assessments :
– One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
– At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.
The assessments may involve two or more candidates in relation to the same outcome.
- Candidate-assessors produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate assessors do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.3. For the purposes of assessment against this unit standard, candidate-assessors should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate assessors will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-assessor also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:
- Conduct outcomes-based assessments
- Design and develop outcomes-based assessments4. Candidate-assessors should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
|Demonstrate understanding of outcomes-based assessment.
|Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.
|RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.
|A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
|ASSESSMENT CRITERION RANGE
|The description of methods should cover situations for gathering evidence of:
- Problem solving ability,
- Knowledge and understanding,
- Practical and technical skills,
- Attitudinal skills and values.
|Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.
|The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.
|Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or a number of assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:
- Relevant organisational assessment and moderation policies and procedures, and
- Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria.
|Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment.
|Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules.
|ASSESSMENT CRITERION RANGE
|Parties include assessment candidates and moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.
|All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.
|Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements.
|ASSESSMENT CRITERION RANGE
|Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context.
|Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.
|Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.
|The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments to include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special need candidates or in RPL situations, evidence may be produced through scenarios.
Candidate-assessors must show they can make judgements in situations where:
- Candidates meet all criteria for a particular outcome,
- Candidates clearly do not meet the criteria for a particular outcome,
- Candidates meet some, but not all criteria, and
- More evidence is required in order to make a judgement of competence.
|Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable.
|ASSESSMENT CRITERION RANGE
|Professional, industry or legislated codes of practice.
|The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment.
|Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidate.
|ASSESSMENT CRITERION RANGE
|“Leading” refers to the practice of inadvertently or deliberately influencing the evidence candidates produce through the style of questioning, instructions or responses to candidates.
|Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made.
|Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence.
|Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.
|Provide feedback on assessments.
- Parties include candidates, educators, trainers, 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:
– Candidates meet all criteria in relation to an outcome,
– Candidates clearly do not meet the criteria in relation to an outcome,
– Candidates meet some, but not all criteria, and
– More evidence is required before a judgement is possible.
|Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes.
|Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.
|The type and manner of feedback is constructive, culturally sensitive 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, redirecting candidates to further learning or guiding candidates to further application or re-assessment.
|Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment.
|Disputes and/or appeals that arise are dealt with according to the assessment policy.
|Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system.
|The review should address at least the following aspects:
- The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
- The assessment process, and
- Candidate readiness for assessment.
|The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign.
|Feedback from relevant parties is analysed and used to influence future assessments positively.
|Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation’s assessment policy.
|Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.
|UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
- A candidate-assessor wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
- Anyone assessing a candidate-assessor against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
- Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
- External moderation of assessment will be conducted by the relevant ETQA at its discretion.
|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
- Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.’, and indirectly assessed via a requirement to apply the principles throughout the standard.
- Principles and practices of RPL – directly assessed through assessment criteria ‘RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.’, ‘Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.’ and specific outcome ‘Conduct assessments.’, as well as through application in the rest of the standard.
- Methods of assessment – directly assessed through assessment criterion ‘A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.’, and indirectly assessed through application of the methods
- Potential barriers to assessment – assessed when dealing with special needs.
- The principles and mechanisms of the NQF – this knowledge underpins the standard
- Assessment policies and ETQA requirements
- Moderation requirements
Originally posted 2021-09-07 13:54:31. Republished by Blog Post Promoter