LEARNER GUIDE ENGAGE IN & PROMOTE ASSESSMENT PRACTICES

LEARNER GUIDE

ENGAGE IN AND PROMOTE ASSESSMENT PRACTICES

LEARNER GUIDE ENGAGE IN & PROMOTE ASSESSMENT PRACTICES

Learner Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any
annexures thereto, is protected and expressly reserved. No part of this
document may be reproduced, stored in a retrievable system, or transmitted, in
any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission.

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LEARNER GUIDE ENGAGE IN & PROMOTE ASSESSMENT PRACTICES

Key to Icons
The following icons may be used in this Learner Guide to indicate specific
functions:

This icon means that other books are available for further
information on a particular topic/subject.

Books

This icon refers to any examples, handouts, checklists, etc…

References

This icon represents important information related to a

specific topic or section of the guide.
Important

This icon helps you to be prepared for the learning to follow

or assist you to demonstrate understanding of module
content. Shows transference of knowledge and skill.
Activities

This icon represents any exercise to be completed on a

specific topic at home by you or in a group.
Exercises
An important aspect of the assessment process is proof of
competence. This can be achieved by observation or a
portfolio of evidence should be submitted in this regard.
LEARNER GUIDE ENGAGE IN & PROMOTE ASSESSMENT PRACTICES

Tasks/Projects

An important aspect of learning is through workplace

experience. Activities with this icon can only be completed
Workplace once a learner is in the workplace
Activities

This icon indicates practical tips you can adopt in the future.

Tips

This icon represents important notes you must remember as

part of the learning process.
Notes

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Learner Guide Introduction

About the Learner This Learner Guide provides a comprehensive overview of the
Guide… Engage In And Promote Assessment Practices, and forms part of
a series of Learner Guides that have been developed for
National Certificate: Occupationally Directed Education Training
And Development Practices at NQF Level 5, worth 120 credits.

The series of Learner Guides are conceptualized in modular’s

format and developed for National Certificate: Occupationally
Directed Education Training And Development Practices at NQF
Level 5, worth 120 credits.

They are designed to improve the skills and knowledge of

learners, and thus enabling them to effectively and efficiently
complete specific tasks.

Learners are required to attend training workshops as a group or

as specified by their organization. These workshops are presented
in modules, and conducted by a qualified facilitator.

Purpose The purpose of this Learner Guide is to provide learners with the
necessary knowledge related to Engage In And Promote
Assessment Practices
Outcomes At the end of this module, you will be able to:
 Demonstrate understanding of design principles of
outcomes-based assessment,
 Design outcomes-based assessments,
 Develop assessment activities,
 Develop assessment guides, and
 Evaluate assessment designs and guides.
 Demonstrate understanding of outcomes-based
assessment;

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 Prepare for assessments;

 Conduct assessments;
 Provide feedback on assessments; and
 Review assessments.
Assessment Criteria The only way to establish whether a learner is competent and has
accomplished the specific outcomes is through an assessment
process.
Assessment involves collecting and interpreting evidence about
the learner’s ability to perform a task.
This guide may include assessments in the form of activities,
assignments, tasks or projects, as well as workplace practical
tasks. Learners are required to perform tasks on the job to collect
enough and appropriate evidence for their portfolio of
evidence, proof signed by their supervisor that the tasks were
performed successfully.
To qualify To qualify and receive credits towards the learning program, a
registered assessor will conduct an evaluation and assessment of
the learner’s portfolio of evidence and competency
Range of Learning This describes the situation and circumstance in which
competence must be demonstrated and the parameters in
which learners operate
Responsibility The responsibility of learning rest with the learner, so:
 Be proactive and ask questions,
 Seek assistance and help from your facilitators, if required.

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1
Conduct outcomes-based assessment

Learning Unit

UNIT STANDARD NUMBER : 115753

LEVEL ON THE NQF : 5
CREDITS : 10
FIELD : Education, Training and Development
SUB FIELD : Higher Education and Training

This generic assessor unit standard is for those who assess people for their achievement of
PURPOSE: 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:

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").

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LEARNING UNIT 1:
DEMONSTRATE UNDERSTANDING OF OUTCOMES-BASED ASSESSMENT.

This learning unit is linked to SAQA registered Unit Standard:

US ID US Title Level Credits
Link:
115753 Demonstrate understanding of outcomes-based 5 15
assessment.

Learning Outcome 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.

Learning Outcome 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.

Learning Outcome 3: A variety of assessment methods are described and

compared in terms of how they could be used when
conducting assessments in different situations.

Learning Outcome 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.

Learning Outcome 5: The approach to giving feedback on assessment results is

described in terms of the possible impact on candidates and
further learning and assessment.

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1.1. Comparisons between outcomes-based and another form of assessment of

learning highlight key differences.

What is the NQF, and how did it come into being?

The NQF is a set of principles and guidelines providing a vision, a philosophical base
and an organisational structure for a qualifications system. It is national since it
embodies a national resource representing a national effort at integrating education
and training into a unified structure of recognised qualifications. It is, thus, a framework
of qualifications that records learner achievement. The NQF is the set of principles and
guidelines by which records of learner achievement are registered to enable national
recognition of acquired skills and knowledge, thereby ensuring an integrated system
that encourages life-long learning.

It came into being through the South African Qualifications Authority Act (No. 58 of
1995, Government Gazette No. 1521, 4 October 1995), which provides for “the
development and implementation of a National Qualifications Framework.

Qualification: means a planned combination of learning outcomes which has a

defined purpose or purposes, and which is intended to provide qualifying learners with
applied competence and a basis for further learning; and it means the formal
recognition of the achievement of the required number and range of credits and such
other requirements at specific levels of the NQF as may be determined by the relevant
bodies registered for such purpose by the SAQA (NSB regulations)

The NQF challenges the traditional concept of curriculum development as perceived in

the South African context, in that it separates out the three parts: the setting of the
standards, the design, delivery and assessment thereof, and the quality assurance
processes. However, there is a recognition that the three parts are linked and hence
the concept of a quality cycle.

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What is the purpose of the NQF?

The NQF is a means for transforming education and training in South Africa. It has been
designed to

 Combine education and training into a single framework, and bring together
separate education and training systems into a single, national system;

 Make it easier for learners to enter the education and training system and to
move and progress within it;

 Improve the quality of education and training in South Africa;

 Open up learning and work opportunities for those who were treated unfairly in
the past because of their race or gender; and

 Enable learners to develop to their full potential and thereby support the social
and economic development of the country as a whole.

The Objectives and principles of the NQF?

The five objectives stated in the SAQA Act of 1995 are:

 Create an integrated national framework for learning achievements

 Enhance the quality of education and training
 Facilitate access to, mobility and progression within education, training and
career paths
 Accelerate the redress of past unfair discrimination in education, training and
employment opportunities, and
 Contribute to the full personal development of each learner and the social and
economic development of the nation at large.

A set of principles developed in terms of the National Training Strategy Initiative that
that underpin these objectives and will help establish an improved education and
training system are:

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Principle Definition: Education and Training should…

Integration … form part of a system of human resources development that

provides for the establishment of a unifying approach to

education and

training.

Relevance … be and remain responsive and appropriate to national

developmental

needs.

Credibility … Have national and international value and acceptance.

Coherence … Work within a consistence framework of principles and

certification.

Flexibility … allow for multiple pathways to the same learning ends.

Standards … be expressed in terms of a nationally agreed framework and

should have internationally acceptable outcomes

Legitimacy … provide for the participation of all national stakeholders in the

planning

and co-ordination of standards and qualifications.

Access … provide ease of entry into appropriate levels of education

and training for all prospective learners in a manner which

facilitates

progression.

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Articulation … provide for learners, on compliance with accredited prerequisites,

to

move between components of the delivery system.

Progression … ensure that the framework of qualifications permits individuals to

move

through the levels of national qualifications via different

appropriate

combinations of the components of the delivery system.

Portability … enable learners to transfer their credits or qualifications from one

learning institution and/or employer to another

Recognition of … through assessment, give credit to learning that has already been
prior learning
acquired in a different way, e.g., through life experience.

Guidance of … provide for the counseling of learners by specially trained

learners individuals

who meet nationally recognized standards for educators and

trainers.

(Taken from: “Ways of seeing the National Qualifications Framework” by Human

Sciences Research Council, September 1995).

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The Structure of the NQF

The structure of the NQF is outlined below:

NQFLevel Band Qualification Type

 Post-doctoral research degrees
8 Higher
 Doctorates
7 Education  Masters degrees
6 and  Professional qualifications
 Honours degrees
5 Training
 National first degrees
 Higher diplomas
 National diplomas
 National certificates

Further Education and Training Certificate (FETC)

4 Further National certificates

3 Education

2 and

Training
General Education and Training Certificate (GETC)
Grade 9 | ABET Level 4
1 General
Education
and National certificates
Training

The levels of the NQF

The meaning and significance of levels of learning is reflected in the manner in which
levels are described. Level refers to one of the eight NQF levels.

Descriptors of levels are statements about intellectual demand, complexity of learning

and learner autonomy.

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Level descriptors are statements that provide a broad indication of learning

appropriate to attainment at a particular level, describing the characteristics and
context of learning expected at that level. They are designed to support the
reviewing of specified learning outcomes and assessment criteria in order to
develop particular modules and units and to assign credits at the appropriate level.

Level descriptors enable standards writers to contextualize the meaning of level and to
apply it properly.

The degree of detail and generality required in level descriptors depends on their
purpose and use. The purpose of the level descriptors is as follows:

 It assigns the unit standard and/or qualification to a particular learning level.

 It conveys the intention of the unit standard/qualification, i.e. the level of
learning, comprehension, application etc. that is required.
 It demonstrates the knowledge, skills and attributes required of the learner in
terms of entry potential or capacity, and exit competence.

The level descriptors provide a guideline on level to practitioners involved in the design
and delivery of units. Unit developers should use their professional expertise to apply the
level descriptors to their own subject area or context and use their knowledge and
understanding of relevant levelling tools, such as sector or subject-specific level
descriptors or any other tools that help in determining the level of a unit.

A level descriptor is not:

o A standard of achievement
o An assessment criterion
A level descriptor IS:

 An indication of level of learning.

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Applied competence is the ability to put the learning outcomes that have been
developed through a learning programme into practice in the relevant context.
Qualified learners must be able to understand what they have learnt and also do
something useful with it in a real-world context.

The notion of applied competence suggests a broadening of the behaviourist notions

of knowledge to include three dimensions of competence that are all necessary for the
meaningful accomplishment of any task:

 Practical competence is the demonstrated ability to perform a set of tasks – to

do a particular thing, to consider a range of options/possibilities and make
decisions about practice.
 Foundational competence is the demonstrated understanding of what you are
doing and why.
 Reflexive competence is the demonstrated ability to integrate or connect our
performances with our understanding of those performances so that we learn
from our actions, and are able to adapt to changes and unforeseen
circumstances.

Competence must NOT be seen as practical, foundational or reflexive. These must not
be seen as separate or alternative types of competence, but should be integrated into
every demonstration of competence

Who benefits from the National Qualifications Framework (NQF)?

 Learners: benefit from quality education and the provision of qualifications that
enjoy national recognition and where appropriate international comparability.

 Workers: benefit from clear learning paths in the qualification structure which
facilitate and support lifelong learning and career advancement.

 Employers: benefit from a workforce competent in the skills and attitudes

required in the competitive global economy of which South Africa is a part.

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 Society: benefits from a proud learning nation with the intellectual ability to
adapt swiftly to change especially technological change.

The nation benefits from an integrated education and training system which
acknowledges the achievements of all learners equally and supports the ideal of a
learning nation.

What is the relationship between the NQF and outcomes-based education?

The qualifications and standards registered on the NQF are described in terms of the
specific learning outcomes that the qualifying learner is expected to demonstrate.
Outcomes-based education means clearly focussing and organising everything in an
educational system around what is essential for all students to be able to do
successfully at the end of their learning experiences. This means starting with a clear
picture of what is important for students to be able to do, then organising curriculum,
instruction, and assessment to make sure this learning ultimately happens.

Previously it was often true that the learning institution where a qualification was
obtained was, in fact, more important than that which the qualifying students actually
knew and could do. Learning institutions were able to decide arbitrarily to recognise, or
not to recognise, qualifications attained at other learning institutions.

The focus has now shifted to what the learner knows and can do rather than where the
learner studied. While the traditional definition of knowledge emphasised language,
especially through writing, an open process of communication, and formal and
discipline-bound conventions, the new terminology urges higher education to allow the
term knowledge to embrace knowledge-through-action, particular outcomes of a
learning transaction, and transdisciplinary forms of skill. The NQF, thus, emphasises
applied competence or the ability to put into practice in the relevant context the
learning outcomes acquired in obtaining a qualification.

If one looks at the systems of education and in the past as opposed to outcomes based
education, the differences are as follows:

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PAST PRESENT

Different in quality National quality assurance

Focused on inputs Focused on outputs

No national standards Registered national standards

Learners competing against one Learners are assessed against national

another and the systems standards

Examinations Moderated and verified assessments

Institution-centred Learner-centred

One-chance education Life-long learning

Very little acknowledgement of prior Recognition of prior learning

learning

Academic or vocational learning Multiple learning pathways

Source: Getting to grips with the NQF-NQF NETWORK SERIES

The NQF with its commitment to outcomes-based education and training is the means
that South Africa has chosen to bring about systemic change in the nature of the
education and training systems.

This systemic change is intended transform the following:

 The manner in which the education and training system works as a system.
 The organization of the system and
 The vision that drives participants within the system as they perform their own
particular roles and functions within that system.

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Spady also states that outcomes-based education is about a consistent, focussed,

systematic, creative implementation of four principles:

1. A clarity of focus on the learning outcomes that ultimately students need to

demonstrate; Spady calls these complex role performance abilities and the
corresponding South African conception could possibly be the critical cross-field
education and training outcomes.
2. The design-down/build-back approach to building the curriculum; the
curriculum design starts with the abilities, skills, knowledge, attitudes that one
ultimately wants students to demonstrate and ensures that the assessment is
focussed on what the learner has achieved in relation to these learning
outcomes rather than focussed on what was presented in the course of delivery.
3. High expectations; the expectation must be that learners are able to achieve
these outcomes and therefore it is necessary for those who work in the system to
behave and structure what they do in working with learners, in such a way that
they are enabled to achieve these outcomes;
4. Expanded opportunity; there is a necessity to move beyond the rigid blocks we
have created around education e.g. blocks of time and the traditional
organisation of learning institutions. (Spady, 1999)

The foundation of the framework

Unit standards are the foundation of the framework. Standard means registered
statements of desired education and training outcomes and their associated
assessment criteria. (SAQAAct)
Unit standards are nationally registered sets of specific learning outcomes with their
associated assessment criteria and other relevant technical information as required by
SAQA.
Unit standard means registered statements of desired education and training outcomes
and their associated assessment criteria together with administrative and other
information as specified in these regulations. (NSB regulations). They describe the result
of learning and not the process of learning.

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SAQA has provided a format for unit standards and should include the following:
a) Title
Identifies the area of knowledge, understanding and skills
b) Registration number
Provided by SAQA
c) Level on the NQF
Indicates the level of difficulty. NQF consists of 8 levels.
d) Credit value
Indicates how long it would take a typical learner to complete the unit standard. One
credit equates to 10 notional hours of learning.
e) Field and sub-field of the unit standard
f) Issue and review date
g) Purpose of the unit standard
What the standard is about and its context.
h) Learning assumed to be in place
Specifies the background of the learner
i) Specific outcomes
Describe the specific learning outcomes
j) Assessment criteria
State the evidence required to establish that the learner has achieved that specific
outcome.
k) Range statement
General guide to the scope, context and level.
l) Notes which include the critical outcomes and embedded knowledge.
m) Learning fields
In the NQF all learning is organized into twelve fields. SAQA has established twelve NSBs
, one for each organizing field. The twelve organizing fields are as follows:

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Learning Field Field Description

NSB 01 Agriculture and Nature Conservation

NSB 02 Culture and Arts

NSB 03 Business, Commerce and Management Studies

NSB 04 Communication Studies

NSB 05 Education, Training and Development

NSB 06 Manufacturing, Engineering and Technology

NSB 07 Human and Social Studies

NSB 08 Law, Military Science and Security

NSB 09 Health Sciences and Social Services

NSB 10 Physical, Mathematical, Computer and Life Sciences

NSB 11 Services

NSB 12 Physical Planning and Construction

n) Critical Outcomes

Critical Outcomes or Critical Cross-field Education and Training Outcomes describe the
qualities which the NQF identifies for development in students within the education and
training systems, regardless of the specific area or content of learning, i.e. those
outcomes that are deemed critical for the development of the capacity for life –long
learning. These outcomes are intended to direct the thinking of policy makers,
curriculum designers, facilitators of learning as well as the learners themselves.

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The Critical Outcomes adopted by SAQA are as follows:

1. Identify and solve problems in which responses display that responsible decisions
using critical and creative thinking have been made;
2. Work effectively with others as a member of a team, group, organization,
community;
3. Organize and manage oneself and one’s activities responsibly and effectively;
4. Collect, analyze, organize and critically evaluate information;
5. Communicate effectively using visual, mathematical and/or language skills in
the modes of oral and/or written presentation;
6. Use science and technology effectively and critically, showing responsibility
towards the environment and health and others;
7. Demonstrate an understanding of the world as a set of related systems by
recognizing that problem-solving contexts do not exist in isolation.

In order to contribute to the full personal development of each learner and the social
and economic development of society at large, it must be the intention underlying any
programme of learning to make an individual aware of the importance of:

1. Reflecting on and exploring a variety of strategies to learn more effectively.

2. Participating as responsible citizens in the life of local national and global
communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities, and
5. Developing entrepreneurial opportunities.

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What do NQF qualifications look like?

Qualifications:

Represent a planned combination of learning outcomes which has a defined purpose

and which is intended to provide qualifying learners with applied competence and a
basis for further learning;

 Add value to the qualifying learner by providing status, recognition, enhancing

marketability and employability;
 Provide benefits to society and the economy;
 Comply with the objectives of the NQF;
 Include both specific and critical cross-field outcomes that promote life-long
learning;
 Where applicable, be internationally comparable;
 Incorporate integrated assessment appropriately to ensure that the purpose of
the qualification is achieved. Assessment should include a range of formative
and summative assessment methods such as portfolios, simulations, workplace
assessments and also written and oral examinations;
 Indicate in the rules governing the award of the qualification that the
qualification may be achieved in whole or in part through the recognition of
prior learning, which concept includes but is not limited to learning outcomes
achieved through formal, informal and non-formal learning and work
experience.
Qualifications are made up of a total number of credits and are categorized as follows:

National Certificate - Minimum of 120 credits

National First Diploma– Minimum of 240 credits

National First Degree – Minimum of 360 credits

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An example of a national certificate

Credits Level FUNDAMENTAL CORE ELECTIVE

120 4 Min. 20 credits Min. 36credits Flexible 48 credits

Communication and Handling stock

language
Attending to Applying CFTA
16 credits Maths, customers practices
Numeracy and life
Housekeeping and
science
safety processing
Applying food
documents
handling practices
Handling cash
Applying specialty
Understanding Industry merchandise

1.2. RPL is explained in terms of its purpose, processes and related benefits and
challenges.
Recognition of prior learning (RPL) is a new concept to most ETD and HR practitioners. It
is a valid concept considering that the way individuals learn and develop is not
necessarily only in the lecture or classroom. Many adults have developed very useful
skills though work experience or other exposure. To deny this development and
competence is unfair.

The principle of RPL has been included in the NQF and makes provision for a fair and
more flexible assessment of learning obtained through work and life experience.

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Definition of RPL

Recognition of prior learning refers to the process of the verification of skills, knowledge,
abilities and attributes obtained through training, education, and workplace
experience and/or life experience, i.e. any learning that has occurred in the past.

