1. Explain the difference between Provider Accreditation, Individual/Persons Accreditation
and Programme Accreditation.
HELP: (Refer to FORUM and TRAINYOUCAN home page for resources.)
2. Describe the similarities and differences between CAT, Traditional, common core and
Outcomes Based Assessment in terms of the underlying philosophies and approaches to
assessment. Also give some examples of the advantages and disadvantages for both.
HELP: (DO NOT COPY AND PASTE FROM THE FORUM)
CAT:
Traditional Education System:
Common Core:
Outcome Based Assessment:
3. Briefly describe how outcomes-based education and training has influenced (or can
influence) an organisation’s ETD practices. (Education, Training and Development)
HELP: (What are the benefits of implementing OBE in your/any organisation)
Outcomes-Based Education can help/assist an organisation with:
4. Briefly list the principles of assessment and describe how you will apply these principles
when conducting assessments in your/any workplace.
REMEMBER TO EDIT THIS TEXT TO MAKE THIS YOUR OWN WORK
SAQA views assessment as:
‘A structured process for gathering evidence and making judgments about an individual’s performance in relation to registered
national standards and qualifications’.
The Principles of good Assessment
As assessment is central to the recognition of achievement, the quality of the assessment is therefore important to provide credible
certification. Credibility in assessment is assured through assessment procedures and practices being governed by certain
principles.
These principles are:
• Fairness
• Validity
• Reliability
• Practicability
These principles help to allay the concerns and anxieties of users of assessment results. The learners, parents, employers, learning
institutions and the general public want the assurance that the assessment results are credible. This is because these results often
affect personal, social and economic progression and mobility in society. In addition, the results provide accurate information
about the individual.
The above-mentioned principles are looked at more closely below:
Fairness
An assessment should not in any way hinder or advantage a learner.
Unfairness in assessment would constitute:
• Inequality of opportunities, resources and appropriate teaching and learning approaches in terms of acquisition of knowledge,
understanding and skills.
• Bias in respect of ethnicity, gender, age, disability, social class and 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
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.
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.
For example:
A learner is assessed on research skills. However, a learner’s ability to 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, namely • Formulation of the research question
• Literature review
• Development of research instruments
• Collection of data
• Analysis of data and writing a report
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
NOTE:
When designing an assessment, the assessor must look at the specific outcome(s), the assessment criteria and the range so as to
determine the kind and amount of evidence required from the learner.
The kind and amount of evidence will also determine the assessment method and instruments to be selected and used.
The assessment criteria, the range, contexts and underpinning knowledge indicated in the unit standard, will inform these
decisions.
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.
Assessment results should not be perceived to have been influenced 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.
In addition:
• Assessors should be trained and competent in administering assessments
• Assessors should give clear, consistent and unambiguous instructions
• Assessment criteria and guidelines for unit standards and qualifications should be adhered to
• Assessors should meet and talk to each other
• Assessors should be subject experts in their learning field(s)
• Where possible, more than one assessor should be involved in the assessment of one learner
• Assessors should use checklists, or other objective forms of assessment, in addition to other assessment instruments
• Internal and external moderation procedures for assessment should be in place
• Clear and systematic recording procedures should be in place
Practicability
Practicability refers to ensuring that assessments take into account the available financial resources, facilities, equipment and time.
Assessments that require elaborate arrangements for equipment and facilities, as well as being costly, will make the assessment
system fail.
NOTE:
Where the ideal assessment require specialized equipment and facilities, such assessment could be done by means of a simulation
or by means of collecting evidence in the workplace.
To conclude:
FAIRNESS + VALIDITY + RELIABILITY + PRACTICABILITY = CREDIBILITY
The critical overriding principle of assessment is that of ethics.
Because the results of an assessment can lead to an increase in pay, improved career prospects and the like, the principles of
assessment should be applied ethically and responsibly.
5. Explain RPL in terms of its purpose, processes and related benefits and challenges for
your organisation.
HELP: (DO NOT COPY AND PASTE FROM THE FORUM)
Purpose:
Processes & benefits:
Challenges when
implementing:
6. Explain the potential impact of RPL if decided to implement this in an organisation.
HELP: (DO NOT COPY AND PASTE FROM THE FORUM.)(Example: Costly, longer process,
better trained people – advantages and disadvantages could be listed)
Benefits from implementing RPL
Disadvantages of implementing RPL
7. Describe how you will implement RPL assessments in your organisation (Describe your
organisations policy and procedures and how you will cater for special needs.).
HELP: (Say for example you must implement RPL with an organisation with 10 000 people.
All of them now want to do RPL, but you cannot manage all 10 000. Describe in detail how
you would tackle this problem with possible examples, such as policy, adverts and application
forms.
Stage 1
Advert……
Stage 2
Application…..
Stage 3
Questionnaire/test ….
Stage 4
Shortlist…..
8. Give examples of the different types of assessment methodologies, then pick 4 that are
most suitable for your organisation and explain how you will implement these in different
situations.
HELP: (DO NOT COPY AND PASTE FROM THE FORUM) (Explain in your own words why
you chosen these methods)
Assessment
Methods
Why I think this will be most suitable for my organisation or use:
9. Describe how you will approach outcomes based assessment and how you plan on giving
feedback on assessment results in relation to:

