| Description: |
Assessor Training |
| Course Title: |
Conduct outcomes-based assessment |
| Accredited: |
SETA Accredited |
| SETA: |
ETDP SETA |
| US: |
US 115753 |
| NQF Level: |
NQF 5 |
| Credits: |
15 Credits |
| Pricing: |
Please refer to our training calendar on www.trainyoucan.co.za for complete price list and available training dates. NOTE: The price as advertised include course material, catering and free support to the learner. No hidden cost! |
| Bookings: |
Click here for the Durban Calendar
Click here for the Johannesburg Calendar |
| Entry Level: |
-Learners required to have a minimum of a NQF Level 1, (Numeric and Literacy & Communication).
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 |
| Location: |
|
| Duration: |
-2.5 Day’s (Depending on the number of learners and special needs) |
| POE: |
Outcomes Based Education require the learner to compile a Portfolio Of Evidence (POE) to be submitted to establish competence in area of learning. All documentation (templates for the purpose of learning) will be provided to the learner during the learning intervention. Learners will be given 3 months in order to complete the requirements of the POE. |
| Certification: |
-Learners will be issued a letter of attendance once the POE was submitted and assessed with a result of competence.
-Certificate of competence and statement of results will only be issued once the POE moderated and the learner was successfully uploaded by us onto the ETDP SETA Database. NOTE: Learners require the Statement of Results as proof of competence in order to apply to your relevant SETA as subject matter expert in your field. We |
| Register with your SETA: |
Learners will be required to register with their relevant SETA’s with proof with their Competency results “Statement of Results”. All required documentation and process will be made available to the learner during this training intervention. |
| Purpose: |
This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.
Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development. |
| Job Implementation: |
This unit standard become minimum requirements for:
-Training Provider Administrators.
-Assessment of any Learners on SETA Accredited Material.
-Recruitment and Auditing (Assessment) Purposes |
| Recognition: |
Based on the National Qualifications Framework that is Nationally Accepted in South Africa. |
| Target Group: |
-Training Managers
-Assessors
-Administrative Staff in the Training Industry |
| Learner Material: |
Learners will receive the following learning materials:
- Learners guide
- Workbook and Portfolio guide
- Additional resources – where required. |
| Assessment: |
Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment.Learners will receive a workbook and portfolio guide, which will guide them thorough the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge. |
| POE: |
Learners will be required to compile a Portfolio Of Evidence with the help of the instructor and hand in within a maximum period of 3 months after training was completed. |
| Learner Support: |
-Learners will have access to additional learning resources on the Trainyoucan Website.-Learner receives unlimited (Free) Support through telephone, email, chat or skype.
-No hidden cost or additional charges! |
| Learning Outcomes: |
1. Demonstrate understanding of outcomes-based assessment;
2. Prepare for assessments;
3. Conduct assessments;
4. Provide feedback on assessments; and
5. Review assessments. |
| Range Statement: |
1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.
2. Assessment of candidate-assessors will only be valid for award of this unit standard if the following requirements are met:
# Assessments carried out by the candidate-assessor are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA's definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
# The candidate-assessor demonstrates repeatability by carrying out at least two assessments :
- One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
- At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.
The assessments may involve two or more candidates in relation to the same outcome.
# Candidate-assessors produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate assessors do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.
3. For the purposes of assessment against this unit standard, candidate-assessors should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate assessors will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-assessor also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:
# Conduct outcomes-based assessments
# Design and develop outcomes-based assessments
4. Candidate-assessors should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.
Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. |
