Assessment, Moderation & Evaluation

This programme is aimed at participants who already have a baseline competence in ETD practice.

Minimum of two years work experience as a trainer is therefore required.

The programme therefore enables specialization in the assessment role, and may also be taken as part of a full generalist qualification at NQF Level S.

The role of Assessment, Moderation & Evaluation

Anyone specialising in the assessment role needs to be able to do several things:

• Be competent to evaluate learning programmes to identify strengths and weaknesses.
These are then the focus for designing assessment strategies that help to address particular problems and build on existing strengths.

• Be competent to design any type of assessment.
This includes integrated assessments for learnerships or to achieve cost saving; RPL assessments; workplace selection assessments; or any other type of assessment.
Designing the assessment will also require participants to develop the assessment instruments and assessment guides.

• Plan and conduct assessments of learning outcomes.
This includes developing assessment plans; preparing learners for the assessment; conducting the assessment; providing feedback to the learner; reviewing the assessment; and providing feedback to relevant parties.

• Establish internal and external moderation systems, processes and tools.
These form the basis for conducting internal or external moderation within the requirements of their ETQA.

The content of the Assessment, Moderation & Evaluation Module

The Assessment, Moderation & Evaluation Module equips existing or prospective NQF assessors and moderators with the competences to do all the above.

It provides an experiential understanding of assessment, moderation & evaluation by taking participants through selectional assessments, RPL, self-assessments, peer assessments and other experiences of assessment.

Participants in the programme evaluate learning programs in their organisations as well as existing assessment strategies, policies, systems and tools, and bring the results of this along to the week-long contact training.

Here participants share their challenges with one another and work together in developing the systems and tools they will require to participate effectively under the NQF and/or the National kills Development Strategy.

“Learning sets” - study and work groups - are set up during the week-long session.

“Learning sets” require participants to work together when back in their organisations.

Each week of self-study and work experience participants work together to achieve particular outputs.

These outputs cumulatively lead to the development and implementation of assessment designs, planning & conducting assessments, establishing moderation systems and evaluation systems.

SECTION 1: The purpose and structure of this learning programme

SECTION 2: Types of evaluation

SECTION 3: Evaluating your learning programme

SECTION 4: Problems in outcomes-based assessment internationally

SECTION 5: What is assessment?

SECTION 6: Competence and constructs

SECTION 7: Assessment principles

SECTION 8: Evidence

SECTION 9: An introduction to assessment instruments

SECTION 10: Checklists

SECTION 11: Assessment rubrics

SECTION 12: Multiple choice question tests

SECTION 13: Questionnaires

SECTION 14: Portfolios

SECTION 15: Designing an integrated assessment

SECTION 16: Plan and prepare assessment

SECTION 17: Evaluating evidence and providing feedback

SECTION 18: Assessment guides

SECTION 19: Designing an assessment policy and system

SECTION 20: The national quality assurance system

SECTION 21: Moderation models and the process of moderation

Contact Details

Contact Person: 

Learning Advisors
Course Details

NQF Level: 

Level 5



Course Delivery Method: 

Blended Blended

In Class In Class

Presented Presented Courses

In House In-House

On Demand On Demand

Course Duration: 

5 Days


On Request