Possible impact on candidates
 Further learning and assessment
HELP: (It’s the first time your/the organisation is doing OBE learning. Everyone is knew and
don’t know the processes, why people must come back for assessments and why its so long.
Explain how you will tackle this problem to communicate the processes with everyone.)
Also have a look at our forum – top banner – INDUCTION
Methods Reason why I think this will work in my organisation
10. Describe the assessment process you will follow in your organisation with examples of
when and how you will do each stage.
HELP: (Start by answering the 6 Assessment Processes. (Plan, prepare, conduct, judgement,
review & feedback) Then explain how you will streamline process to be more cost-effective
without compromising the quality or any of the processes. Not only must you explain how you
will do this in your organisation, but you must also supply a flow process and templates. Your
response should be at least 10 pages long)
EXPLAINING OBE:
5 Rules that must always apply when conducting and assessments:
1.
2.
3.
4.
5.
1. PLAN
The purpose of the plan is to:
Key factors to remember during the planning stage is:
Unit Standard
Communication
Planning




What
Where
When
How
2. PREPARE
The purpose of preparing the learning for assessment is to:
The key factor that must be discussed during the preparation stage is:
Check readiness
Special needs
Appeals procedure
Confirmation of understanding
3. CONDUCT
The purpose of conducting is to:
Key factors to remember to complete/check during this stage is:
Reference to Unit standard and assessment criteria
Meet requirements (Not competence)
Evidence that the assessment took place






Valid
Authentic
Current
Sufficient
Relevant
Consistent
4. JUDGEMENT
The purpose of judgement is to:
During judgement, there are two major key factors that must be completed, namely:
Summary of instruments
Declaration of Competency or Not-Yet-Competent
5.FEEDBACK
The purpose of feedback is to:
Feedback should consist out of the following three key factors:
Strength and Weaknesses
At least one full page
Confirmation of receipt
6. REVIEW
The purpose of review is to:
The three main purposes or elements of review is namely:
Feedback to the Training Provider over the progress of the learners
Possible recommendation for assessment guide improvements
Confirmation that all documentation was completed and ready for SETA visit.
11. Explain why it is important to be culturally and aesthetically sensitive across a range of
social context during the feedback process.
12. Describe what is included in your organisations assessments guides and how they are
designed and reviewed.
Who design?
How will feedback be done?
Where or how will it be kept?
Who will be responsible for implementation?
How often will this be done?
13. Explain why reviewing of assessment practices is essential and how you plan to
implement this in your organisations assessment process.
14. Identify potential problems you might experience when implementing outcomes-based
assessments in your organisation.
12. Describe the following in your own words:

Credits, Notional Hours and how it works.

NQF (what it means and the purpose)

SAQA

ETQA

NRLD

SO

AC

CCFO

Learning Assumed to be in place

Where to find US including the website? (detailed – possible screen shots if you can)

What is a Qualification?

List of SETA’s.