RPL determines what an individual has achieved, to what level of competence, and
how it could be linked to formal qualifications.

RPL enables individuals to get credit for learning (skills and knowledge) that was not
achieved in a formal education and training environment, but was acquired at work or
any other informal environment.

RPL enables an individual to receive acknowledgement and credit for what he/she
can already do.

Any individual who wishes to apply for RPL will have to submit a portfolio of evidence.

The RPL adviser will do an initial assessment to determine weather the individual
qualifies for RPL. The RPL adviser will then arrange for a full assessment with a
qualified/registered assessor.

The purpose of RPL:

 Allows for accelerated access to further learning.

 Assesses and gives credit for evidence of learning that has already been
acquired in different ways.

The process of recognizing prior achievements is about:

 Identifying what the learner knows and can do.

 Matching the learner’s skills, knowledge and experience to specific
standards and the associated criteria.
 Assessing the learner against those standards.

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 Crediting the learner for skills, knowledge and experience built up through
formal/ informal/ non-formal learning that occurred in the past.
Who qualifies for RPL?

Any individual who can provide evidence of competence that can be measured and
assessed against national standards.

The individual needs to submit a portfolio of various types of evidence.

All evidence must reflect existing experience and should be presented in such a way
that it could be assessed against set assessment criteria.

When is RPL applicable?

RPL is applicable when a candidate:

 Seeks admission to a particular formal education or training course,

 Applies for a certain job that requires specific qualifications,
 Applies for a qualification on the NQF,
 Applies for exemption, and
 Is selected for a particular job and has no formal qualifications.

Who will assist the applicant?

An individual who understands the NQF and assessment practices, who can advise a
candidate and who:

 Is a good listener,
 Has good interpersonal skills,
 Is credible and trustworthy,
 Is honest and fair,
 Has good knowledge of all the national standards and the NQF,
 Has good knowledge of assessment methods, and
 Is a good planner, organizer and administrator.

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For ease of reading and understanding the process, we will be refer to this individual as
the RPL Advisor.

The role of the advisor in the RPL process

The advisor will assist candidates to:

 Identify their prior achievements,

 Identify target qualifications,
 Identify current learning needs,
 Set realistic goals
 Establish priorities for action,
 Develop action plans to achieve set targets, and
 Locate, gather, prepare and present evidence for assessment.

He/ She will further motivate, encourage and support candidates in the following ways
by:

 promoting the value of success,

 presenting the opportunity as a challenge,
 convincing candidate that they can or should succeed in their chosen task,
 negotiating realistic and reasonable goals,
 explaining and clarifying what it is that the candidates hope to achieve,
 offering incentives, strengthening the desire to achieve and thereby increasing the
effort made,
 matching the candidate’s intentions to related activity that may be demonstrated
during day - to – day work or experience,
 promoting candidate responsibility for directing his/her own behavior towards the
overall goal and using his/her abilities to the best advantage,
 recording progress towards the attainment of agreed targets, and
 praising the candidate for his/her accomplishments showing appreciation for the
candidate’s efforts.

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The RPL process

The description of the following process is an example of how an organization can

implement RPL. Every organization will develop policy and procedures according to
their particular needs.

 Application form
Step1 Candidate applies for RPL Reference from supervisor

 Interview planner
Step2 Candidate makes an appointment

with a RPL Advisor

RPL advisor interviews

the candidate
Step3 RPL advisor interviews

the candidate

1. Determines the reason for RPL Interview sheet

2. Explains the RPL process to the Record of

candidate meeting

3. Identifies the field of learning RPL criteria

4. Identifies suitable standards or checklist

outcomes RPL process

5. Conducts a role analysis and chart

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job analysis Role analysis

6. Conducts a competence analysis format

7. Identifies possible credits towards Competence

qualifications analysis

8. Identifies opportunities for RPL Qualifications

9. Determines the types of evidence Framework

required Career paths

Directory of

10. Develop an RPL action plan with course

the candidate materials and

11. Discusses possible assessors programes

and assessment methods ETD plan

12. Ensures the candidate List of

understands the assessment registered

practice assessors

Assessors

Schedules

Guidelines for

collecting

evidence

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Step 4 Candidate collects evidence and Portfolio

Compiles portfolio checklist

Guidelines

for portfolio

Step 5 Candidate submits portfolio of evidence for assessment

How does SAQA acknowledge Recognition of Prior Learning (RPL)?

This is one of the thirteen NQF principles. It supports the notion that learners should be
credited for all prior learning achievements, irrespective of whether they were
achieved through formal learning, informal learning or experience. The NQF enables
credits to be awarded to such learners, if they have been assessed as competent
against specified outcomes captured in components of unit standards of qualifications.

RPL refers to the process of verifying the skills, knowledge, abilities, etc. that a learner
acquired through formal and/or informal learning, for the purpose of giving credit for
the outcomes achieved through such prior learning. RPL is the last phase of such an
assessment process, where the learner receives recognition (in the form of credits) for
competence against a qualification or unit standard(s) developed through learning
activities prior to entering a new programme.

However, this does not mean that learners can be awarded credits simply on the basis
of a number of years of experience. To be awarded credits on the NQF, learners must
be assessed against the outcomes of a registered unit standard(s) or qualification.

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1.3. Assessment methods and instruments

Assessment method refers to the activity that an assessor engages in, as he/she
assesses a learner/candidate.

Selecting the appropriate method

The method of assessment will depend on:

 The purpose of the assessment;

 The specific outcomes assessed;
 The assessment conditions;
 The learner/candidate.
Any outcomes-based system aims at integrating knowledge, skills and application. All
assessment activities should be developed in such a way that they ensure that the
candidate understands.

WHY, HOW, and HOW WELL

When dealing with knowledge and the processing of knowledge, the candidate works
through a variety of mental processes such as:

Recalling Memorizing or identifying facts

Comprehending Understanding the meaning of or intention of information

Applying Using knowledge to deal with new situations and problems

Analyzing Observing the underlying ideas that make up a body of information.

Synthesizing Putting information together in new ways.

Evaluating Making a judgement about something based on evidence, criteria

or standards.

Skills require the co-ordination of mental and physical activities (psychomotor). The
assessor will assess the process and co-ordination.

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Attitude and attributes will be reflected in the candidate’s behaviour and performance.
The assessor needs to understand that there are many different ways to assess the
evidence.

Assessment instruments

Once you have identified the method of assessment the assessment instruments are
designed. The instrument can be designed in such a way that it includes the recording
system.

The table below lists different assessment instruments.

Type of Evidence Assessment Method Assessment Instrument

Direct evidence Observation Observation checklist

Questioning  Written questionnaire

 Oral interview sheet
Indirect evidence Testimony Witness statement

Product evaluation Product checklist

The assessment approach

Once the purpose of assessment is clear, the basis of assessment practices can be
developed. To ensure that assessments are relevant and meet the needs of the
learners/candidates and of the organization, it is important to decide which assessment
approach to follow.

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Assessment Approaches Include:

SELECTED- CONSTRUCTED-
PRODUCT PERFORMANCE PROCESS- FOCUSED
RESPONSE RESPONSE
ASSESSMENTS ASSESSMENTS ASSESSMENTS
FORMATS FORMATS

Musical,
WRITTEN Essay,
Completion dance, or
story, poem
Short answer dramatic
Research
Label a performance
paper Oral questioning
diagram Oral
Diary/journal Interview
Multiple- "Show your presentation
Portfolio Student watching
choice True- work" Science lab
Conferences Process
false Concept map OTHER demonstration
folio Self-assessment
Matching Figural Project Athletic
Checklist Think-aloud
representation Exhibit competition
Learning log
Essay answer Videotape Debate
Open-ended Portfolio Typing test
answer Performance
tasks

The very basis of any outcomes-based assessment approach is:

 Assessment is based on national unit standards.

 The purpose of assessment should always be made explicit.
 Specific outcomes are assessed.
 Assessment is an on-going part of the learning and development process.
 The assessment practice needs to be relevant to the specific outcomes and
should not create barriers.

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CASE STUDY

John is a Branch Manager in a furniture store. Nick has just been appointed as the sales
manager in John’s branch. John is concerned that Nick does not have enough product
knowledge even though he has just been on a product training course. John decides
to assess Nick in the workplace.

One morning whilst Nick is busy with a client, John sees the perfect assessment
opportunity. John starts asking Nick questions about the products the customer had
been enquiring about.

The questions are focused on the different types of materials the product is made of
and the types of techniques used to manufacture the product.

Nick isn’t able to answer any of the questions. The customer decides the product is not
what he wanted in the first place and leaves the store without purchasing any product.

John provides Nick with very negative feedback based on his interpretation of the level
of Nick’s product knowledge. John is very aggressive and demands an explanation
from Nick.

Nick tries to explain that the product training only dealt with the basic features and the
pricing of products, not any in-depth detail about the manufacturing and components.

John gives Nick an ultimatum “You either get the knowledge or leave my store”.

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It is important for assessors to choose an assessment approach that will allow them to
collect appropriate evidence.

Evidence can be collected as follows:

1. Naturally occurring evidence from the learner’s previous or everyday work

performance.
2. Other performance evidence from variations of the learner’s normal work.
3. Realistic simulations.
4. Case studies and projects.

Integrated assessment

The integration of assessment involves choosing a variety of assessment methods, which

can integrate a number of assessment activities on a particular occasion. The
integration can be across one specific outcome or across a series of specific outcomes.

Formative assessment refers to assessment that takes place during the process of
learning and teaching, and has the following characteristics:

Summative assessment is assessment for making a judgement about achievement. This

is carried out when a learner is ready to be assessed at the end of a learning
programme, and takes place as follows:

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The SAQA document provides the following useful comparison between formative and
summative assessment:

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

 Designed to support the teaching and  At the end of a learning programme

learning process (qualification, unit standard, or part
 Assists in the planning of future learning qualification)
 Diagnoses the learner’s strengths and  To determine whether the learner is
weaknesses competent or not yet competent
 Provides feedback to the learner on  In knowledge and input-based systems,
his/her progress this usually occurs after a specified
 Helps to make decisions on the period of study, e.g. one year
readiness of learners to do a  In OBET, learner-readiness determines
summative assessment when assessment will take place
 Is developmental in nature  Is carried out when the assessor and
 Credits/certificates are not awarded the learner agree that the learner is
ready for assessment

CASE STUDY

Mary attended and completed a part-time customer service course at a local FET
college for the last six months. The learning-outcomes of the course relate to the Unit
Standard “Handling customers” that is registered on level 2 of the NQF.

In order for Mary to obtain the credits for the unit standard she has to provide evidence
that she is competent in handling customers.

During the training she completed one project relating to collecting feedback from
customers and one assignment relating to the description and behaviour of customers.
At the end of the course Mary wrote an exam.

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Mary received a record of learning, which indicated she had completed the projects
and assignments and that she passed the exam. In order for Mary to be declared
competent she was expected to work with customers for two months in her workplace.
Her supervisor had to assess her performance in the workplace.

1.4. Key principles of assessment

The following principles will ensure good assessment practices and should be
applicable across disciplines and departments:

 Appropriateness:
The method of assessment must be suited to the performance being assessed.

 Fairness:
The method of assessment must not present any barriers to achievements, which
are not related to the evidence.

 Manageability:
The methods used must make for easily arranged, cost-effective assessments
that do not interfere with learning.

 Time efficient:
Assessments must not interfere with normal daily activities or productivity.

 Integration into work or learning:

Evidence collection must be integrated into the work or learning process where it
is appropriate and feasible.

 Validity:
The assessment must focus on the requirements laid down in the standard; i.e.
the assessment must be fit for purpose.

 Direct:

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The activities in the assessment must mirror the conditions of actual performance
as closely as possible.

 Authenticity:
The assessor must be satisfied that the work being assessed is attributable to the
person being assessed.

 Sufficient:
The evidence collected must establish that all criteria have been met and that performance
to the required standard can be repeated consistently.

 Systematic:
Planning and recording must be sufficiently rigorous to ensure that assessment is
fair.

 Open:
Learners must contribute to the planning and accumulation of evidence.
Assessment candidates must understand the assessment process and the criteria
that apply.

 Consistent:
The same assessor must make the same judgement in similar circumstances.

The judgement made must be similar to the judgement which would be made by other
assessors.

1.5. The approach to giving feedback on assessment results

The Hamburger Method of Constructive

Criticism

It’s called the hamburger method, and

here’s how it works:

When offering a critique, you begin with

a constructive compliment on

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something the person does well (Otherwise known as the fluffy bun part). You then get
to the meat of the matter, which of course is the constructive criticism part. Finally, you
end with another constructive compliment (i.e. the other half of the fluffy bun).

Basically, you’re sandwiching the constructive criticism between two constructive

compliments. In my experience, it’s been an extremely effective technique, largely due
to its disarming effective. It helps people let down their guard, and receive the criticism
without being as defensive.

Here’s an example:

“Hey Defensive Dave, I noticed you went out of your way to submit your expense report
on time every month for the last three months – that’s great! I do, however, think it’s a
bad idea to call Jane in accounting an “ignorant slut”. She may not be familiar with
that old 1970’s Saturday Night Live Television skit and may be offended by your
comment. But overall, your interaction with the team has been great – thanks for
making the effort.”

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LEARNING UNIT 2:
PREPARE FOR ASSESSMENTS.

This learning unit is linked to SAQA registered Unit Standard:

US ID US Title Level Credits
Link:
115753 Demonstrate understanding of outcomes-based 5 15
assessment.

Learning Outcome 1: Preparation of assessment resources, logistics, documentation

and environment meets the requirements of the assessment at
hand and ensures fairness and safety of assessment.

Learning Outcome 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.

Learning Outcome 3: All pre-assessment moderation requirements are carried out in

accordance with relevant assessment policies, moderation
plans and ETQA requirements.

Learning Outcome 4: Assessment details are explained to candidates clearly and

constructively. Opportunities for clarification are provided and
responses promote understanding of the requirements.

Learning Outcome 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.

Learning Outcome 6: Candidate readiness for assessment is confirmed. In cases

where candidates are not yet ready, actions taken are in line

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with assessment policies.

Preparing candidates

Candidates need to understand why they are involved in assessments and how these
assessments are going to be conducted. This could be very time consuming yet at the
same time extremely valuable as it is time spent with an employee.

The process of preparing is candidates illustrated below:

Preparing the candidate

Invitation
Invite Agenda
The candidate
All relevant
Prepare for meeting information

Minutes of
meeting
Meet with candidate

Candidate’s
assessment
Confirm agreed plan plan

Communique‫׳‬
Prepare workplace for to role-players
assessment

What to do? Output

(Tasks) (Evidence)

It is clear that the assessor requires some critical competences to ensure that
learners/candidates are sufficiently prepared to participate in assessment.

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The following lists of skills are extremely important for all assessors:

 Communication skills
 Managing meetings
 Counseling and mentoring skills
Communication

Communication is vital for the assessor. As the assessor you communicate with your
candidate by giving and receiving information through speaking, listening, writing and
reading.

1. What do we communicate?

As an assessor you communicate to others informally, transmitting your thoughts,

feelings and opinions. Through communication you motivate learners and candidates.

Communication in assessment practices is intended to result in:

 An action being performed.

 An error being corrected.
 Explaining new things to one another.
 Informing others.
 The receiver knowing or understanding something.

2. How do we communicate?

Communication is the transmission of a message from a sender to a receiver by means

of a signal of some sort through a channel of some sort.

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SENDER RECEIVER

People assume that they are born communicators. It is generally accepted that one is
able to communicate only once one can speak and understand a language clearly.

The communication process

PURPOSE CHANGE
(understanding,
attitude, action)

Sender Receiver

Communication

Feedback
(reaction, confirmation)

Communication is a two-way process. In assessment practices this is an extremely

important matter.

The assessor and candidate must be able to send and receive information.

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Messages or information pass from one person to another, but messages also come
back to the sender.

The communication process consists of 5 steps.

1. Develop the message

Make sure that the message communicates what you want to say.

Are you clear about what you want to say?

Do you know the learner/candidate?

What action do you want from the learner/candidate?

What information does the learner/candidate have to provide?

2. Prepare your message

What method are you going to use to channel the message?

What language should you use?

What format is applicable in you organization?

What are the communication channels in your organizations?

3. Transmit the message

Be aware of your body language (body movement, facial expressions, voice, etc.).

Consider the time required for transmission of the message.

Consider barriers to communication.

4. Receiver

Who is the receiver?

What is his reaction?

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5. Feedback
Check whether the receiver understood the message.

Check if the correct action was taken.

Preparing the candidate

Invite the Invitation

candidate Agenda

3. The Assessor as Listener

Listening is a skill. Remember people’s concentration span is relatively short; your

learners/candidates are likely to miss information from the message.

Listeners can be divided into two categories:

Empathetic listener

This kind of listening motivates the sender/speaker to be more open with the message,
because he/she knows the receiver is listening.

An effective listener will:

 Let the sender know that he has the time to receive the message and that
he/she will give attention to it.
 Not respond if he/she hasn’t received the complete message. Don’t react to
half a message.
 Use eye contact and give verbal and non-verbal encouragement to the sender.

 Not ever fake understanding. Rather ask the sender to repeat or ask a qualifying
question.

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 Summarize the main points the person is making.

 Repeat the message back to the person in order to show him/her you
understand.
 Watch the person’s body language for clues to their meaning.

Critical listener

When you are listening critically you evaluate the ideas and arguments that the
sender is presenting. You can ask yourself the following questions:

 Whom is the sender representing?

 Is the information provided factual?
 Does he/she have supporting proof?
 Is the sender specific and to the point with the message?
 Is he/she beating around the bush?
 Use leading questions to challenge the sender.
 Try to be critical without upsetting the speaker. Never humiliate the speaker.

The assessor has to strike a balance between an empathetic and critical listener

4. The message

Assessors will communicate using different formats/modes throughout the assessment

process:

 Spoken messages
 Written messages
The assessor is an effective communicator if the message:

 states clearly what needs to be done, when and by whom.

 is spoken clearly using the appropriate language level.
 is transferred in an assertive manner.
 is short and simple

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 transfers words and phrases that the assessor (sender) feels confident with and
that the learner/candidate (receiver) will understand.
 is supplemented with written documents. )These documents act as evidence
that message was conveyed).
 is conveyed in a calm and gentle manner.
 is limited to amount of information that the learner/candidate will remember.
 is supported with body language/non-verbal signs that match the content of the
message.
Speak loudly and clearly

It is always better to speak clearly. Speaking loudly may be useful in a noisy

environment, or when the audience is spread over a large area. However, in an
ordinary situation it may make you sound like a school teacher addressing a class of six-
year-olds.

Be assertive

Assertiveness is usually good: it means making what you want clear, without beating
about the bush and without being aggressive. Aggressiveness always provokes to a
bad reaction and damages relationships amongst people.

You might like to add three further rules for verbal communication to the list above:

1. Speak calmly and at a gentle pace.

2. Limit the amount of information you try to communicate.
3. Make sure your body language matches your message.
Part of communicating effectively is communicating the correct message.

Managing Information

1. Reviewing your information needs

Your information needs may well be constantly changing. The technology for sending
and obtaining information certainly is. So don’t take your information-handling system
for granted. Make a point of reviewing it regularly by asking questions like these below:

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Preparing the candidate

Prepare for meeting All relevant

information ion
Agenda

The language problem

We don’t always share the same first language. The assessor needs to make allowances
for learners/candidates who don’t speak your own language as well as you do.

Even when we do speak the same language, we don’t always use it in the same way,
and there is a particular problem with the special language that applies to almost
every kind of work activity. We call this special language, jargon, but often it is simply a
matter of assuming that other people share the same understanding of perfectly
ordinary words and phrases.

An instruction like the one below

____ __

Contract for this job, and alter the

usual paragraphs -the details are in Mr
Elvin’s letter.

