115753 Conduct outcomes-based assessment
OUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD: |
Conduct outcomes-based assessment |
SAQA US ID | UNIT STANDARD TITLE | |||
115753 | Conduct outcomes-based assessment | |||
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 | |
Reregistered | 2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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:
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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”). |
UNIT STANDARD RANGE |
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:
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Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Demonstrate understanding of outcomes-based assessment. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
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. |
ASSESSMENT CRITERION 2 |
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. |
ASSESSMENT CRITERION 3 |
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:
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ASSESSMENT CRITERION 4 |
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. |
ASSESSMENT CRITERION 5 |
The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment. |
SPECIFIC OUTCOME 2 |
Prepare for assessments. |
OUTCOME RANGE |
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:
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ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment. |
ASSESSMENT CRITERION 2 |
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. |
ASSESSMENT CRITERION 3 |
All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements. |
ASSESSMENT CRITERION 4 |
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. |
ASSESSMENT CRITERION 5 |
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. |
ASSESSMENT CRITERION 6 |
Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies. |
SPECIFIC OUTCOME 3 |
Conduct assessments. |
OUTCOME RANGE |
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:
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ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
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. |
ASSESSMENT CRITERION 2 |
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. |
ASSESSMENT CRITERION 3 |
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. |
ASSESSMENT CRITERION 4 |
Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made. |
ASSESSMENT CRITERION 5 |
Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence. |
ASSESSMENT CRITERION 6 |
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. |
SPECIFIC OUTCOME 4 |
Provide feedback on assessments. |
OUTCOME RANGE |
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ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes. |
ASSESSMENT CRITERION 2 |
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. |
ASSESSMENT CRITERION 3 |
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. |
ASSESSMENT CRITERION 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 |
Disputes and/or appeals that arise are dealt with according to the assessment policy. |
ASSESSMENT CRITERION 6 |
Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system. |
SPECIFIC OUTCOME 5 |
Review assessments. |
OUTCOME RANGE |
The review should address at least the following aspects:
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ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign. |
ASSESSMENT CRITERION 2 |
Feedback from relevant parties is analysed and used to influence future assessments positively. |
ASSESSMENT CRITERION 3 |
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. |
ASSESSMENT CRITERION 4 |
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 |
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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:
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