What is Scope, and what are the criteria to qualify for scope. (making reference to your
experience)
Credits, Notional Hours and how it works.
NQF (what it means and the purpose)
SAQA
ETQA
NRLD
SO
AC
CCFO
Learning Assumed to be in place
Where to find US including the website? (detailed – possible screen shots if you can)
What is a Qualification?
List of SETA’s.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
What is Scope, and what are the criteria to qualify for scope. (making reference to your
experience)
1. PERSONAL INFORMATION
Full Names:
Surname :
ID Number :
Gender :
Physical Address :
Postal Address:
Contact Detail :
Languages :
Criminal Record :
Drivers License :
Nationality :
References :
Your Name
Your Surname
790629 4512 085
Female
XXXXXXX
XXXXX
Johannesburg
1234
XXXXXXX
XXXXX
Johannesburg
1234
Tel: 073 4541 225
Cell: 084 9881 979
Fax: 084655424312
Email: [email protected]
Read Write
Afrikaans Y
Y
English
Y
Y
isiNdebele
isiXhosa
isiZulu
None
Code 08
South African
Miss XX
Previous Employer
Tel. 08264512121
Mr BBWWSS
Previous Employer
Cell. 085451212132
Read
Sesotho
Setswana
siSwati
Tshivenda
Xitsonga
Write
2. EDUCATIONAL HISTORY
Education :
Registration and scope with SETA’s :
Value Added 1970
Mqhawe high Matric (Grade 12) - 1968
WRSETA
 Facilitator - 2010
 Assessor - 2010
 Moderator – 2010
PSETA
 Facilitator - 2012
 Assessor - 2012
 Moderator – 2012
3. EMPLOYMENT / WORKPLACE EXPERIENCE
1
2
Ref:
Employer/Workplace
Value Added High School
Sports Club
3
Virgin Active
Detailed Experience
Metric
-Couching of learners and children
with general fitness activities.
-Induction to new members.
Computer operation.
-Email, Internet operation
-Online helpdesk support
-Learnerships database control.
-Certification of learners.
-Learner correspondence.
-Accounting and invoicing.
-Editing and managing bulk printing.
-Skype online support
Date or period of experience.
2002
2 Years in total
2004 to date
Field
Education
Coaching
Computer Operation
Customer Service
You must specify detail of all courses completed for qualifications and degrees. The name of the qualification or the degree is simply not enough.
4. EDUCATIONAL HISTORY
Ref:
Detail / Provider
4
Unisa
5
Trainyoucan
6
Trainyoucan
Course
Teaching numeracy &
literacy
Telesales
Effective communication
skills
Experience
Date or period of
experience.
This does not help at all. What did this include?
Field
Education
This does not help at all. What did this include?
This does not help at all. What did this include?
???????
???????
Telesales
Communication
Receptionist and front line.
-Venue Hire
-Bookings
-POE Control
-External customer communication
-Manage bookings and invoicing.
-Office stationary control.
-Venue hire stock control.
-General and temp staff control.
-Interpreter.
2009 to date
Receptionist
Stock Control
Customer Service
This may include any short courses, not-accredited, part time or any related courses. No need for a certificate or proof of every entry required.
Question : Does it say anywhere on your portfolio that you can operate a computer, browser the internet or send and receive emails?
You mentioned on your portfolio that you have receptionist experience. Question: Did you mention that you have:
 more than 2 years experience in this field,
 that this experience include answering and making telephone calls,
 that you have experience working with a executive switchboard or just a home telephone,
 that you controlled parcels and stock,
 access control of security ,
 worked with different departments and a staff complement of more than 5 people,
 communicating messages through to different staff,
 handle customer queries and complaints or
 ordering of supplies.
5. ACHIEVEMENTS / CERTIFICATES
Provider
KZNFootprints
Trainyoucan
US ID
117871
115753
115759
NA
NA
NA
Qualification
Train the Trainer
Conduct Assessments
Conduct Moderation
Telesales
Effective communication
skills
Management & leadership
skills
Date
Achieved
???????
???????
???????
???????
???????
Credits
???????
???????
???????
???????
Proof of attendance/completion is required by supplying a copy of your certificate.
TIP: You may also include a avadavat for lost certificates as a last resort.
To verify your metric:
If the certificate was issued in September 1992 or later, please contact Umalusi on
012 349 1510 or [email protected] . (Their fee varies from case to case.)
If the certificate was issued before September 1992, it can be verified by the
Department of Basic Education on 012 357 3900, or any Provincial Department of
Education. (They all currently charge from R20 to R40 for this service.)
NAME:
ID Number