May well be quite sufficient when Sara is an experienced person who already
understands what is needed. But for a less experienced person, such an instruction may
be mystifying:

1. What does “standard” contract mean?

2. Where can I find it?
3. What are the “usual” paragraphs?

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4. What are the details referred to?

5. Where do I find Mr Elvin’s letter?

We often talk in this kind of shorthand with people we know well. We often use
abbreviations and other jargon too.

Jargon is special language used by “insiders”. Every organization, trade and profession
has its own jargon, and most of the time it’s not a problem-except of course for
“outsiders” and newcomers.

Managing meetings

As an assessor you will participate in and could chair a variety of different meetings:

 Meeting with candidates

 Meeting with other role-players
 Meetings with the moderator
 Meetings with the external verifier
 Meetings with unions

Minutes of meetings are valuable evidence of assessment practices. It is therefore

important that all meetings are recorded and such records stored effectively.

Evaluating meetings

Meetings can go wrong in several ways. Think back to the last few meetings you
attended. Consider which of the following criticisms would apply:

 The purpose of the meeting was unclear.

 A meeting was unnecessary to achieve the purpose.
 Some of the members had no reason to be there.
 Not all members knew who all the other members were.
 Some people who should have been there were not.

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 The meeting suffered from lack of leadership.

 No-one was taking adequate notes or minutes.
 The meeting was disrupted by, for example:
o members arriving late;
o members leaving early;
o members slipping in and out;
o members going off to get information;
o members dealing with visitors or phone calls;
o members quarrelling;
 Some people were allowed to do more of the talking than their ideas justified.
 People with important things to say were not given a proper hearing.
 Some people were allowed to grind their own axes and score points rather than
address the real topics.
 The person in the chair talked too much.
 The chair seemed unwilling to discuss viewpoints contrary to his or her own.
 Important topics were discussed without notice having been given before the
meeting.
 Too much time was spent on some topics.
 Discussion was allowed to ramble on after decisions had been reached.
1. The meeting ran out of time.
2. The meeting was allowed to go on long beyond the agreed finishing time.
3. Several topics failed to result in decisions.
4. Decisions were taken on inadequate evidence.
5. Members felt their time was wasted.
6. The costs (salaries, expanses, etc.) involved in having the meeting were not just
justified by the results.
7. Other criticism (which?)

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The above checklist is worth applying to every meeting you attend – especially if you
are in the chair. It is important to review the assessment with the candidate before
conducting the assessment.

Coaching and counseling

Often your learners/candidates will need not only clear instructions but also help in
developing the skills they need to put the instructions into effect.

What is often needed is coaching.

Coaching is more than telling learners/candidates what to do: like sports coaching, it is
about giving them the advice and encouragement they need to improve their skills. It is
usually a one-on-one process.

1. The key skills of coaching

The key skills of coaching are:

 listening and observing to see what the candidates are doing correctly and
incorrectly;
 asking questions to check their progress and understanding;
 giving constructive feedback-putting the emphasis on encouragement, not
criticism; and
 taking things in stages and ensuring that the candidate has mastered each
stage before moving onto the next.
2. The context of the counseling

 Privacy.
 Comfort.
 Don’t sit behind a desk.
 Provide tissues.
 Introduce yourself as a counselor (be aware of hierarchy).

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NB.

 Genuine interest.
 Congruence.
 Real concern.
 Unconditional positive regard for the learner/candidate.
 You value people and value the person you counsel.
 Real concern for others.
The “don’ts” of counseling

 Do not judge, criticize or take sides.

 Do not allow continuing distractions.
 Do not get defensive, protecting or justifying yourself.
 Put your own feelings and needs aside.
 Do not communicate messages such as, “Pull yourself together”, “Be strong”.
 Do not dominate the conversation.
 Do not try to make the conversation.
 Do not try to make people feel better.
 Do not try to cope if you cannot-ask another counselor to join you.
3. The process of counseling

Here are some considerations to bear in mind during the interview:

Have I done all I can to put the learner/candidate at ease?

Have I reminded him/her how long we have for the discussion?
Is it necessary for either of us to take notes, or might it be inhibiting?
What does the learner/candidate think?
The agenda

Have we clarified what the meeting is about?

Have we distinguished between the problem and its symptoms?
Is there a problem behind the problem we are talking about?
Does the learner/candidate admit to the problem(s)?

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Are they expecting me to solve the problem?

Do I intend to suggest solutions or to help the learner/candidate work out his/her
own?
Which seems more appropriate to me?
How can I avoid antagonizing the leaner/candidate if I offer a different
approach from what he/she is expecting?

The discussion

If I intend being non-directive can I make myself quite and let the
learner/candidate do most of the talking?
Can I use open-ended questions 9or pauses) to encourage the candidate to say
more about issues he/she introduces hesitantly?
Can I listen actively and, where appropriate, reflect back what the
learner/candidate is saying to me? (See the checklists on listening.)
Can I give feedback that encourages the learner/candidate to keep talking as
long as he/she needs to?
Am I patient enough to listen to repeated covering of the same ground if it is
important to the learner/candidate?
Can I ask for clarification of things I don’t understand, without making the
learner/candidate think I am nosey or not paying attention?
Am I capable of hearing what the learner/candidate want to discuss without
showing any discomfort I may feel or making them embarrassed?
Can I avoid expressing judgements on learner/candidate reactions that may
make the learner/candidate watch that he/she says or even shut up altogether?
To what extent must I/can I set aside any of my own values or standards and
apply those of the staff member?
If I have negative feelings towards the learner/candidate, can I keep them to
myself?
How far can I accept that the staff member’s feelings are as important as the
facts of the case?

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Am I on my guard against taking sides in a dispute?

If the learner/candidate makes contradictory statements or statements I believe
to be incorrect, will it be more productive to let this pass or to mention how it
seems to me?
If the learner/candidate gets defensive about what has happened in the past,
can I persuade him/her to start thinking more positively about the future? (Not “I
wish I had” but “In future I will”.)
If he/she becomes hostile, can I ease them back on to the some common
ground where I can be supportive and praising?
Can I avoid getting hot under the collar (or at least showing it)?
Can I remember that the purpose of the meeting is not to hand out or take
blame but to solve problems?
Might I be helpful (or would it be counter-productive) to mention any similar
problems of my own (or of other people I’ve known)?
Am I being careful not to encourage leaner/candidate confessions that the
learner/candidate might regret later?
Will it be helpful to try to summarize the discussion at any point?
Towards a solution

Do I need to be direct and insist on a particular solution?

Does the learner/candidate need me to suggest some alternative solutions?
Does it matter to me if the leaner/candidate opts for a solution other than the
one I would have chosen?
Am I required to take some sort of action in helping him/her implement their
solution?
Do I feel that I need to refer the learner/candidate to someone more expert
than I am-doctor, a solicitor, a personnel specialist or whatever?
Evaluating the counseling session

Did the learner/candidate seem satisfied with the outcome?

Am I satisfied with the outcome?
Do we need to meet again?

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Has the learner/candidate implemented the solution?

Does he or she seem happier and /or more productive?
Has the improvement lasted?
What have I learned about the counseling process?
Do I need briefing or training to help me be more effective in a counseling role?

Don’t despair if you feel you’ve talked at length about a learner/candidate’s problem
without having reached a solution-the opportunity to talk at length sometimes IS the
solution.

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LEARNING UNIT 3:
CONDUCT ASSESSMENTS.

This learning unit is linked to SAQA registered Unit Standard:

US ID US Title Level Credits
Link:
115753 Demonstrate understanding of outcomes-based 5 15
assessment.

Learning Outcome 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.

Learning Outcome 2: 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.

Learning Outcome 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.

Learning Outcome 4: Sufficient evidence is gathered, including evidence generated

over time, to enable valid, consistent, reliable and fair
assessment judgements to be made.

Learning Outcome 5: Assessment judgements are consistent with judgements made

on similar evidence and are justified by the authenticity,
validity, sufficiency and currency of the evidence.

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Learning Outcome 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.

The diagram below illustrates the process and the required information.

Logistics-Venue
Review and confirm Assessment plan
Codes of practices
Safety Health

Final consultation
Assessment plan
with candidate
Assessment principles
Moderation procedures
Appeals procedures

Collect evidence Assessment instruments

Assessment Records
Record evidence

Review and confirm assessment plans and practices

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To ensure that assessment practices are valid, effective and efficient, it is essential to
review and confirm all plans at least three days before the actual assessment takes
place.

CASE STUDY

Mark is an assessor in a big food chain store. He has to conduct assessments. To ensure
that the assessments are effective he has listed the following as action points before the
actual assessments.

Review and confirm all assessments plans and arrangements

1. Check the arranged venue to ensure it is conductive to effective, fair and safe
assessment.

2. Confirm assessment date and time with candidate.

3. Confirm assessment procedure with relevant role-players that might be affected

by assessment practices e.g. supervisor, etc.

4. Review codes of practice and safety and health procedures.

5. Identify potential problems and find solutions.

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Final consultation with candidate

We have looked at the role and responsibilities of the assessor in the assessment
process. We are now focusing on how the assessor is expected to behave during
assessments.

The success of any assessor will depend on his/her ability to:

 Coach candidates
 Create an environment where candidates are encouraged to take part in
development and assessments.
 Build trust
 Focus on the needs of the candidate
 Explore ways to improve assessment practices
 Break down barriers
Typical characteristics that assessors should portray during assessments are:

The ability to:

 influence others
 inspire confidence
 manage assessments at all times
 believe in the candidates and him/herself
 maintain integrity, keeping to a set of values
 be fair, not to take sides or to compromise
 be a good listener
 be consistent and not change rules to suit circumstances
 show a genuine interest in others
 show confidence in other role-players or team members
 keep all role-players informed.

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In summary the skills and the qualities of an assessor directly affect the effectives of
assessment practices as illustrated below:

People skills The Managing skills

Assessor

Personal Qualities

Conduct assessment

Step 1:

1. Put your candidate at ease.

2. Confirm with the candidate if he/she wants to continue with the assessment.
3. Review the assessment plan and assessment activities.
4. Revise and confirm the assessment principles relevant to the assessment.
5. Adapt approach as required by the situation.

Step 2:

1. Follow assessment instructions.

2. Adapt approach as required and address unforeseen events without

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compromising the validity and fairness of the assessment.

3. Use appropriate questions and language.

4. Check the candidate’s understanding without leaving the candidate.
5. Respond in a positive manner.
6. Record answers, describe what you observe, make comments that will support
the evidence.
7. Constantly check the sufficiency of evidence.
8. Involve candidate in reviewing activities and record response made by
candidates.

A formula for clear assessment instructions

We can all think of times when assessments instruction we gave didn’t achieve its
purpose. It might have been because we used jargon that the candidate didn’t
understand, but quite likely it was because we simply weren’t clear and specific
enough about what we wanted.

Before giving assessments instructions it pays to:

 be specific about what you want done, how, why and when:

The objective must be to ensure that the candidate understands the assessments
instructions:

 understands what he is expected to do; and

 has the tools, materials and above all, the skills to do it.

Assessments instructions are all about how a certain procedure should be carried out.

Basic guidelines when giving assessments instructions:

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 Keep it short and to the point: four or five key points are quite enough for a
fifteen- minute session;
 slow it down: your candidates are only human-they can only soak up your words
so fast;
 focus on the evidence required against the assessment criteria;
 organize: present your points in a logical order so that they make sense;
 check: make sure each point has got through before you go on to the next;
check again at the end; and
 use relevant questions:

Questioning techniques

Questions should be formulated to elicit the maximum amount of relevant information,

e.g.:

 Open-ended – Could you tell more about that?

 Direct – How would you describe your leadership qualities?
 Reflective – Do you feel that you are qualified for a supervisory position?

The following kinds of questions are to be avoided where possible:

 Questions leading to one word answers – do you like dealing with Martin?
 Multiple questions – what are your responsibilities, your relationship with clients
and your level of job satisfaction like?
Questions, which put answers into the leaner/candidate’s mouth – so you got on well
with your colleagues, did you?

More about open-ended questions

Open-ended questions are questions, which can’t be answered with a short factual
answer or a simple “yes” or “no”. These are questions, which get the learner/candidate
talking. Open-ended questions often begin with words like this:

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 How
 Why
 Where
 Who
 When
 How far
 What
 In what way.
Skills Practice

“I see that from 1987 to 1989 you were a Section Manager in a big store. Did you
enjoy the work or not?”

Prompting and probing

Questioning and listening go together, and they are both active processes. You can’t
just sit back and let the learner/candidate talk, you will usually need to prompt and
probe to find out more about certain issues.

Prompting questions:

Simply encourage the speaker to continue, for example:

“And then what happened?

“So what did you do next?”

“Was that how it ended?

Probing questions:

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These are used to focus the learner/candidate on certain matters about which you
want to know more.

For example:

“What did you do immediately before the fuse blew?

“Did the customer say to you about the dented panel?”

“How exactly did Mr Rashid react when you told him that?”

When questioning a learner/candidate keep the following in mind:

1. Keep control
There may be some points that come up during discussions worry you and which
you feel uncomfortable about raising. Often this is because you fear that the
learner\candidate may be hiding something and you don’t know how to uncover
the fact without appearing rude.

2. Ask the awkward questions

It is important to control the situation and discuss what you want to discuss. Use
closed questions to pull the learner/candidates back if they start to stray from the
point.

3. Be open and straightforward

If, after probing the area that concern you, you are still worried about certain points
– tell the learner/candidate/. It is still possible that there is a valid explanation for the
area you are concerned about – and the learner/candidate should have the
opportunity to give it.

4. Deal with specific issues

Be specific about what went right or wrong

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Be careful not to use generalizations. The real issues must be discussed. You must
clarify what it is that needs to be improved and the deal with the issues involved.

5. Use praise as a motivator

To be effective “praise” must be:

Specific
Accurate
Sincere

Praise provides reinforcement and increases likelihood of that element of good

performance being repeated and enhanced in the future.

6. Do not prejudge – keep an open mind

We often believe that we have all the answers. This frequently happens to be
incorrect. Candidates/employees have many ideas and it is essential to ask them
for the ideas and suggestions, and then listen to their contribution with an open
mind and in a non-dash judgemental way.

Rules for effective communication whilst conducting assessments

1. Follow the assessment plan.

2. Focus on the candidate.
3. Insure that there are minimal barriers in the assessment process.
4. Be sincere, honest and open.
5. Act consistently.
6. Communicate regularly without interrupting the assessment process.
7. Re-assure the candidate during the assessment.
8. Listen carefully.

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Practice the process of conducting an assessment with another learner

Use the structured interview from the assessment guide for: “Attending to customers”.
Follow the process below:

Conduct assessment

Logistics-Venue

Review and confirm Assessment plan

Codes of practices

Safety Health

Final consultation
with candidate Assessment plan

Assessment principles

Moderation procedures

Records of assessment practices

To ensure that assessment practices are consistent, fair authentic and sufficient it is
important to keep street records of all assessments.

Declaration of Understanding

I, _____________________________ fully understand and agree with the following issues

(print full names and surname) relating to the assessment process

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Please


1. Reasons for assessment

2. Assessment policy and process

3. Assessor’s role

4. How to obtain a qualification on NQF

5. Agree with role description of my present job

6. Agree with the competencies identified

7. Agree with the learning and career path

8. Understand the assessment arrangements

9. Understand the appeals procedures

10.Fully understand that obtaining any qualification does not guarantee

promotion, salary increase, bonus or any other changes to the present
job\occupation and employment conditions.

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Print name & surname Signature Designation Industry Date

Number

Print name & surname Signature of Designation Industry Date

Witness Number

Print name & surname Signature of Designation Industry Date

Assessor Number

RECORD OF LEARNING

CANDIDATE’S NAME

COMPANY

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UNIT SPECIFIC DATE OF SIGNATU SIGNATUR CRED NQF QUALIFICATI

STANDA OUTCO COMPLETI RE OF E OF IT LEVE ON
RD ME ON ASSESSO MODERAT L
R OR

Signature of Moderator: Date

The assessor as part of a team

Part of conducting assessment is working in teams. An assessment never happens in

isolation. It is therefore important that the assessor is a team player.

All assessments practices within any organization will effectively be a team effort. The
assessors need to be aware that they are part of a team and need to be aware of
team dynamics.

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Quality Assurance

Workplace

Moderator

Assessor

Candidate
Assessment

1. Types of teams

A team can be defined as:

1. a group with common objectives, with members who are willing to work
together, who are selected and trained to carry out defined task, and who are
dependent on one another’s efforts.
Factors that affect the way a work team behaves and operated include:

2. the type of assessments,

3. the size of the team,
4. the type of organization,
5. the team’s background and history,
6. the technology involved, and
7. the organizational culture.
People gain from being in work teams:

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8. companionship,
9. a sense of purpose,
10. support,
11. a sense of belonging
12. assisting with problems, and
13. validation and verification of practices.
Teams need:

14. clear objectives and terms of reference,

15. support from management, and adequate resources,
16. a means of identification,
17. stability, and
18. leadership.
People in work teams have a responsibility to:

19. communicate with the team leader and the other members in the team,
20. share in the work and in supporting other members,
21. co-operate with the rest of the team, and
22. contribute towards the task.

The assessor’s role in the team

1. Maintaining trust and support

You may agree that the assessor has a responsibility to:

 demonstrate commitment to fair assessment practices,

 confirm the rules of all the team members, so that everyone knows what is
expected of them,
 set out the overall and specific aims and objectives, so that everyone knows
what has to be done and why it has to be done,

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 agree to objectives wherever possible to ensure that assessment is fair and

reasonable, and
 support the team when things are going against it and to support the candidate.

An important aspect of this is maintained in the team’s trust and support.

Dealing with conflict

As an assessor, conflict can arise from candidate/learners, fellow assessors, moderators

internally and externally and stakeholders.

A certain amount of conflict can be useful and maybe unavoidable.

A level of turbulence is often necessary to bring out the best in people.

The question is: how much conflict is too much? When does conflict become
unhealthy, counter-productive or destructive? This may seem difficult to answer, but
the signs are always there if you watch out for them.

“Positive” conflict “Negative” conflict

Conflict is healthy if it is good-natured It is unhealthy if a great deal of heat is

bantering, or reasoned argument. being raised resulting in people being
seriously upset, angry, or even
physically hurt.

Conflict is productive if it results, sooner It is counter-productive if it means that

or later, in issues being resolved. people are loggerheads, and neither
side is prepared to give away.

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Conflict can be constructive if it allows It will usually be destructive if it causes

people to release their feelings and some people to clam up and hide their
express what they really feel. feelings.

There is no doubt that when serious or aggressive interpersonal conflict arises -between
individuals, or between opposing sides-it should be stopped as soon as possible.

As the assessor you will need to:

 inform all role-players of the standards of work and behaviour that is expected
of them.
 make sure that all role-players have this opportunity to discuss problems that
arise, in confidence if necessary.
 take prompt action to deal with serious conflict.
 keep your manager informed, particularly when serious conflict arises.
Should conflict result in disciplinary action having to be taken, the assessors must of
course follow their organization’s policies, and keep within the law. Proper records must
also be kept.

Conflict is unavoidable in organizations. Conflict in assessments practices can end up in

court case.

The following checklist developed by Derek Rowntree draw attention to the symptoms
and causes of conflict in general and suggests what you can do to manage conflict
effectively.

As an assessor you might find it useful to customize this checklist to you organization.

1. Who is in conflict with whom?

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Think back over the last couple of working weeks. Have you been aware of conflicts:

 Between you and:

- one or more members of your team?

- one or more members of someone else’s team?

- your manager?

- another manager?

 Between members of your team:

- other members of your team?

- members of another team?

- another manger?

- the organization?

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Between your manager and his or her manager?

 Between your manager and other managers?

 Other conflicts (what)?

………………………………………………………………………………………….

2. The symptoms of conflict

Conflict does not always express itself in angry voices and blooded noses. People who
choose to ignore one anther are often doing more damage to the organization, if not
to themselves.

Which of the following symptoms foe you see in your organization?

 Tears, raise voices, aggressive horseplay, physical fights.

 Statements expressing negative feelings-jealousy, distrust, derision, fear, dislike-

about other groups or individuals.

 Individuals being prevented from getting their rewards that are normally given to
people who have performed as loyal as they have.

 People choosing not to pass useful information onto others.

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 Individuals refusing to accept the outcomes of assessment.

 People setting up barriers-being unavailable, or approachable only through their

own private rules and procedures.

 Low morale and poor productivity, especially if the people concerned blame it
on
others.

3. What has caused the conflict?

Even if you recognize the symptoms of conflict between people we deal with, it’s no
use trying to tackle the symptoms only.

So you might ask:

 What dissatisfaction or fear lies behind the individual’s anger or disagreement?

 Is the other individual or group concerned in the conflict aware of this?
 Does the dissatisfaction or fear really arise from the work situation, assessment
practices-or is it a reflection, say, of some family or financial problem brought in
from outside?
 Is the individual justified in blaming others or mean in the organization for the way
he or she feels?
 Is the case, for example that individuals are in competition for something that
only one of them can only –e.g. the right to decide how things shall be done, the
use of certain resources, or a promotion?
 Are the individuals or groups in conflict with one another because they disagree
about:
- Overall goes (i.e., what to measure success by)?
- Priorities (e.g., what to achieve when)?
- Assessment methods?

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- Which of them has the right to decide on certain issues?

 Doest the conflict between certain individuals exist not because they are the
people they are, but because they are in the roles they happen to be
occupying (e.g., production manager and sales manager)? That is, even if the
best of friends were to replace the present individuals in those roles, would they
inevitability come into conflict because the interest of the groups are different?

4. Preventing conflict

The best way to manage conflict is to prevent it ever arising. You can do this, to some
extent, by promoting collaboration and trust within your team-and by preventing any
individual from advancing his or her own interests at the expense of other people’s.
Here are some specific hints and tips:

 Don’t make decisions that will affect people’s work without consulting them first.
 Don’t criticize anyone’s work unless you can make practical suggestions as to
how they might improve it.
 Don’t make personal attacks on people behind their backs.
 Discourage other people from doing so.
 Don’t allow cliques and in-groups to form within your team-especially if they think
they are superior and/or want to score of others.
 Reward people for being helpful and supportive to one another.
 Constantly find ways to remind your people that success depends on their being
a team rather than a collection of individuals.
 Don’t back people into corners from which they can’t escape without either
admitting defeat or escalating the conflict.
 Demonstrate by your own behaviour how disagreements can be resolved
without one or both parties being left with bad feelings.

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5. Dealing with conflict

However harmonious the general atmosphere, individuals can still take a dislike to one
another. And they can still think other people are preventing from getting something
they want. So conflict can still arise.

Derek Rowntree, a management consultant, suggests the following ways to handle

conflict. As an assessor you will develop more advanced skills as you practice
assessment.

 Ignore the conflict for a while in the hope that will blow over and be forgotten.
 Threaten the conflicting staff with some sort of punishment
(or withdrawal of rewards).

 Persuade then to control their disagreement out of respect for your feelings or
the team’s harmony.

 Support one side or the other (with or without concession).

 Impose a compromise.

 Buy people of-if you give up fighting for that, I will give you something else you
want
instead.

 Get the rest of the team to gang up and surprise the conflict.

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N.B. The above approaches sometimes offer short-term-term relief. But often they
merely postpone the day when the conflict re-emerges and has to be dealt with
properly. Might you find any of the following approaches more effective?

 Separate conflicting staff so that they are no longer working together.

 If two people are battling for a reward they believe only one can have, try to
find means of enabling both to have the reward if they deserve it.

 Help the antagonists to understand one another’s point of view and recognize its
validity in the other’s eyes.

 Refer the antagonist to some “ombudsperson” in the organization who is known

to provide wise conciliation.

 Persuade the conflicting parties to abandon their pursuit of individual goals in

favour of some new, common goal that both will agree is more important.

 Concentrate on getting the antagonists to work out their own solution rather
than pushing your own.

 Negotiate a solution between antagonists such that both can make a

satisfactory gain while neither gives up anything he or she regards as essential.

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LEARNING UNIT 4:
PROVIDE FEEDBACK ON ASSESSMENTS.

This learning unit is linked to SAQA registered Unit Standard:

US ID US Title Level Credits
Link:
115753 Demonstrate understanding of outcomes-based 5 15
assessment.

Learning Outcome 1: Feedback is given to relevant parties in accordance with

confidentiality requirements, in an appropriate sequence and
within agreed timeframes.

Learning Outcome 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.

Learning Outcome 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.

Learning Outcome 4: Feedback on the assessment process is obtained from the

candidate and opportunities are provided for clarification and
explanations concerning the entire assessment.

Learning Outcome 5: Disputes and/or appeals that arise are dealt with according to
the assessment policy.

Learning Outcome 6: Agreements reached and key elements of the feedback are
recorded in line with the requirements of the organisation's
quality assurance system.

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1. Feedback to relevant parties

Every organization will have its own specific requirements and role players who need to
be included in the feedback loop.

It is important that organizations answer the following questions relating to giving

feedback:

Why? What type of information? What format? Who?

2. Providing feedback during assessment

Feedback is an important part of assessment. It is also the communication line between

the candidate and the assessor.

Feedback must be constructive and should acknowledge skills and performance.

It is also a way to communicate assessment decisions.

Feedback should be a positive learning experience for all candidates. Feedback

encourages candidates to progress on their learning paths especially if they receive
prompt, honest and fair comments from the assessor.

Candidates can cope with negative feedback if it is clear, concise and objective.

Feedback should occur throughout the assessment process as part of enabling

candidates to perform their best.

Positive feedback

This includes verbal and non-verbal encouragement, which gives the candidate a “pat
on the back”. The effect is to encourage, motivate and focus the person on
achievement.

Examples:

 Fantastic
 Well done
 That’s the way

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 Good work
 Congratulations
 That’s coming along nicely

Positive constructive feedback

These are comments which give candidates detailed information about aspects of their
performance and suggest opportunities for development.

Positive constructive feedback goes further than an encouraging pat on the back. The
candidates need to know which aspects of their performance were effective – where
they did well, where not so well, and how they can improve and develop further.

Examples:

o You really handled the whole operation superbly. I particularly liked the way
you handled the customer with openness and respect.
o Perhaps you’d like to think about doing a training course in this area, as you
seem to have quite a flair for it.
o I’m sure management will be as impressed as I am.
o With your agreement, I’d like to recommend to them that the same team be
used to conduct a similar audit of the institution’s equal opportunity
guidelines.
Sometimes positive constructive feedback could be a statement which could be used
to conclude a feedback session:

o You have shown a lot of potential which you will be able to develop training.
o Your attitude to developing you career is very commendable.
o Your approach to assessment has been very conscientious and I command you
for it.

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Negative feedback

Negative feedback undermines candidates’ abilities, and may leave them feeling
hopeless, angry and upset.

Negative feedback is not helpful because it doesn’t suggest how improvements can
be made or even recognize that improvements are possible.

Examples:

 You haven’t got a clue, have you?

 No, that’s not the way to go about it.
 Don’t worry about trying again it’s obvious you can not do it. Sipho has no
trouble operating this machine at all.
 Let me have a go – you’re hopeless!
 What’s the point in doing it the wrong way?
 Oh, I suppose near enough is good enough.
 You might pass with a push.
 Well, it’s not quite what the assessment committee had in mind. You’ve had the
process explained to you several times, but you still can’t get the hang of it.

Constructive negative feedback

Constructive negative feedback may be critical of aspects of the performance but is

considerate of the candidate’s feelings and offers supportive strategies to improve
performance.

Constructive negative feedback accentuates the bad news and explaining the
reasons. At the same time it offers some options for improvement.

You did very well up to here then you began to have problems in meeting standards.
Would you agree? Do you have any comments about this?

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Can you understand the ways in which you’re not meeting the criteria here?

Perhaps you could put in some extra time practicing, until you can keep them flat,
using the knee lift on the machine to ease the pressure foot very gently as you outline.

3. Golden rules when giving feedback

As an assessor you need to give appropriate feedback to the learner/candidate who is

talking. You need to let them know that you are paying attention and trying to
understand things from their point of view.

Which of the following might be appropriate in any of the kinds of the listening you
need to engage in? Tick those that are applicable.

1. Reflecting back what the learner/candidate seems to be saying by restating it in my

own words.

2. Telling the learner/candidate what feeling or attitude I seem to hear them expressing.

3. Inviting learners/candidates to comment on my understanding.

4. Asking them to say more about things I don’t understand.

5. Happily tolerating pauses, which may encourage the talker to carry on and dig
deeper.

6.Asking open-ended questions (e.g. “Why”, “What”, “How”?) which leave the talker
free to say what he/she wants.

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7. Ensuring that my contributions are no lengthier than they need to be.

8. Expressing:

- approval
- disapproval
- both approval and disapproval

9. Offering judgements, diagnosis or solutions of my own.

10. Refusing to offer my own diagnosis or solutions.

11. Using non verbal noises, (Mmmm! and Uh-huh!).

12. Using body language – e.g. eye contact, nods, facial expressions, different body
postures.

13. Responding to their non verbal noises or body language (especially if they seem
anxious or angry) by encouraging or calming them.

14. Summarizing all the key points I believe the learner/candidate has made.

15. Remembering what they have said (even if I have to make notes afterwards).

16. Showing by what I say or do later than I have remembered what the
learner/candidate told me.

17. Anything else (what?).

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………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

4. Feedback from the candidate

Feedback is always a two-way process. To ensure that assessment practices are fair the
assessor needs to get feedback from the candidate.

What type of feedback would be useful to you as an assessor to ensure

that the assessment practice has been effective.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

5. Handling disputes

Good assessment practices include a detailed appeals procedure in case there is a

dispute over an assessment decision.

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Can you think of possible situations that could lead to disagreement of

assessment decisions?.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________

It is therefore important that an appeals procedure is in place and that candidates and
assessors are comfortable with the procedures.

Appeals Procedures

This procedure is for all employees and candidates operating within the NQF outcomes-
based system and relates directly to an assessment dispute.

It will be applicable in the following situations:

o Any candidate who is unhappy about his assessment results

o Any candidate who is unhappy about the assessment procedures
o Any disagreement within interpretation and judgement
o Any disagreement on the final assessment decision
o Any candidate who is unhappy with the assessors’ standards and codes of
conduct
o Any candidate who is unhappy with the provider’s code of conduct
This procedure enhances the principles of the credibility, fairness and transparency of
the assessment process.

The procedures to be followed are:

Stage 1 1. Discuss the issue with the assessor.

2. Try to find a solution for the problem.

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Stage 2 If there is still a disagreement, submit a written complaint to the internal

verifier within two weeks of the assessment.

Stage 3 1. The internal moderator will conduct an investigation and meet

with both parties.
2. A decision will be taken by the internal moderator, who will
Provide both parties with a repeat within four weeks

Stage 4 If the candidate is still unhappy about the outcome he/she should refer
the matter to the ETQA

6. Feedback reports

All feedback should be recorded in line with the organizational quality assurance
system. It is very useful to have an overall feedback report that summarizes all the
assessment practices related to a particular unit standard or a series of unit standard or
a series of unit standards related to a qualification.

Examples

ASSESSOR’S REPORT

Name of candidate

Registration number

Company

Unit Standard Number

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Specific Outcome Number

Assessment Decisions

Competent


Specific outcome

Specific outcome

Specific outcome

Specific outcome

Specific outcome

Specific outcome

Comments

Signature of Candidate Date:

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Signature of Assessor Date:

Assessor’s Name(Printed) Date:

Internal Moderator’s Report

Internal Moderator’s Name

Registration Number

Company

Moderation Practices

The following assessment practices were moderated

Assessor’s Name

Registration Number

Company

Assessment Practices Moderated

Name of Learning Programme

Unit Standard Title(s)

Specific Outcomes

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Overall
Comment

Feedback to
Assessor

Action
Required

Signature of Moderator

Date

7. Storing evidence and assessment records

All evidence and assessment records are stored in-line with the quality assurance
system used in your organization

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How and where does your organization store evidence and assessment
records?.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

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LEARNING UNIT 5:
REVIEW ASSESSMENTS.

This learning unit is linked to SAQA registered Unit Standard:

US ID US Title Level Credits
Link:
115753 Demonstrate understanding of outcomes-based 5 15
assessment.

Learning Outcome 1: The review identifies strengths and weaknesses in the

instruments and process, and records these for incorporation in
assessment redesign.

Learning Outcome 2: Feedback from relevant parties is analysed and used to

influence future assessments positively.

Learning Outcome 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.

Learning Outcome 4: Weaknesses in the assessment arising from poorly defined

outcomes and criteria are identified, and effective steps are
taken to inform relevant bodies.

1. Review assessment practices

To ensure that assessment practices adhere to all the assessment principles, it is

necessary to review the total assessment process.

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Why is it important to review assessment practices?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

What should be reviewed?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

Who should be involved in reviewing assessments

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

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What are the accreditation and moderation requirement?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

Examples

Assessment Practices Review

Name of candidate Describe the context of the assessment

Name of company

Occupation

Identity Number Assessed by:

Questions Yes No Comments/

Recommendations

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1. Were the assessment practices

structured?

2. Was the assessment process

explained?

3. Did the assessor consider any

special assessment needs and

requirements that you had?

4. Were you consulted during the

development of the assessment

practices?

5. Were all the assessment guides

prepared?

6. Do you think the assessment

was valid?

7. Do you think the assessment

practices were sufficient and

fair?

Did the assessor verify authenticity?

9. Was the assessment

transparent and open?

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10. Was the assessment plan

realistic?

11. Was the witness testimony

effective?

12. Did you understand the

assessment activities?

13. Was the assessment process

well managed?

14. Was the assessor’s attitude

positive?

15. Did the assessor provide you with

sufficient feedback?

16. Was the feedback constructive?

17. Did you clearly understand

future requirements or

corrective action if it was

required?

18 Did the assessor provide you

with guidance regarding the

collection of evidence?

19. Did the assessor explain the

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requirements for evidence?

20. Were any of assessment

activities interrupted?

21. Were the recording systems

effective?

OTHER:

Candidate’s Date

signature

Compare the above example with the assessment evaluation

questionnaire in the generic assessment guide “Attending to
customers” prepared for the wholesale and retail sector. Indicate how
you would customize either one of the examples to suit the needs of
your organization.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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_____________________________________________________________________________________
______________________________________

2. Solving Problems Related to assessment

When dealing with assessment the assessor will have to deal with different types of
problems. There are many ways and approaches to solve problems. As an assessor you
will have to decide which is the most appropriate way to solve a particular problem in
your organization.

 Stages of problem solving

One problem-solving process that you can follow is broke up into six stages:

 Stage 1: Recognize the problem

Until you recognize that problem exists, obviously you will not take any action. The early
recognition of problems is a skill that usually improves with experience.

 Stage 2: Accept ownership of the problem

You are not expected to personally solve all problems that affect you. If you do not
have the authority or ability to solve a problem, it is usually wiser to pass it on to
someone who does.

 Stage 3 : Understand the problem

Once you know you have a problem and have accepted ownership of it, you must
define it clearly, find out all you can about it, and collect information that will help you
find ways of tackling it. In particular it pays to identify the causes of a problem.

 Stage 4 : Choose the best solution

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There are a number of useful approaches to analyzing a problem in such a way that it
can lead you to a solution.

 Stage 5 : Implement the solution

When you believe that you understand the problem, and can perceive a way of
solving it, you can take action. Sometimes, caution is required, because you cannot be
sure that the plan will work. Sometimes you might have managed to find only a partial
solution, and you will need to test this out before attempting to solve the rest of the
problem.

 Stage 6 : Follow up and evaluate the solution

After you’ve implemented a solution, you need to check whether it has worked, and
whether it has had any effects that were not expected. Perhaps most important of all,
you need to learn for the next time a similar situation arises.

It’s a good idea to think about the problem before coming up with a solution.

Derek Rowntree identifies three main kinds of problems

 deviation problems, where something has gone wrong;

 potential problems, where a problem may arise in future; and
 improvement problems, where you try to find ways of improving performance.
It is better to foresee and prevent problems than to wait till they have burst into the
open. Most “unforeseen” problems could have been anticipated.

You should not waste time and energy trying to solve problems that are:

 likely to go away of their own accord;

 unimportant;
 best dealt with by someone else.
It’s worth asking yourself:

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 Is there a solution to this problem?

 Will solving it be worth the effort?
 What price am I prepared to pay for solving it?
When you accept ownership of a problem you are making a promise that you must be
sure to keep.

Deciding how to deal with the problem

The following questions can help you to decide how to deal with the problem:

Yes No

 Does the problem really come within my area of responsibility?

 Would it matter if the problem remained unresolved?

 Do different role-players feel differently about the problem?

 If so, who and how?

…………………………………………………………………

………………………………………………………………....

…………………………………………………………………

 Should I/must I share the decision-making with other people?

 If so, who?

……………………………………………………………….

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.........................................................................................

.………………………………………………………………

………………………………………………………………

 Do I need to delegate it to one or more of my staff?

 If so, who?
……………………………………………………………..

…………………………………………………………….

…………………………………………………………….

 How much priority should I give the problem (compared with other things I
ought to be doing)?
………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

 Do I need to go for:

- A once-for all solution?

- Or will a temporary solution be sufficient?

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 How much time, money and resources can I spend on developing and
implementing a solution?
……………………………………………………………………………

..…………………………………………………………………………..

…………………………………………………………………………....

 Is there an off-the-shelf solution that has been used in similar cases before that
I can consider adopting/adapting?

 Who else besides myself should be satisfied with the solution?

 Which special expectations or objectives within my section and/or within the

organization as a whole should the solution take into account?

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 On what grounds might different people criticize solutions I might come up

with?

 What criteria of acceptability (to me and to others) should my solution meet?

 How would I rank those criteria in order of importance?

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3. Generating possible solutions

Finding solutions to problems is not always that easy. It is important that a solution
relating to an assessment practice is:

 Effective:

i.e. it will solve the problem either permanently or for a reasonable period of time

and will not affect the validity of the assessment practice

 Efficient:

i.e. it solves the problem without creating many additional problems

 Viable:

i.e. it takes account of the various constrains that apply and will not influence the
assessment process

Possible solutions to a problem can be found by logical deduction or by creative

methods such as brainstorming.

One solution can be selected by testing them against objectives which can be thought
of in terms of three levels;

 Must objectives:
if you don’t achieve these you don’t have a solution;

 Want objectives:
these are things that are valuable but not essential to achieve; and

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 Would like objectives:

it would be nice to achieve these but is doesn’t matter much if you don’t.

Non-essential objectives (wants and would likes) can be weighted to give a more
accurate indication of their importance.

The final choice of a solution may be made on the basis of which is easiest and least
risky to implement.

Some questions may enable you to come up with a variety of possible solutions.

Derek Rowntree developed the following questions to help generate solutions to

problems and these can be useful for the assessor.

Yes No

 Can I force myself to produce several possible solutions before

I start criticizing any of them?

 Can I usefully make analogies between my problem and

problems in other walks of life – sport, music, family life, etc?

 Can I generate “fantasy” solutions that may nevertheless contain

some elements that could contribute to an eventual solution?

For example, by:

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- looking at the problem from a different angle;

- redefining the problem;

- asking how to solve the opposite problem;

- exaggerating the problem;

- asking how some famous or fictional person might have

tackled it;

- imagining that certain of the practical constraints no

longer apply; and

- transporting the problem to some far-fetched situation like

being cast away on a deserted island or going back in time.

 Are there older or wiser colleagues I can go to for ideas?

 Do I need ides from anyone outside the organization?

 Can I get colleagues involved in a brainstorming exercise in which

we creatively spark off one another’s ideas without interrupting

the flow by criticizing or evaluating?

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 Can I accept that the wildest of ideas may eventually contribute

to a practicable solution?

4. Evaluating possible solutions

These questions should help you choose the most appropriate solution as rationally as
possible:

o Can I use any of the appropriate to “Evaluating proposed changes” mentioned

in the think sheets “Your Notes” on managing change?
o Which possible solutions appear to be worth considering further?
o What would the benefits be of adopting each solution?
o What would the costs be in terms of time or money?
o What further problems might each solution give rise to?
o How satisfactory might each solution be if circumstances changed in various
foreseeable ways?
o For which solutions do the pros outweigh the cons?
o If none of the alternatives seem particularly good, which one seems least bad?
5. Evaluating your decision

Finally some questions about what happens next:

1. What effect will my decision have on other role-players such as assessors,

moderators and candidates.
2. Who will assist with the implementation of the decision?
3. Who needs to be told what?
4. How should I tell them?
 Face-to-face?
 Telephonically?
 In writing?
 Through another person?
5. When must they be told?

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6. Is there a need for:

 Retraining?
 Or updating?
7. Might there be resistance?
8. What do I need to do to monitor the results of the decision – so that I can modify
it, if necessary?
Decision-making that concerns assessment practices is not an activity separate from
other activities. In most cases you will need the consent and help of other assessors,
moderators and learners to implement a solution to a problem. You will also need to
communicate with various stake-holders.

Deciding on solutions implies that you will then need to draw up an action plan showing
who will do what, when and how. Once you have implemented a solution, it is
important to evaluate the results.

This will tell you three things:

Whether or not it is working

Where and how it could be improved; and
How to solve your next problem better, quicker and more efficiently.
You can evaluate a solution in four ways:

 By comparing the outcome with your original objectives;

 By checking whether any specific standards are being met;
 By making quantitative “before and after” comparisons; and
 By drawing up a balance sheet of benefits and drawbacks.
You should follow up your implementation in two other ways:

 By monitoring the progress of the solution (things seldom go entirely smoothly);

and
 By looking back over the experience to see what you can learn from it.

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2
Design and develop outcomes-based
assessments
Learning Unit

UNIT STANDARD NUMBER : 115755

LEVEL ON THE NQF : 5
CREDITS : 10
FIELD : Education, Training and Development
SUB FIELD : Higher Education and Training

This unit standard is for people who design and develop assessments to facilitate
PURPOSE: consistent, credible, reliable, fair, and unbiased assessments of learning outcomes.
The outcomes may be defined in a range of documents including but not limited
to unit standards, exit level outcomes, assessment standards, curriculum statements
and qualifications. This unit standard will contribute towards the achievement of a
variety of qualifications particularly within the field of Education Training and
Development Practices and Human Resource Development.
In particular, people credited with this unit standard are able to:
 Demonstrate understanding of design principles of outcomes-based
assessment,
 Design outcomes-based assessments,
 Develop assessment activities,
 Develop assessment guides, and
 Evaluate assessment designs and guides.

LEARNING ASSUMED TO BE IN PLACE:

The credit calculation is based on the assumption that those entering programmes to learn towards this
unit standard:
 Have already achieved unit standard NLRD 115753: Conduct outcomes-based assessment, or
equivalent,
 Are competent in the relevant field in which they are designing assessments, or have access to
subject matter experts, and
 Are able to analyse and interpret the relevant outcomes (or standards).

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SESSION 1.

Demonstrate understanding of design principles of

outcomes-based assessment.

Learning Outcomes
 Comparisons between outcomes-based design and another form of assessment
design highlight key differences in terms of the underlying philosophies and
approaches to assessment, including an outline of advantages and disadvantages.
 Key differences are identified in the approach to designing assessments for RPL-
candidates and for programme-based assessments.
 Different assessment methods are described and justified in relation to particular
contexts, and their advantage over other possible options.
 Key principles of assessment are described and illustrated in terms of their impact on
assessment design, and ultimately assessment practice and results.
 Scenarios are provided to illustrate the manner in which questioning approaches
impact on the validity of assessments.

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1.1 Introduction

Assessment has a prominent role in the outcomes-based approach to

education and training, which is central to South Africa’s National
Introduction
Qualifications Framework. It is therefore critical for curriculum developers,
learning facilitators and assessors to have a thorough understanding of
outcomes-based assessment, to plan, facilitate and assess learning
programmes.

Assessment is a structured process for gathering evidence about an

individual’s achievement in relation to specified learning outcomes. The
The nature and
evidence is used for making judgements and taking decisions about the
uses of
learner’s achievements and/or non-achievements.
assessment

Assessment can also be used to make the following decisions:

 Is the person able to do a certain job to the required standard?

 Which components of the job/task is he/she able to perform to
standard?
 What other learning does he/she require to build the competence
required to perform the specific task?
 Is the person ready to embark on a particular course of study, i.e. is the
basis necessary for building further competence in place?

The Importance The emphasis on assessment is driven by internal organisational demands

of assessment as well as legal requirements. The following are the five main driving
forces:

1. Demand for improved workplace performance.

 Competitive business environment.

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The Importance 2. Demand for quality education and training.

of assessment,
continued
 The skills required in the workplace must be developed.
 Learning must translate into improved individual and
organisational performance.
 Skills must be measurable.

3 Requirements of the NQF.

 Education and training must be outcomes-based.

 Assessment must measure achievements of specified outcomes.
4. Requirements for the registration of assessors.

 All assessors must be registered by ETQAs.

 Assessors must be competent to conduct assessment in
accordance with the generic Unit Standard for assessors.
5. Requirements for the accreditation of providers.

 One of the criterion for accreditation is evidence that the provider

has a system for the effective management of assessment
processes.

NOTES

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1.2 Assessment in Outcomes-based Education and Training

Assessment in
outcomes-
In an outcomes-based education and training system the focus is on
based
what the learners must be able to know, understand, do and apply at
education and
the end of the learning experience.
training

Traditional vs. This table below shows the major shift in the way assessment is conducted
outcomes- in an outcomes-based education and training system as compared to
based the traditional way:
assessment

Traditional assessment Outcomes-based assessment

Assessment usually occurs at the Assessment is continuous and

end of the learning event. integrated in all OBE programmes.

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Tests are used to assess the A variety of assessment methods

performance of learners. are used to assess learner
competence (portfolios, self-
assessment, peer assessment and
Simulations.

The learner is perceived not to be Self-assessment is an essential

able to assess his or her own component of outcomes-based
performance. assessment of the learner.

Assessment criteria are not defined Assessment criteria are defined and
or specified. clearly specified for the learners

Assessment is used to test the Assessment is used to assess what

theoretical knowledge. the learner is able to do in a real-life
situation.

Learners have to repeat subjects Learners get an opportunity to be

they fail. reassessed on particular areas
where they need to obtain the
required standard of competence.

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The Outcomes-based Learning Process

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Outcomes, The three components that are central to outcomes-based

assessment assessment are:
criteria and
applied
competence 1. Outcomes
2. Assessment criteria
3. Applied competence

Outcomes Outcomes are the demonstratable and assessable end products of a

learning process. They are statements regarding elements of
competence.

Assessment Assessment criteria describe what would count as evidence that applied
criteria competence has in fact been achieved. They are statements that set
guidelines for developing certain assessment tasks.

Assessment criteria are a clear and transparent expression of

requirements against which successful (or unsuccessful) performance is
assessed.

The assessment criteria

 provide a clear indication of what the assessor must look for during
assessment; and
 clarify the requirements for certification.

Criterion-referenced assessment is therefore appropriate in an outcomes-

based system that is focused on ensuring that the learners have mastered

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the outcomes specified as the standard that has to be achieved.

NOTES

Criterion- The table below compares criterion and norm-referenced assessment.

referenced
assessment vs.
norm-
referenced
assessment

Criterion-referenced assessment Norm-referenced assessment

 Makes judgements about  Make judgements about

learners by measuring learners’ learners by rating them in

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achievements against set relation to each other.

criteria.  The individual learner’s
 The individual learner’s achievements are assessed, but
achievements are assessed. together with and in relation to
 The criteria are pre-determined a group of learners.
and are part of the standard set  Assessments are curriculum-
for the specific outcome. based.
 The criteria are objective and  Assessments are associated
attempt to be as clear as with:
possible in terms of the nature of  Grading and ranking of
the assessment. learners
 Where grading is used, learners  Averaging of scores
are graded against the criteria  Adjustment of scores to fit the
for assessment profile of the learner group.

NOTES

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Activity 1.1

Can norm-referenced assessment be used in the NQF?

Discuss the issue in your groups and write down the members’ inputs in the space
below.

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Applied Applied competence is the ability to put into practice in the relevant
competence context the learning outcomes acquired through a learning programme.

Practical, foundational and reflexive competence should be integrated

in every demonstration of competence.

Continuous In an outcomes-based education and training system assessment should

assessment be a continuous and integral part of the training/learning process.

Once-off written examinations at the end of a programme are seldom

appropriate for assessing learner achievements of a range of outcomes.

Assessors should use a wide variety of assessment methods to ensure

continuous assessment.

A variety of assessment instruments could be used, including knowledge

tests, case studies, practical application exercises, or assignments in
which learners are required to integrate a number of outcomes. It could
also include self-assessment of learners against clearly described criteria,
allowing learners to measure their own progress towards achieving the
specified outcomes.

Assessors could also observe learners applying the learning in the

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workplace.

By using a combination of assessment instruments the assessor can ensure

that the learning is so ‘embedded’ in the learners that they are able to
demonstrate their competence in a variety of situations and in different
ways.

Summative, Assessors are encouraged to use a combination of formative, summative

formative and and integrated assessment in the continuous assessment process.
integrated
assessment

Summative Summative assessment is aimed at assessing whether the learner has

assessment successful achieved the outcomes or not, in terms of being awarded a
credit, qualification or certificate.

It is conducted at the end of the module/programme. Learners must be

informed when an assessment is summative.

Formative Formative assessment takes place on a continuous basis throughout the

assessment training/learning process.

Its main purpose is to determine the learner’s progress towards achieving

specified outcomes.

Formative assessment is also used to:

 Diagnose learner strengths and weaknesses

 Provide feedback to learners on their progress

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 Develop strategies to address learner’s weaknesses

 Motivate the learner through feedback on learning achievements
and strengths
 Evaluate the success of learning and training strategies employed
 Inform how learning/training strategies can be improved
 Assess the learner, learning facilitator and/or assessor to plan future
learning

NOTES

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Activity 1.2

Formative and Summative Assessment

Fill in the table below to indicate the differences between formative assessment and
summative assessment.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Purpose

Timing

Learner
readiness

Feedback

Award of
credits or
certificate

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Integrated Integrated assessment assesses competence across a number of

assessment outcomes together in an integrated manner e.g. assessing the
qualification as a whole, rather than each module of the qualification.

It provides the learner with an opportunity to demonstrate applied

competence, i.e. the integration of practical, foundational and reflexive
competence, and also the integration of knowledge, theory and
practice.

Principles of The quality of the assessment is important to ensure the credibility of the
assessment credits and certificates awarded to learners.

The principles of assessment are aimed at ensuring that assessment

processes are fair, valid reliable and practical and that they provide
accurate information about the individual that has been assessed.

Fairness + Reliability + Validity + Practicability

THE CREDIBILITY OF
ASSESSMENT

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An assessment should not in any way hinder or advantage a learner in

the achievement of the objectives.
Fairness
Unfairness in assessment would constitute:

 Inequality of opportunities, resources and appropriate teaching and

learning approaches in terms of acquisition of knowledge,
understanding and skills.

Fairness,  Bias in respect of ethnicity, gender, age, disability, social class and
continued race in so far as that the assessment approaches, methods,
instruments and materials do not take into account these differences.
 Lack of clarity in terms of what is being assessed.
 Comparison of learners’ work with other learners, particularly in terms
of diversity of learning styles, home language, values, gender, race,
life experiences, etc.
Fairness in assessment would constitute:

 The above-mentioned influences are taken into account and

addressed.
 The assessment process is clear, transparent and available to all
learners.
 Appeal mechanisms and re-assessments are accessible to all learners.

Reliability Reliability in assessment is about consistency. Consistency refers to the

same judgements being made in the same, or similar contexts each time
a particular assessment for specified stated intentions is administered

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NOTES

Reliability, Assessment results should not be perceived to have been influenced

continued by variables such as:

 Assessor bias in terms of the learner’s gender, ethnic origin, sexual

orientation, religion, like/dislike, appearance and such like.
 Different assessors interpreting unit standards or qualifications
inconsistently.
 Different assessors applying different standards.
 Assessor stress and fatigue.
 Insufficient evidence gathered.
 Assessor assumptions about the learner, based on previous (good or
bad) performance.

To avoid such variance in judgement (results), assessments should ensure

that each time an assessment is administered, the same or similar
conditions prevail. Also, that the procedures, methods, instruments and
practices are the same or similar.

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NOTES

Validity Validity in assessment refers to measuring what it says it is measuring, be it

knowledge, understanding, subject content, skills, information,
behaviours, etc.

Validity in assessment would constitute:

 Assessment procedures, methods, instruments and materials have to

match what is being assessed.

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For example:

Validity, A learner is assessed on research skills. However, a learner’s ability to

continued write may not necessarily provide evidence that the learner has the
ability to do research. The assessment must assess the learner’s ability to
perform. In this case, the learner should be assessed on the various
activities of the stages of research. Therefore, the assessment should
stay within the parameters of what is required – not less than the unit
standard or qualification, nor more than the unit standard or
qualification.

In order to achieve validity in the assessment, assessors should:

 State clearly what outcome(s) is/are being assessed.

 Use an appropriate type or source of evidence.
 Use an appropriate method of assessment.
 Select an appropriate instrument of assessment.

Principles of Assessment must also be conducted in adherence to the following

assessment, principles:
continued

 Authenticity
 Appropriateness
 Currency
 Sufficiency
 Substantiveness
 Transparency

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Authenticity The assessor must be satisfied that the work being assessed is the
learner’s own work.

Appropriate The method of assessment must be suited to the performance being

assessed.

Currency The assessment must measure current competence that is not outdated.

Sufficiency The evidence collected must establish that all criteria have been met
and that performance can be repeated consistently to the required
standard.

Substantive The assessor must be satisfied that the learner did not just achieve the
outcome by chance.

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Transparency The assessment process must be transparent, especially to ensure that

learners understand the assessment process and the criteria they have to
meet.

Additional To ensure that assessment measures the ability of learners to apply their
principles learning in a real work context, assessors should also strive to adhere to
the following additional principles:

 Integration
 Directness
 Contextualisation

Integration Assess the ability to integrate learning into work, as well as to integrate the
different learning components of the learning programme.

Directness Assessment activities must mirror the conditions of actual performance as

closely as possible.

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Context Learners’ competence must be assessed within the context in which they
have to apply their learning.

NOTES

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1.3 The Preparatory Phase

Planning, Before the assessment can take place, the assessor has to plan, design
designing and and prepare assessments. This includes decisions about:
preparing
assessments
 The method of assessment
 Instruments to be used
 Activities to be structured
 The extent to which more than one learning outcome can be
assessed simultaneously
 Sources of evidence

Analysing the The designer becomes familiar with the unit standard and or/qualification
unit standard that he/she is going to assess. The designer has to understand the
requirements for each component of the unit standard. He or she has to
be very clear on how the purpose, specific and critical outcomes,
assessment criteria, the range and any other relevant information, will
impact on the design of the assessment.

NOTES

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Links between The table below demonstrates the relationship between outcomes and
the purpose, assessment criteria.
outcomes and
assessment
criteria

Links between the purpose, outcomes and assessment criteria

(SAQA, Oct. 2001a: 40-41)

Purpose of the  This unit standard is intended for people who are
unit standard responsible for the safekeeping of formal and
informal security documentation
 People credited with this unit standard are able to
log in and withdraw records from the filing
location, to provide copies of documentation in
custodianship and maintain the image of
accuracy in the library.

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Specific 1. Log in security records.

outcomes 2. Withdraw security records from filing location.
3. Provide, on request, copies of security
documents in custodianship
4. Maintain the image of accuracy in the library.
Assessment  Approved security records and/or
criteria for documentation are received for safekeeping
specific outcome according to company specifications.
1: Log in security  The content of the record is verified and
records completeness is confirmed in accordance with
company specifications.
 Records received for safekeeping are recorded
according to company specific requirements.
 Records are filed in accordance with the
specifications of the filing/storage system in use
and the type of security.

The analysis of the unit standard is discussed in more detail in Module 2.

NOTES

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1.4 Planning for the Assessment

The designer plans the assessment, making decisions about the

Planning the
assessment methods, assessment instruments, activities, type and amount
assessment
of evidence required etc.

At this stage it will be helpful to link with other assessment designers in the
same learning area and to agree on the interpretation of the unit
standards, as well as the type and amount of evidence needed. The
credibility of the assessment, i.e. the principles of fairness, validity.
Reliability and practicability must be at the forefront during planning.

Apart from the obvious advantages of sharing the planning for the
Discussion with
assessment, these meetings can also serve as moderation where
other designers
assessment designers:

 review each other’s plans and materials

 discuss issues such as assessment strategies
 evaluate past assessment materials
 discuss new approaches and strategies
 discuss the possibility of more than one assessor (e.g. ‘team-marking’)
 incorporate lessons learnt into future assessment designs

Where the assessor is not the learning facilitator, the assessor will need
Discussion with
information about:
the learning
facilitator  the learning programme
 the types and frequency of formative assessments
 the available equipment and material that may be used in the
assessment

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 the readiness of learners for assessments

The following information must be obtained from the learner:

Discussion with
the learner

 Input regarding sources of evidence

 Special needs (e.g. disabilities, language, recognition of prior learning)

The timing of assessment will depend on:

Decide on the
timing of the
assessment
 The purpose of the assessment (e.g. formative or summative).
 The sharing of facilities with other assessors.
 The extent to which workplace learners will be able to undertake
assessments.
The analysis of the unit standard or the qualification being assessed, the
discussion with other assessors, as well as the discussion with the facilitator
of learning will give the assessment designer a clear indication of the time
that should be allocated for the assessment.

Making provision for the collection of evidence from a variety of sources

Collection of
ensures the reliability of assessment judgements.
evidence
The best type of evidence is that which can be observed directly by the
assessor. This means that evidence should be collected from activities
that are as similar as possible to actual conditions.

However, there are other types of evidence that are also valid if checked
and verified.

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There are three main types of evidence:

Types of
evidence

Direct evidence

Indirect evidence

Historic evidence

Direct evidence is actual evidence produced by the learner. This is the

Direct evidence
most valid type of evidence. Direct evidence also easily establishes
authenticity. This should be the assessor’s primary source of evidence.

Examples of direct evidence include:

Direct evidence,
continued

 Direct observation of tasks, activities, etc

 Questioning, i.e. oral, written
 Product and output evaluation

It may be necessary to corroborate evidence (for example a written

assignment or a product) to ensure that it is the learner’s own work.

Indirect evidence is evidence produced about the learner from another

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Indirect source. This is usually in the form of reports of third party sources, i.e.
evidence sources other that the assessor. Indirect evidence can be used to verify
the authenticity of other forms of evidence. In addition, it may be
necessary to corroborate these forms of evidence.

Sources of indirect evidence include:

Indirect
evidence,
continued
 Team outputs
 Work completed at an earlier stage
 Performance appraisals
 Training records
 Testimonials
 Reviews and commendations
 Certificates and qualifications
 Medals, prizes and trophies
 Customer/client ratings

This type of evidence tells the assessor what the learner was capable of
Historical
doing in the past. It is the least valid form of evidence because it does not
evidence
necessarily prove current competence. Historical evidence usually needs
to be checked for authenticity, but it is still a useful supplement to the
assessment process.

Historical evidence should not be confused with an extended

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assessment’. There is, in principle, no time limit for evidence collection,

and depending on the nature of the activity, assessment can take place
in one day or over several months, but this does not mean that the
evidence is historical.

Some examples of historical evidence are:

Historical
evidence,  Projects and portfolios
continued  Video/audio-taped performance/photographs
 Documentary evidence completed by the learner
 Completed work (products)
 Performance appraisals
 Training records
 Testimonials
 Reviews and commendations
 Certificates and qualifications
 Medals, prizes and trophies
 Customer/client ratings

The purpose of the assessment is a guideline of the type of evidence

needed and where this evidence should be collected.

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NOTES

1.5 Design an Assessment Strategy

Introduction On the basis of the assessor’s knowledge and understanding of the unit
standards/qualification, he/she decides whether to design tasks that
require observation, evaluation of products or questioning (or a
combination of methods). The situation or contexts for performance will
also be clarified at this stage. Appropriate assessment instruments are
decided upon and the assessment tools and materials, e.g. checklists are
designed.

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Where possible, more than one learning outcome should be assessed

simultaneously. Also, the use of more than one method of assessment will
ensure that the learner not only demonstrates achievement, but will also
be required to prove underpinning knowledge and understanding, as will
as the ability to adapt to changed circumstances.

For example:

Where the outcome describes a practical competence, then the most

appropriate Assessment methods to use are observation and evaluation
of products. However, this could be combined with questioning to check
understanding and underpinning knowledge and the ability to adapt to
changed circumstances. (assessment methods and instruments are
discussed in more detail in Module 3)

Appropriate instruments would then be a practical exercise and/or the

submission of a product. This is followed by a written or oral test to cover
the full range of contexts.

Assessment tools and materials for this assessment could include

checklists for the observation of the skill and the evaluation of the product
and a question paper for the written or oral test.

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SESSION 2.

Design outcomes-based assessments.

Learning Outcomes
 The design addresses the need for cost-effectiveness and takes into account the
overall assessment plan, results of previous assessments, special needs of
candidates, assessment contexts, and where applicable, the accessibility and
safety of the environment and contingencies.
 Assessment activities, instruments and resources selected are appropriate to the
outcomes to be assessed and the assessment candidates, and have the potential
to enable the collection of valid and sufficient evidence. The design
accommodates the possibility of RPL.
 Potential unfair barriers to achievement by candidates are identified and the design
addresses such barriers without compromising the validity of the assessment or
possibilities for continued learning.
 The design ensures holistic, integrated and comprehensive assessment using a
range of potential sources and types of evidence.
 Opportunities for gathering naturally-occurring evidence are identified and planned
whenever possible, so as to improve assessment efficiency and match assessment
conditions to real performance conditions where applicable.

2.1 Introduction

Introduction In Module 1 the requirements of outcomes-based assessment and the

purposes of assessment are discussed. Once the purpose of the
assessment has been identified, the next step is to determine what needs
to be assessed.

All assessment activities should be based on Unit Standards.

In an integrated assessment approach

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 specific skills
 generic skills
 underpinning knowledge and
 understanding
must be assessed.

The uses of Unit Unit standards are used for:

Standards
 Assessment of RPL and prior learning
 Redesigning Education and Training programmes/materials/manuals.
 Establishing individual and company training plans.
 Stating clear purpose and objectives to learners, trainers and
assessors.

NOTES

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2.2 Format of a Unit Standard

In Unit Standards:

Introduction  Specific skills are described as specific outcomes

 Generic skills are called critical cross field outcomes
 Underpinning knowledge is called essential embedded knowledge

Assessment The standard in NQF standards is in a statement of outcomes and

standards accompanying assessment criteria. It is against the standard that
assessment is planned, designed and administered. The format of a unit
standard is included on the next page.

NOTES

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FORMAT OF A UNIT STANDARD

Field/Credits
Sub-field

Skills Area
Classification
Title

Unit Std No

NQF level

Credits

Review date

Purpose Statement (I will be capable of…)

Summarises in one statement what the person should be capable of.

Learning assumed to be in place (What should I know and be able to do before I start
this unit standard?)

Essential embedded knowledge is that knowledge which will help the learner
understand and which s/he will be able to explain. This may also be included within the
specific outcomes category)

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Specific outcomes and assessment criteria (What will I have learnt to do?)

Assessment criteria describe what has to be achieved and is specific to a particular unit
standard. (The assessor will observe)

Assessment criteria describe how the outcome is to be achieved. (The assessor will
confirm)

Specific outcomes focus on those aspects of the knowledge/skills that are to be

assessed in particular. It states what is being done. Critical cross field outcomes and
essential embedded knowledge have to be assessed in addition.

Accreditation Process (including moderation) for the Unit Standard

To be determined by ETQA in consultation with NSB.

Range Statements (General guide for scope, context and level for the particular unit
standard)

The range statement is the beginning of the evidence guide and defines the
parameters of the activity.

NOTES

Critical cross- field outcomes (What abilities must I use?)

These are generic abilities included in unit standards.

References to essential embedded knowledge

Supplementary information

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 Learners receive formal recognition and achievement of a unit

standard.
Credits
 Learners can accumulate credits throughout their lives. This is the key
principle of the NQF.
 Credits can be accumulated toward a qualification.
 Competences are nationally recognised to be portable.
 Credits do not expire and cannot be taken from the learner.
 The credit value of a unit standard is related to notional (presumed
average) learning time.
 One credit equals ten notional hours of learning.

 Level indicators focus on critical outcomes

 Helps the writers of unit standards achieve consistency in relation to
Level indicators
levels.
 Ensure progression.
 Facilitate integration and coherence across different components of
a qualification.
 Provide links between sectors and encourage transferability.

Assessment Assessment criteria are statements that inform trainers of the type of
criteria evidence that is required to decide whether an outcome has been
achieved. It describes the observable actions learners should be able to
perform to prove that they are moving steadily towards the
accomplishment of critical and specific outcomes. There should be
assessment criteria for every specific outcome.

Assessment criteria are used in conjunction with range statements and

performance indicators. Just as range statements give guidance on
content and performance indicators on performance, so assessment
criteria give guidance on assessment.

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What are the benefits of outcomes and assessment criteria for learners?

Critical cross- Critical cross-field outcomes measure the following regarding the learners
field outcomes and the assessment:

 How learners interacted with others, how they related towards the
outcome, how they defined the outcome, etc.
 How the outcome was addressed and achieved.
 The quality and quantity of evidence provided for the preparation
phase.
 How assessment was done within a specific context.
 How procedural steps were developed and followed
 How tasks and processes were concluded.

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The specific outcomes contained in a unit standard relate to the

Specific  mastering of knowledge;

outcomes  mastering of skills; and the

 progress in cultivating and establishing values and attitudes.

Essential This covers topics or chunks of knowledge that learners have to draw on
embedded to demonstrate that they understand what they are doing and can
knowledge adapt their knowledge to new circumstances. This is assessed through
oral or written evidence, as it cannot be seen only through knowledge
being applied.

Range The range statement is a general guide to the scope, context and
statements level being used for the unit standard. It provides the parameters or
conditions under which the learner is expected to perform. The range
statement may be included under the specific outcome, the
assessment criteria and/or the standard title. Its purpose is to minimise
variations or interpretation.

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A good unit standard performs 4 main functions. It defines:

 The performance required (What the learner must be able to do)

 The level and quality of performance (How well it must be done to
achieve the unit standard)
 The scope of the performance required (The parameters within which
the performance must take place)
 How much evidence of what kind is required (How assessment is to be
done)

Activity 2.1

Using Unit Standards to Assess Competence

Study Unit Standard XX02 in Appendix A and answer the following questions:

1. Which field does this standard fall into?

2. Which part of the unit standards summarises what a person should be able to do?

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3. What does the heading “Essential embedded knowledge” mean?

4. Which part of the unit standard focuses on those aspects of the knowledge/activity
that are to be assessed?

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5. What is the difference between a specific outcome and an assessment criterion?

6. What is the difference between the specific outcomes and the critical cross field
outcomes?

7. Are the methods of assessment included in the unit standard?

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8. Which part of the standard tells you how the outcomes are to be achieved?

Qualifications SAQA registers qualifications according to type and level, which is

determined on the basis of the total number and levels of credits
required.

Qualifications represent a planned combination of learning outcomes,

which has a defined purpose and intended to provide learners with
applied competence and a basis for further learning.

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Qualifications are made up of unit standards within 3 categories

namely fundamental, core and elective Unit Standards.

Fundamental This refers to the competencies that are critical to the learner’s
Unit Standards learning requirements. They are the basic knowledge that learners
must know, for example, mostly communication, language and
maths, but possibly computer literacy and life skills.

Core Unit Consists of more transferable learning widely applicable to the field. It
Standards includes knowledge you need in order to perform the job and be seen as
competent.

NOTES

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Elective Unit Refers to more specialised learning and include the units that you want to
Standards give learners choice over. The elective unit standards and specialisation
are often used in the same sense. Unit standards are not in themselves
defined as fundamental, core or elective, but may be classified in one of
these categories for a particular qualification. A particular unit standard
may therefore be part of the “core” of one qualification and part of the
“electives in another qualification.

Why has assessment become so important?

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2.3 Access resources and information for assessment

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Introduction After determining the purpose of the assessment and what needs to
be assessed the assessment designer must gather information on
learners, on content and on different learning environments.
Resources for the design of assessment instruments must also be
collated.

Evidence of competence can come from a variety of sources. It is the

responsibility of the assessment designer to ensure that enough (and the
appropriate) evidence will be collected to make an accurate judgement
about a learner’s competence.

The designer must ensure that the evidence that will be gathered for
assessment is valid, authentic, sufficient and current.

Validity of
Will the evidence relate to the specific outcomes and criteria to be
assessment
assessed?
evidence

It is also important that the level of performance that is required by the

learner matches the level of performance that is required by the specific
outcome.

If, for example, the outcome requires that the learner ‘explains’ certain
concepts, but in the assessment is merely required to ‘list’ the concepts,
the assessment would not be valid.

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Content validity Content validity refers to the extent to which the assessment instruments
represent the content of the learning programme being assessed. The
instrument must represent the knowledge, skills and abilities contained in
the unit standard(s) being assessed. To ensure content validity, no
important items, behaviours, or information covered in the programme
should be omitted from the assessment instruments.

There should also not be any imbalance of the material. The number of
items or questions in the instrument should correspond roughly with the
amount of time, exposure, or importance of the material presented.

Content validity can be improved in the following ways:

 Include an ample number of appropriate items. Too few items on an

instrument hamper the validity, while too many are time consuming.
 Reduce response bias. Encourage participants to give their true
responses.
 Recognise the weak link between attitude and behaviour. Attitudes
do not always predict behaviour. Even the most carefully designed
assessment instruments can miss in a prediction of behaviour or
performance.

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Authenticity of Can the evidence be attributed to the learner? Is the evidence the
assessment learner’s own work? Where indirect evidence is produced, or where
evidence group work was undertaken, the assessor has to verify that the evidence
is the learner’s own work, and in the case of group work, that he/she has
made a fair contribution to the end-result.

Sufficiency of Will enough evidence be gathered to meet all the criteria needed to
assessment certify the learner as competent? Will the assessor be confident that the
evidence performance can be repeated? The use of various sources of evidence
and a variety of assessment activities assists in ensuring that the evidence
is sufficient. This will ensure that enough evidence is provided to meet all
the criteria and the applicable range statements.

Currency of Will the evidence collected relate to current competence? Currency

assessment refers to the applicability of skills, knowledge and understanding in the
evidence present circumstances. In some fields of study, currency of experience
and training is of the utmost importance.

Look at the example:

A computer programmer hasn’t been involved in the field for three years,
but has worked in the industry the preceding five years. This evidence
does not mean that the learner is necessarily up to date with the latest
developments and skills required for computer programming.

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The best type of evidence is that which can be observed directly by the
assessor. This means that evidence should be collected from activities

t that are as similar as possible to actual conditions. However, there are

other types of evidence that are also valid if checked and verified.

Exercise 2

Analysis of Source Documents and

Assessment Contexts

Refer to back to Appendix A and answer the following questions regarding the unit
standard XX02 (Communicate in a Business Environment). Consider the first 6 specific
outcomes (demonstrated knowledge and understanding) and answer the questions
below:

1. What are the purposes of the assessment of this Unit standard?

2. Are you going to make use of diagnostic, formative or summative assessment (or
a combination thereof)? Substantiate your choice.

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3. Will you use direct, indirect or historical evidence to determine the candidate’s
competence in these outcomes? Substantiate your answer.

4. List possible sources of evidence for the candidate’s competence against these
specific outcomes (including naturally-occurring evidence during the normal course of
actual work or performance).

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5. List the steps that you will take to ensure that this assessment is outcomes-based?

6. Consider the environment within your designed assessment will be conducted.

List the aspects in the code of practice that will have an influence on your design.

Factor influencing assessment design Influence on the assessment design

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SESSION 3.

Develop assessment activities.

Learning Outcomes
 The activities facilitate the production of valid, sufficient, authentic and current
evidence, matching the requirements of the given outcome statement/s.
 Activities promote integrated assessment as far as possible and enable
combinations of outcomes to be assessed simultaneously where possible.
 The activities are appropriate, fair and manageable, and are consistent with the
defined purpose of the assessment, including the possibility of RPL.
 Communication intended for candidates is appropriate to the candidates and
assessment context, and provides clear direction without influencing candidates
towards particular responses.
 The activities are described in sufficient detail to facilitate effective and efficient
assessments, but with sufficient opportunities for assessors to adapt and
contextualise the activities as required within the assessment context. Where
appropriate, guidance is provided for contextualising the activities.
 Activities meet cost and time requirements and any other constraints within the
assessment context.
 Time allocated for the activities is realistic, can be justified in terms of the
requirements of the outcomes and is sufficient for the nature of the performances
being assessed.

3.1 Introduction

After designing the assessment strategy and conducting an analysis of

the source documents and assessment contexts to establish evidence
Introduction
requirements and possible sources of evidence, the assessment
activities must be designed.

Competence An outcome is an achievement within a specific context, which can be

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demonstrated following a range of learning experiences that include

supportive elements like acquiring of knowledge and skills as well as ways
of executing the performances. Acquiring these supportive elements is
only instrumental in achieving an outcome and is not an outcome on
itself. Learners start to achieve an outcome once they embark on
employing these supportive elements in an inter-active way when they
prepare for the outcome, perform according to the preparation,
conclude the outcome whilst assessing knowledge, skills processes,
progression and the final outcome.

Competence is the demonstration of practical application of skills,

knowledge and understanding against a nationally determined set of
criteria and the ability to transfer these skills, knowledge and
understanding to new situations and environments.

Important issues to this definition are that competence is integrated. It

is therefore a holistic view of human behaviour. The three elements,
knowledge, skills and attitudes (value orientation) are measurable.

NOTES

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Activity 3.1

Competence

In pairs, carefully discuss the definition of competence according to the points below.
What does each point tell you?

Competence is

The demonstration of

practical skills, knowledge and

understanding

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against a nationally determined set of

criteria

And the ability to transfer these skills,

knowledge and understandings to new
situations and environments

3.2 Domains of Knowledge can be defined as what we know (information). It also

Learning includes what we think and understand. It is the information, theory,
arguments or concepts that have been conceptualized within our own
particular mental and emotional resources. This is referred to as the
Knowledge
cognitive domain (“domain” refers to a sphere, area of learning and the
field of thought or activity)

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Skills Skill implies doing or the ability to do. Although every skill includes a
cognitive element, skill in this sense is largely concerned with
psychomotor activity.

Values No activity is value-free. It is an essential part of competency and

performance. This is referred to as the affective domain of learning and
includes feelings and attitudes. One’s emotions or feelings affect the
quality of one’s learning.

NOTES

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Activity 3.2

Domains of Learning

Consider each of the following statements and indicate, by means of a tick in the
appropriate box, whether the main activity in each statement is cognitive,
psychomotor or affective.

STATEMENT Cognitive Affective Psychomotor

1. Write an essay on evolution.

2. Aim at and hit the target in pistol

shooting at a range of 50m.
3. Determine the position of the enemy
using radar.
4. Develop logical approaches in the
solution of personnel practices.

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5. Organise the value structure implicit in

Welsh structure into a coherent system
reflecting children’s needs in an industrial
and multi-racial environment.
6. Weigh the pros and cons for a course of
action against the needs of friends.
7. Given a collection of the bones of the
human arm, name each bone.
8. Listen to what is said.

9. Endure long periods of fatigue.

10. Voluntarily agree to save.

NOTES

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3.3 Phases in the Learning Process

Phases in the The only way to be confident that you learners have achieved the
learning process outcomes of a learning programme is to have them perform each
outcome so that you can assess their performance for mastery.

There are three phases in the learning process, namely:

 Acquisition;
 Retention; and
 Transfer.

The requirements for learning and assessment differ from one stage to the
next. Assessment activities and instruments must be sequenced
accordingly. It is difficult for a learner when the assessment is assessing the
achievement of upper-level learning outcomes when the learner has not
yet attained the prerequisite lower levels.

Acquisition In this phase the learner is learning new information. The acquisition of
new information requires:

 More repetition.
 More practice with feedback.
 Practice on many varied tasks.

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Retention Retention should be measured at varying times after the acquisition of

new information. The information, or skills, is practiced so that it will be
retained over a period of time. The quality of information retained and
how long it has been retained are important.

Transfer In order to measure retrieval and transfer of information, a number of

different assessment conditions should be set up so that the learner
cannot answer correctly on the bases of memory alone.

Information that is obtained about learners in each phase is useful for

making different kinds of judgments and decisions.

For example:

It is not fair to judge a person’s mathematical achievement on the basis

of information obtained during the acquisition phase. The learner could
catch on later and eventually learn well enough to transfer the
information to a new situation with ease. Another learner may acquire
information rapidly but needs a great deal of review in order to retain it.

NOTES

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3.4 Practical Hints when Devising Assessments

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Designing Assessments should be designed before training materials are designed

assessments first for the following reasons:

 The learner should not be required to learn from a particular book,

audiovisual unit or other resource to pass the assessment. The
assessment should be based on how the performance should be
performed in the work environment and not as it was presented in a
particular learning resource.

 Once the assessment is developed, appropriate resources can be

selected which covers the knowledge, skills and attitudes that need to
be assessed. The temptation of selecting the first training material we
may run across is avoided.

 Several learning options may be developed for the learner to use as

long as they fully prepare the learner for the assessment. Assessment
should be independent of the method or materials the learner may
have used to learn.

 Some learners that enter a learning programme may have already

mastered certain of the outcomes. If assessments are based solely on
how the outcomes should be performed and not on how learners
learn them, the assessor can be more confident that the learner is
competent.

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NOTE: Skills are measured by means of a performance test. Knowledge is

assessed by means of a written test and assessing the knowledge
required to exhibit the attitude and the voluntary performance of the
desired behaviour assesses attitudes.

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Activity 3.3

Assessment Methods and Domains of Learning

Consider the definitions of the different assessment methods and indicate the domains
for which each of these methods would be appropriate:

Assessment Methods Psychomotor

Cognitive Domain Affective Domain
Domain
Observation in the
workplace

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Simulation

Practical
Demonstration

Products of learners’
activities

Oral discussion or
interview

Tests or exams

Witness testimony/
peer reports

3.5 Developing Performance Tests

Steps in The steps in developing a performance test are as follows:

developing
performance
tests Determine what should be assessed.
Step 1

Determine whether, process, product, or both is critical.

Step 2

Construct the items to be included on the test.

Step 3

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Determine how items will be rated.

Step 4

Determine the minimum acceptable score for mastery.

Step 5

Write directions for the learner.

Step 6

Assemble the test and try it out.

Step 7

Step 1 Determine what should be assessed.

The unit standard must be carefully analysed to determine exactly what

the learner is required to do to demonstrate competence, the
circumstances under which the performance must take place and the
standard against which the performance must be measured.

Keep in mind that you cannot have the learner perform the task in all
possible settings. For assessment to be practical, the learner must rather
be assessed under the more common or perhaps difficult of typical
situations that will arise in the work environment.

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Step 2 Determine whether product, process or both are critical.

The process is how the learner performs the task; the product is the result
of the task. The assessor has to decide which is required for job
competency and assess that.

Step 3 Construct items to be included in the test.

In assessments where process is important, items will be based on the

procedural steps identified during the task analysis process. If the product
is more important, the test items will describe the desirable characteristics
of the completed product.

Only critical items that will distinguish between someone who is

competent and someone who is not yet competent should be included.

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NOTES

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Constructing items relating to Process

When constructing items relating to process:

 Base items on the steps identified during the task analysis.

 Begin each item with a verb in the past tense (was, did, were, etc.) since
each step can only be rated after it takes place.
 Each item should be observable and objectively assessed.
 Avoid subjective words such as “properly”, “correctly”, “enough” and so
on.
 Word items so that they can be rated as yes or no, with yes being the
desired response.
 Anyone competent in the task should be able to assess a learner
accurately using your performance test.
 Include only one step per item-do not combine several procedural steps
into one test item.
 Each item should be clear, concise and be able to stand alone.
 Items should be broken into sub-items to avoid repetitious wording:

Stored grinding wheels in a place that:

 Was dry?
 Had no excessive heat?
 Had no excessive humidity?

 Do not begin items with a phrase such as “Did the learner…” It is obvious
who is being assessed.
 List process items in sequential order as they would be performed and
observed.

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Constructing items relating to Product

When constructing items relating to a product:

 Include only critical characteristics of the finished product-items that would indicate
competence or lack of competence.

 Begin items with a verb in the present tense (does, is, are, etc.), since
product characteristics are fixed and can be evaluated now.

 Do not use repetitious words or phrases in succeeding items.

 Include exact indications of how competence will be determined for each

characteristic.

 Do not settle for unreasonably low standards because you are dealing
with learners. Learners should be able to perform as well as experienced
workers - it will simply take them more time to do it.
Step 4 Determine how items will be rated.

The specific items included on the performance test will have to be rated
by the trainer or the assessor who is assessing the learner. Two common
methods are use of the rating scale or checklist.

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Example 1:
Examples

Performance test item

1. Did the presentation have an interest stimulus?

Rating scale:

Not done Poor Acceptable Well done Exceptional

0 1 2 3 4

Example 2

1. Did the presentation have an interest stimulus?

Yes No

Either method can be used, but the checklist is more objective and is
therefore recommended.

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Step 5 Determine the minimum acceptable score for mastery.

The assessor needs to determine how many of the items on the

performance a learner must accomplish before being considered
competent.

Only essential process- and product-related items must be included on

performance test, and the learner should complete the test with 100%
accuracy to be considered competent.

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Step 6 Write directions for the learner.

The directions to the learner should be worded carefully so that they

explain:

 The purpose of the assessment

 The general assessment situation
 Exactly what the learner must do
 Any special restrictions, cautions and so on
 Any time limit
 How mastery will be determined
 Anything else the learner needs to know

Step 7 Assemble the test and try it out.

The test can be tried out with a fellow trainer and one or two learners
before using it to assess learners. Have them look at the directions and
each test item for clarity. Several assessors competent in the task should
be able to use copies of the assessment to assess a learner and arrive at
ratings that are similar. If not, the items may be vague, poorly worded,
and open to several interpretations.

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Remember that performance tests should be available to the learner

throughout the entire learning process- up to the time when the test is
administered.

NOTES

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Activity 3.4

Developing Performance Tests

Construct a checklist for Specific Outcome 7 from Unit Standard XX02. Refer to
Appendix D for the content used when presenting this learning programme.

Communicate with others, using the language that is the norm in the industry (range of
communication: verbally face to face, by telephone, business letter, fax and e-mail)

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3.6 Developing Written Tests

Introduction The term “written” is used because most often test questions are written
and learners must respond in writing. Tests can, however, also be
administered and responded to verbally which may be desirable in
certain circumstances.

Written test should be overused because of their convenience, but only

when they are appropriate to the outcomes being assessed.

Knowledge has various levels, ranging from the basic recall of facts to
comprehension, application, analysis, synthesis and evaluation. The test
item (i.e. an essay, multiple choice, true-false etc.) must assess knowledge
on the appropriate level. Refer to Bloom’s taxonomy (Appendix B) in this
regard.

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Guidelines The following guidelines should be followed when constructing written

when tests:
constructing
written tests
 Make certain that the test items assess the learner’s mastery of the
task. Do not include items that question the learner on content outside
the scope of the outcome and are not included in the learning
activities.
 “Trick” items should be avoided since they only waste time and
confuse and frustrate the learner.
 Avoid items that force the learner simply to recall facts.
 Include enough items to fully assess the learner’s mastery of the key
concepts or facts covered in the scope of the outcome itself.
 Make sure that test items require a high level of learning on the part of
the test taker if the outcome is written at a high level.
 A good test should be easy to write and easy to score.
 Tests also reflect the effectiveness of the learning activities and
resources learners are using. If several learners fail to achieve an
outcome, the trouble may lay with the learning materials. This should
be investigated.

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Guidelines  Trainers should keep track of how often learners miss specific test
when items. When a higher-than-usual number of learners miss a particular
constructing test item, it probably needs to be reworded.
written tests,  Each item on a test should stand alone. Information for subsequent
continued items should not be revealed in an earlier item.
 Have someone review your test before administering it to make sure
that the directions and test items are clear.
 Include clearly worded directions for each test. Include the purpose of
the test, how to respond to each kind of item, how many items must
be answered correctly for mastery, and time limit is imposed.
 Avoid questions from quotes, specific pages of books, or other trivial
sources.
 Shoot for a minimum mastery score of 100% if possible. Try to boil the
test down to as few items as possible and word them very carefully.
You could also consider “corrected to 100% accuracy” as your
minimum score for written tests.

NOTES

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3.7 Assessment Instruments

Introduction Assessment instruments refer to the nature of the assessment task given to
the learner to do.

The table below lists the different assessment instruments. Indicate by

means of a tick in the appropriate block what method of assessment is
represented by each instrument:

Observation of a Observation of a Oral and written

Instruments
process product questioning

Short answer X
questions

Completion X
questions

Alternative X
response
questions

Multiple choice X
questions

Matching X
questions

Oral questioning X

Assignments X

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Projects X X X

Checklists X X

Portfolios X X X

Following is a description of the use of each of the above-mentioned

instruments. The principles of assessment should be kept in mind when
deciding to use a particular instrument, i.e. the assessment instrument
should ensure fairness, should be reliable, valid and practical.

Completion Learners are presented with a question with a pre-determined answer

questions/ consisting of a few words, or may be given a statement where key words
are omitted. They are then required to complete the statement by filling
short answer
in the word(s). Such questions may also involve the use of numbers,
questions
diagrams and graphs.

Possible uses  Recall of factual information;

 assessing the ability to interpret data and apply rules; and

 preventing learners from guessing the correct response.

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Avoid using  Assessing complex concepts; and

when  more than one correct answer may be used to complete the items.

Example Write down the answer to the following question in the space provided:

What is the colour of the neutral wire in an electric cable?

(1)

Complete the following by filling in the missing words:

The colour of the live wire in an electric cable is ________

(1)

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Alternative
response
True/False and Yes/No
questions

Possible uses

 Ability to discriminate between right and wrong; and

 assessing the ability to associate cause and effect.

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Avoid using  It is not acceptable that the learner has a 50/50 chance to guess the
when: answer correctly;

 Assessing the recall of information; and

 Assessing if the learner can synthesize or analyse complex information.

Example 1. Indicate whether or not the following statements are true (T) or
false (F) by encircling either the symbol T or the symbol F.

STATEMENT True (T) False (F)

a. All assessments must be valid

b. All assessors must be registered

c. An assessment may be biased

d. Each learner must be assessed in his/her home

language

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Multiple choice Multiple choice questions consist of an incomplete statement or a

questions question, followed by plausible alternative responses from which the
learner has to select the correct one. Outcomes involving higher order
analytical skills are probably more validly assessed by means of free-
response assessment instruments such as extended response questions,
but multiple choice questions can be useful if carefully constructed.

Possible uses  Measuring knowledge, comprehension and application of outcomes;

 Assessing reading and analysis skills; and

 Reducing the amount of time needed to take and score tests.

Avoid using  Assessing the recall of facts. This question type only assesses the ability
when: to recognize the correct answers.

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Example Example

1. Indicate which one of the following statements is the correct

statement by means of a tick in the brackets provided.

Reliability in assessment means:

a. Assessment must be cost effective. ( )

b. Assessment procedures have to match ( )

what is being assessed.

c. Assessment must be consistent. ( )

(1)

Matching test The learner is presented with two lists – a set of statements and a set of
items responses. The learner is required to indicate which response from the
second list corresponds or matches each statement in the first list.

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Possible uses

 Measuring comprehension of principles and concepts; and

 measuring ability to classify information.

Avoid using
when:

 Assessing the recall of information. Multiple choice questions only

assess the ability to recognize matching items;

Example 1. Match the name given in column B with the appropriate description
given in column A. Use the name given in Column B once, more than
once or not at all. Indicate your answer in the table below:

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Column A Column B

a. Name of answer in addition i. Difference

sums. ii. Dividend
iii. Multiplicand
b. Name of answer in subtraction
iv. Product
sums
v. Quotient
c. Name of answer in vi. Subtrahend
multiplication sums vii Sum

d. Name of answer in division

sums

Column A

Column B

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Oral questioning The form and content of the response is limited by the way in which the
question is asked. These questions do not have pre-determined correct
answers (as in short answer questions, etc.) and the assessor have to
exercise his/her professional judgment when interpreting learner’s
responses.

Possible uses  Allows for self-expression when questions are oral; and

 supports observation of tasks where underpinning knowledge and

understanding are tested.

Example Demonstrate the pre-trip inspection of the vehicle and explain every step.

Assignments A problem-solving exercise with clear guidelines and a specified length.

More structured and less open-ended than projects, but they do not
necessarily involve strict adherence to a prescribed procedure and they
are not concerned exclusively with manual skills.

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Possible uses  Problem-solving around a particular topic;

 accomplishment of specific instructional outcomes; and

 present real-world problems.

Projects A project is any exercise or investigation in which the time constraints are
more relaxed.

Advantages Projects are:

 practical;

 comprehensive and open-ended; and

 tackled without close supervision, but with assessor guidance and

support.

Projects can involve individuals or a group of learners. The choice of the

project is directed by the assessor, usually by providing the learner with a
topic or brief for the investigation.

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Checklists A checklist is a set of phrases, describing the steps in a process or the

elements of a product.

Possible uses

 Assessing a process or product through observation.

Avoid using  Assessing knowledge or attitudes.

when:

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Example Checklist for using a Microscope

Not yet
Action Competent Remarks
competent

Picked slide up

Wiped slide

Placed drop of
culture on the
slide

Portfolios Different types of evidence relating to the work are being assessed. It can
include a variety of work samples. Portfolios are suitable for long-term
activities. It is important that the evidence in the portfolio meet the
requirements of sufficiency and currency. The learner and assessor usually
plan the portfolio jointly as sources of evidence may vary. The learner is
then responsible for the collection of evidence and the compilation of
the portfolio.

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Possible uses  Recognition of prior learning and experience;

 assessment of long-term activities related to each other;

 assessment where direct observation may be difficult; and

 encouraging the development of qualities such as in quality

workmanship ability to self-evaluate, and ability to accomplish
meaningful tasks.

Open response These questions imply the formulation of answers in a learner’s own words.
questions The use of closed response questions is highly recommended because of
their advantages. Aspects such as insight and the application of
theoretical knowledge can however not always be measured by means
of objective questions.

Subjectivity in These questions are regarded as subjective due to the fact that there
open response may be many interpretations of the questions; all of which can be
questions correct. When an assessor is confronted with the gray area, it is expected
of him to use his own discretion. A danger here is that his own preferences
and dislikes may cloud his judgment and influence the results.

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Making The following guidelines will assist in making open response questions
subjective more objective:
questions more
 Compile a larger number of questions with shorter answers. This will
objective
promote objectivity and larger portions of the work can be covered in
the test paper.
 Provide enough particulars in the question so that the learner
knows exactly what is expected of him.
 Do not give choice questions. This places a bigger workload on the
assessor and it is difficult to formulate questions in such a way that the
degree of difficulty is the same.
 There must be enough time for learners to formulate their answers and
answer the question.
 Only test appropriate outcomes, for example where learners must give
their own ideas or use a number of principles to solve a problem.
 Provide approximate length expectations, mark values and time limits
for each question.

Advantages
 Subjective questions are relatively easy to prepare.
 They give learners the opportunity to formulate their own answers.
 Subjective questions can test objectives that cannot be tested
through objective tests.

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Disadvantages  Marking is difficult.

 Evaluation tends to be subjective.
 A lot of time is used to assess a small number of outcomes

NOTES

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Exercise 3

Design Assessment Activities

The assessment criteria of Unit Standard XX02 are the following:

1. Arrange or create an environment in which the learner can be fairly assessed against
the outcomes.

 The unit can be assessed in isolation from other unit standards.

 restrictions on where this unit standard may be assessed.

2. Evaluate the learner’s ability to meet the outcomes consistently.


communication (verbally face-to face, by telephone, business letter, fax and e-
mail). It may be supplemented with case studies, written tests or discussion with the
candidate. Provide specific feedback to the learner on assessments and the
learner’s ability to meet the outcomes.

3. Complete the declaration of competence and inform the appropriate ETQA once
the learner has demonstrated the ability to meet all the outcomes.

4. Counsel the learner on future assessments, necessary learning and further

qualifications.

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Construct one of each of the following assessment instruments for assessing the content
of Unit Standard XX02:

 Fixed response question (written)

 Open response question (written)
 Observing the learner in the workplace
 Simulation
 Practical Demonstration
 Product of learner’s activities

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SESSION 4.

Develop assessment guides.

Learning Outcomes
 Guides contain all the details needed by assessors to conduct assessments in line
with defined assessment principles.
 The guide provides clear details of the assessment activities in line with the
assessment design, so as to facilitate fair, reliable and consistent assessments by
assessors. The activities are presented in a form that allows for efficient
communication of requirements.
 The structure of the guide promotes efficient and effective assessment. It further
facilitates the recording of data before, during and after the assessment for
purposes of record keeping, assessment judgements and moderation of assessment.
 The guide includes all support material and/or references to support material,
including observations sheets, checklists, possible or required sources of evidence
and guidance on expected quality of evidence including exemplars, memoranda
or rubrics as applicable.
 The guide makes provision for review of the assessment design, and is presented in a
format consistent with organisational quality assurance requirements.

4.1 The Assessment Guide

The assessment guide is the document that provides the assessor with a
variety of assessment tasks, activities and sources of evidence that can
The Assessment
be used during the assessment. It is a record of evidence of the learner’s
Guide
performance.

The Assessment Guide contains all the details necessary to ensure

effective, fair and consistent assessments. These details should include at
least:

 The performances to be assessed

 The types and quality of evidence to be collected (including

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cognitive, affective and psychomotor)

 Assessment methods to be used
 Resources required
 Conditions of assessment
 Timing of assessment
 Time limits
 Sequence of activities
 Accountabilities
 Deadlines
 Arrangements for moderation
 Candidate details
 Resources
 Schedules of activities
 Instructions to assessors and candidates
 Any other role players expected to support the assessment process in
any way
The assessor keeps track of the assessment by completing the assessment
guide. It validates the assessment decision and is documented proof of
competence. It also helps the assessor to be specific when giving
feedback to the learner. The assessment guide also acts as a control
mechanism for assessors, learners and moderators (internal and external).

There is no compulsory format for assessment guides, however examples

of different formats that can be adapted are provided.

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4.2 Steps to Developing an Assessment Guide

The steps to developing an assessment guide are the following:

Steps to
developing an
1. Identify what the unit standard requires the learner to know and be
Assessment
able to do.
Guide
2. Identify the specific outcomes and assessment criteria for which
direct assessment methods are best suited.
3. Decide how much of the evidence can be gathered as naturally
occurring evidence in the workplace.
4. Integrate assessment methods and activities as far as possible.
5. Expand activities where possible to cover as much of the remaining
specific outcomes and assessment criteria as possible.
6. Decide how to cover evidence for the above.
7. Develop the assessment guide accordingly.

NOTES

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Exercise 4

Develop an Assessment Guide

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Using the guidelines as discussed, on the following pages, prepare an assessment guide
for XX02:

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Develop an Assessment Guide, continued

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SESSION 5.

Evaluate assessment designs and guides.

Learning Outcomes
 Methods are appropriate and sufficient to evaluate the quality of the assessment design
and guides in relation to good assessment principles and the intention of the assessment
reflected in the standards.
 The evaluation results are described and justified in terms of the principles of good
assessment and based on evidence from a variety of sources, including empirical data,
moderation findings and stakeholder feedback.
 Recommendations contribute towards the improvement of assessment design and
guides to facilitate assessments in line with the requirements of the given outcome
statements and the purposes of the assessment.
 The evaluation is carried out in line with quality assurance requirements, including
moderation requirements, and contributes towards enhancing the credibility and integrity
of the recognition system.

5.1 Introduction

Introduction Training is an expensive cost item for an organization. It is important to

evaluate your assessment in order to identify good and poor practice in
the assessment design and process and note these for the future.
Weaknesses that could compromise the fairness of the assessment should
be identified and dealt with. If these arise from the poor quality of the unit
standards, the relevant bodies should be informed.

Assessment designs and guides can be evaluated by asking feedback

from relevant parties such as the learner, the assessor and the learner and
the moderator. The assessment can also be evaluated by reviewing the
design and the guides with other assessors and/or subject matter experts.
The evaluation of the assessment designs and guides must contribute
towards enhancing the credibility and integrity of the recognition system.

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NOTES

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5.2 Validation of assessment materials

Elements of the Validation of all instructional materials involves the sequential testing of
validation materials with increasingly larger representative groups of learners to find
process and eliminate error and inadequate or wrong instructions.

Important elements of this validation process are:

 Identification of samples and methods.

 The measurement of assessment candidate’s attitudes.
 The measurement of assessor attitudes.
 Try out directions.
Provision must be made in the validation process to include all these
elements.

Formative To be most effective the assessment evaluation must be developed in

evaluation conjunction with the assessment and not only after the assessment guides
have been developed and produced. Formative evaluation requires that
the assessment design is evaluated as it is being produced through a
process of:

 Self-evaluation
 Evaluation by a subject matter specialist
 Development testing

Development Development testing is normally done in three phases:

testing
 Individual tryout
 Group tryout
 Operational tryout

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Individual tryout One-to-one testing where an individual person representing the target
candidate group is required to complete an assessment activity while the
designer of the material observes, after which the material is discussed
with the candidate and his/her comments and recommendations are
obtained.

This phase of validation entails that the designer of the material tests the
assessment design or part thereof with a minimum of five average
Group tryout
candidates with the aim of establishing the success of the assessment
guide or a segment of thereof. This process is then repeated as many
times as is necessary to reach the required standards.

The final phase of validation testing during which the assessors who will
implement the assessment try the assessment out in an actual assessment
Operational
situation. During this process the designer must take great care to
tryout
orientate the assessors on the purpose of the development testing and
their roles in the process and that the candidates are not told that the
tryout is an experiment.

The final phase of development testing and formative evaluation is

the analysis phase. During this phase the developer needs to analyse
Analysis
test results, candidates’ completion times, candidates’ responses and
questions, candidates’ comments and evaluation and assessor
comments and evaluation

NOTES

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It is evident that tabulation, interpretation and summary of data can be a

very complex task. It is therefore necessary to find an orderly method or
Tabulating and
process that can facilitate this task and ensure that it is done in a
interpreting
meaningful way:
data
 Edit and consolidate the completed forms, questionnaires and
response sheets used during the validation process.
 Identify categories for summarizing the data collected.
 Determine how each category of information will be treated from a
mathematical point of view (for example mean, median,
percentages, etc.)
 Compile a list of responses under each category in order to establish
the nature and range of responses.
 Make a final list of responses for each category.
 Study each response and tabulate it in the appropriate category.
 Determine the total of all the responses in each category.
 Compile a summary report that reflects the most important findings
and results.
The entire assessment design process was started when a need for
assessment was identified. The question then that needs to be asked at
the end of the assessment is: “Did the assessment design and guide meet
the purpose that it was designed for?”

NOTES

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5.3 Principles of assessment

Assessment designs and guides must promote assessment that is:

Principles of
assessment
 Fair
 Valid
 Reliable
 Practicable

Fairness  Assessment procedures must be clear and transparent.

 Clear descriptions of the evidence needed for the assessment of
competence must be given.
 Clear descriptions must be given of the circumstances under which
assessment must be conducted.

Validity  Assessment methods and instruments must be appropriate for what is

being assessed.
 Appropriate sources of evidence must be used.
 The assessment must achieve the purpose for which it was designed.

Reliability There must be consistency in assessment results. The same judgments

should be made in the same or similar contexts each time assessment for
specified stated intentions is administered.

Practicability The different methods of moderation should be compared in terms of

effectiveness, cost and time.

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Cost The following may have cost implications on the moderation process:

 Facilities
 Equipment
 Human resources
 Finance required

It is important to monitor ongoing costs to compare with the budget or

projected costs. However, a significant reason for tracking costs is to
predict the cost of future moderations. This goal is usually accomplished
through a formal method of cost estimation that is unique to your
organisation.

Time Time is as critical as the cost and the quality of assessment. Time saving
may mean that assessment is completed sooner and that improvements
can be done earlier.

NOTES

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5.4 Test Evaluation

Correlation It is worthwhile to pay attention to the calculation of correlation as

calculations provision is made for both test validity and reliability in the calculation of
correlation.

Correlation emphasises the bond that exists amongst a specific group of

students’ achievements in various cases (e.g. various subjects). It is
essential that the group as a whole should be involved in both
cases/variables. Students who had been tested on only one of two
subjects should be excluded.

The connection between two sets of marks is known as correlation.

Statistics are expressed as correlation coefficient and is indicated with the
symbol ‘r’.

Correlation =r Before the calculation of ‘r’ is discussed, the interpretation of ‘r’ should be
clear. The following should be established when ‘r’ is interpreted, namely

 the nature of correlation (being negative or positive)

 how strong correlation is (high, medium or low)

Once ‘r’ is calculated, it can be interpreted according to the following

table:

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Interpretation Of Positive Negative

The Correlation
a b
Coefficient
(Table 1) 1.0 Perfect positive -1.0 Perfect negative
correlation correlation

0.80 – Very high positive -0.80 Very high negative

0.99 correlation -0.99 correlation

0.60 – High positive correlation -0.60 High negative correlation

0.79 -0.79

0.40 – Medium positive -0.40 Medium negative

0.59 correlation -0.59 correlation

0.20 – Low positive correlation -0.20 - Low negative correlation

-0.39
0.39

0.01 - Very low positive -0.01 - Very low negative

correlation correlation
0.19 -0.19

0.00 = NO correlation

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Validity The instructor/researcher should ensure that his tests achieve what they
calculations are supposed to. An aptitude test for mathematics, for instance, should
therefore indeed be able to determine such an aptitude. A number of
different types of tests for validity may be determined.

A variety of tests exist for calculating the various validities. Only two types
of validity calculations are discussed here, namely, forecast validity and
contents validity.

Forecast validity In forecast validity two criteria (or two sets of points) are being used.

Suppose the instructor wants to determine mechanical aptitude of

applicants who want to be trained as mechanics.

The instructor draws up test (practical, theoretical or both), and let the
applicants complete the test. Al applicants, regardless of their marks
obtained in the test, are allowed to follow the apprenticeship training.

At the end of their training, the instructor uses criteria to test their
mechanical aptitude (again, practical, theoretical or both). The
Pearson Product Moment Correlation Coefficient is then calculated.
(Points scored in the first test are points X and the points obtained at
the completions of the training are points Y.) If there is a high positive
correlation, the instructor knows that his original test had high forecast
validity, and that he may use that test in future.

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NOTES

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Contents Contents validity indicates to what extent a test covers the field for which
validity it is intended. This type of validity is determined by the opinions of
knowledgeable people in a specific field, and not on a statistical basis.
These people work through the test to determine whether the test
actually covers all aspects, that there are no duplications, whether there
is not too little or too much about a specific aspect, etc. These people
and the instructor should discuss the test in detail and determine whether
certain items should be added, deleted, etc, to obtain a well balanced
test.

In this case the instructor will table his tests to experts. They will break
down the test to ensure that all objectives are covered by the test, that
no collection of evidence is repeated, that there is sufficient evidence of
competence. Discussion between the trainer and experts will determine
whether test items should be added or admitted in order to obtain a well
balanced test.

Interpretation of As far as Contents Validity is concerned, a correlation coefficient is not

test validity calculated, resulting in a rather subjective interpretation of results.

With Forecast Validity, on the other hand, a correlation coefficient is

calculated statistically. When correlation interpretation is calculated to
determine validity of a test, it is seldom higher than 0, 6. (Is usually
between 0, 4 and 0, 6). This is due to the fact that reliability of criteria and
the test will never be 100% A test validity of 0, 4 and higher are therefore
acceptable.

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Reliability Reliability indicates to what extend a test measures what it is suppose to

calculation measure. It could therefore refer to the reliability of the points scored in
same test on various occasions, or various tests with equivalent items. The
concept of reliability would therefore refer to mistakes made during
measuring which resulted in fluctuations – the bigger the mistake, the
bigger the fluctuation, and hence the lower reliability of the test.

The concept of reliability is concerned with mistakes in measurements

that cause fluctuation of test results. The bigger the mistake in
measurements, the bigger the fluctuation will be and as a result the lower
the reliability of the test will be.

To determine reliability, two separate sets of points for the same test
should be calculated. Correlation between these two sets of points
should be determined. Three ways to do these calculations are discussed:

1. Test/Re-test method
2. Equivalent test method

Test/Re-test The same test is used on two occasions with the same group of people.
method Correlation between the two sets of points is then calculated.

The problem with this method is to determine how long the period
between the two tests should be. It is too short memory could play a part.
If the period is too long, the people being tested could have obtained
more knowledge, thereby improving their performance. It could also
happen that they are working on a new field, resulting in memory failure
of the subject(s) covered by the test.

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Equivalent test In this method an equivalent test is used instead of the same test. The
method equivalent test must therefore, as far as content and degree of
difficulty are concerned, be completely equivalent.

Calculations are being done the same as in the test/re-test method. The
only difference is that the equivalent test is used instead of a second test.

Split-half Both methods discussed above results in problems. A method that usually
method has fewer problems is the split-up method. Usually even numbers and
uneven numbers are grouped together, and each group is then
regarded as a half- test. Only one test is used. The test could then be
regarded as consisting out of 2 half tests.

It is true that this testing method rather measures the consistency of the
learner’s results and gives an indication of the test’s reliability.

After completing the test the answer sheets will be marked, a worksheet
will then be compiled so that learners’ performance in items with even
numbers (as X) and uneven number as (Y) could be group together. The
table on the following page is an example of such a work sheet.

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Work Sheet for Reliability according to Split-half Method

ITEMS

EQUAL UN-
Names (X) EQ
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 TOTAL (X²) (Y²) (XY)
(Y)

A 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 7 8 49 64 56
1
B 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14 6 8 36 64 58
1
C 1 1 1 1 1 1 1 1 1 1 1 1 0 1 14 6 8 36 64 48
1
D 1 1 0 1 1 0 1 1 1 1 1 1 1 1 13 7 6 49 36 42
1
E 1 1 1 1 1 1 1 1 1 1 0 1 1 0 13 6 7 36 49 42
1
F 1 1 1 1 1 1 1 1 0 1 1 0 1 1 13 6 7 36 49 42
0
G 1 1 1 1 1 1 1 1 1 1 1 0 0 1 12 5 7 25 49 35
1
H 1 1 1 1 1 1 1 0 1 1 1 0 1 0 12 7 5 49 25 35
1
I 1 1 1 0 1 1 0 1 1 1 1 0 1 0 11 6 5 36 25 30
1

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J 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 10 4 6 16 36 24

K 1 1 1 1 0 1 0 0 0 1 1 1 1 1 0 10 6 4 36 16 24

L 1 1 1 0 0 1 1 1 0 0 1 0 0 1 0 9 5 4 25 16 20

M 1 1 1 0 0 1 1 1 0 0 1 0 1 0 1 9 3 6 9 36 18

N 0 1 1 1 1 1 1 1 1 0 1 1 0 0 0 9 4 5 16 25 20

O 0 1 1 1 1 1 1 0 0 1 1 0 1 0 0 9 4 5 16 25 20

P 1 1 1 1 0 1 0 0 0 1 1 1 0 0 0 8 5 3 25 9 15

Q 1 1 1 0 1 0 0 0 0 1 0 1 0 1 0 8 5 3 25 9 15

R 0 1 1 0 1 1 0 1 0 0 1 0 0 0 1 7 3 4 9 16 12

S 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 7 3 4 9 16 12

T 1 0 1 0 0 1 0 0 0 0 0 1 1 0 1 7 3 4 9 16 12

U 0 0 1 1 0 1 0 1 1 1 1 0 0 0 0 6 3 3 9 9 9

V 0 0 1 1 1 0 0 1 0 0 1 0 0 0 1 6 2 4 4 16 8

W 1 0 0 0 0 1 0 1 0 1 0 0 0 0 1 6 4 2 16 4 8

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X 1 1 0 1 0 1 1 0 0 0 0 0 0 1 0 5 3 2 9 4 6

Y 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 5 2 3 4 9 6

Z 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 5 1 4 1 16 4

AA 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1 4 2 2 4 4 4

BB 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 3 2 1 4 1 2

CC 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 2 1 1 1 1 1

DD 0 0 0 1 0 0 0 0 0 0 1 0 0 0 2 1 1 1 1 1

30 20 21 22 19 17 23 16 15 11 16 23 16 11 12 12 254 122 132 600 710 619

(ΣT) (ΣX) (ΣY²)
(N) (ΣY) (ΣX²) (ΣXY)

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The Spearman This is the correlation between the results of two half tests. By dividing the
Brown Formula test the length of the tests is shortened. To make revision for the fact that
the test is in reality is twice as long the Spearman Brown formula is
applied. This formula indicates how the reliability of the test is influenced
(enhanced) if the test would be lengthened with similar items.

The Spearman Brown formula is:

r tt = nr___

1 + (n-1) r

rtt = reliability of the lengthened test

r = reliability of the shorter test

n = the amount of times the shorter test has been

lengthened

Interpretation of Because the reliability of the test could be determined in at least 5

test reliability different ways with differing results, it is of critical importance to mention
which methods had been used.

The most effective standardised tests have reliability coefficient that is

higher than 0, 9. If a normal test therefore has a reliability that is lower
than 0,8 the reliability of the test should be considered. The reliability of
tests is usually higher than the validity of tests.

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Determining To judge the objectivity of a test it should be given to two people who
objectivity are considered to be subject matter experts (ensure that none of them
were involved with the test construction. If both of these experts obtain
95% or more in the test, it could be considered to be objective.

Item analysis Each item in an objective tests contributes (whether positively or

negatively) to the marks that each learner obtained in the test. The
purpose of item analysis is to determine what each item’s contribution to
the test is, so that items can be selected and un-effective items can be
removed.

Item analysis addresses three aspects, namely:

1. The difficulty index of each item

2. The discrimination index of each item
3. The effectiveness of distracters in multiple choice items

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Difficulty and The difficulty- and discrimination indexes of items are related to the
discrimination reliability of a test. If the test meets other requirements such as validity
indexes and objectivity but it’s reliability is low, then item analysis can be of much
value.

The difficulty index of an item refers to the proportion of learners who

answered the item correctly. The higher the value of this proportion, the
easier the item is. A moderate difficulty index is the most desirable, in
other words the closer this value is to point 50, the better. Items that have
a very high difficulty index is to easy and those that have a very low
difficult index is too difficult. These items should be omitted.

The discrimination index discriminates between learners who perform well

in general and those who perform poorly.

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Difficulty and The next guidelines can be used for the judgement of the discrimination
discrimination index of an item:
indexes,
continued
i. A value of ,40 or higher is a good item

ii A value of between ,30 and ,39 is relatively good but can by

improved

iii A value of between ,20 and ,29 is a border case which can usually
be improved

iv A value of ,19 or lower is a poor item that should be omitted or

reviewed

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Example A class consists of 37 learners and writes a questionnaire consisting of 20

test items. The trainer wishes to calculate the difficulty- and discrimination
indexes of the test. The answer sheets will then be checked with one point
allocated for each correct answer and zero of each wrong or
unanswered item. The answer sheets are placed in rank order from the
learner who obtained the highest total to the learner who obtained the
lowest.

If the trainer does a complete item analysis, he will have to compile a

work sheet for item analysis. Table 5 is an example of such a work sheet.
As soon as this worksheet had been completed the trainer would already
be able to make some deductions, for example: Learners’ performances
varied from 4 to 9 points out of a possibility of 20: Item 19 was only
answered correctly by 11 of the 37 learners: Item 2 was only answered
correctly by 2 out of the 32 learners, etc.

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An easy method to determine the difficulty and discrimination indexes

is to compare the highest group (according to total test points) with
the lowest group whilst the middle group will be left out. It was found
that the best results are obtained when the highest 27% of the learners
is compared to the lowest 27% of the learners whilst the other 46% is
left out.

NOTES

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Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL

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A 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 19

B 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 17

X 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 17

D 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 17

E 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 17

F 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 16

G 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 16

H 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 16

I 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 0 1 16

J 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 16

K 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 0 15

L 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 0 0 13

M 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 0 0 13

N 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 1 1 0 1 0 13

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O 1 1 1 1 1 0 1 0 0 0 1 1 1 1 1 1 0 0 0 1 13

P 1 1 1 1 1 0 1 0 0 0 1 1 0 0 1 1 1 1 0 0 12

Q 0 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 0 0 0 0 12

R 0 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 0 0 0 11

S 0 1 1 1 0 1 1 0 1 0 0 1 1 1 0 0 0 0 1 1 11

T 0 1 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 11

U 0 1 0 1 1 1 0 0 1 0 0 1 1 1 0 0 0 0 1 1 10

V 1 0 1 1 1 1 0 0 0 0 0 1 1 1 0 0 0 1 0 0 10

W 1 1 0 1 0 0 1 0 0 1 0 1 1 1 1 1 0 1 0 0 10

X 0 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1 0 0 0 9

Y 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 1 0 1 9

Z 1 0 0 0 1 0 1 0 1 0 1 0 1 1 0 0 0 0 1 1 9

AA 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 1 0 1 0 9

BB 1 1 0 1 0 0 1 0 0 1 0 1 0 0 1 1 0 0 0 0 8

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CC 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 1 0 0 1 0 8

DD 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 1 0 0 1 1 8

EE 1 0 1 1 1 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 8

FF 1 0 0 1 0 1 0 0 0 0 1 1 1 1 0 1 0 0 0 0 8

GG 0 1 0 1 1 0 1 1 0 0 0 0 0 0 0 1 0 0 1 0 7

HH 0 1 1 1 0 0 1 0 0 1 0 1 0 0 0 1 0 0 0 0 7

II 0 1 0 0 0 0 1 0 0 0 1 0 1 1 0 1 1 0 0 0 7

JJ 0 1 0 0 0 0 0 1 0 0 0 0 1 1 1 1 0 0 0 0 6

KK 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 0 4

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TOTAL 24 32 24 29 22 20 29 18 18 16 18 28 26 23 20 26 13 15 16 11 428

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Difficulty and A table (example on next page) is prepared to determine the two
discrimination indexes. Count how many of the 10 highest learners each answered 20
indexes, items correctly and indicate this in row H (for highest). The same
continued procedure is followed to determine row L (for lowest). In the next row H +
L (highest + lowest) the correct answers of the two groups are added up
for the calculation of the difficulty index. Row H – L (highest – lowest)
serves as preparation for calculating the discrimination index.

For row M (difficulty index) the following calculations is done for every
item:

Correct answer H + L OR H+L

Total Learners H + L N

Therefore the calculation for item 1 is:

H+L 13

N = 20 = .65

To obtain a more useable figure, the decimal is moved to places to the

right, e.g. 65

The calculations for row D (discrimination index) is as follows for item 1:

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Correct answers H - L 7

Half of the learner = 10 = .7 or 70

total in H and L

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Difficulty Index and Discrimination Index

ITEMS

Group 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

H 10 10 10 9 9 9 10 8 8 10 9 9 5 6 9 9 7 8 8 4

I 3 7 2 6 3 3 4 2 2 2 2 6 6 5 4 9 1 0 3 1

H+I 13 17 12 15 12 12 14 10 10 12 11 15 11 11 13 18 8 8 11 5

H-I 7 3 8 3 6 6 6 6 6 8 7 3 -1 1 5 0 6 8 5 3

M 65 85 60 75 60 60 70 50 50 60 55 75 55 55 65 90 40 40 55 25

D 70 30 80 30 60 60 60 60 60 80 70 30 -10 10 50 00 60 80 50 30

From the discrimination index in Table 1 the following deductions can be made:

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 The following items have a high discrimination index and are therefore good items in terms of discrimination ability: 1, 3, 5, 6, 7,
8, 9, 10, 11, 15, 17, 18 and 19
 The discrimination index of the following items are not quite so good and should be improved: 2, 4, 12 and 20
 The discrimination of item 14 is very low and should be omitted
 Item 16 has no discrimination ability and should be omitted
 The negative discrimination of item 13 is unacceptable and it should be omitted

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Interpreting the The difficulty index should be close to, 50. If it is too high the question is
difficulty index too easy and if it is too low the question is too difficult. In table 6:

 The difficulty indexes of the following items are excellent: 8, 9, 11, 13,
14 and 19
 Items 2 and 16 are too easy
 Item 20 is too difficult

To decide which items should be omitted from a test, the discrimination

index should first be considered and then the difficulty index. In some
instances both will indicate that the item should rather be omitted (e.g. 2
and 16). In other instances items should be omitted on the discrimination
index alone, even if the difficulty index is good (item 13). If the
discrimination index is moderate, but the difficulty index is not desirable,
the item only needs improvement.

It is, of course, true that unfavourable discrimination and difficulty indexes

are not the only criteria in the decision regarding the omitting of items.
Sometimes such items cover important aspects of the work and should be
reviewed and improved.

NOTES

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The Suppose that item 1 in Table 1 is a multiple choice test item with a choice
effectiveness of of 5 alternatives of which the correct answer is d and the distracters a, b,
the distracters in c and e. Of the 37 learners, 24 answered the item correctly and must
multiple choice therefore have chosen alternative d. An analysis of the answers may
items indicate the following:

 Alternative a (distracter) was selected by 7 learners

 Alternative b (distracter) was selected by 5 learners
 Alternative c (distracter) was selected by 1 learner
 Alternative d (correct response) was selected by 24 learners
 Alternative e (distracter) was not selected by any body

From this it is clear that alternative e serves no purpose since no learner,

not even the weakest one, considered it as a possible answer to the
question. The trainer/researcher should replace this distracter with a more
suitable one for the next text.

The border of acceptability for a multiple choice item (in this case item 1)
can be calculated as follows:

Border = N – correct response = 13 = 1.625

2 X distractors 8

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It is important to remember that the whole question is influenced if one or

more the distracters are changed. If alternative c and alternative e are
replaced the effectiveness of item 1’s distracters will have to be
measured again.

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