NQF Level:
4
US No:
8974
Assessment Guide
Primary Agriculture
E ng a g ed in
s u s ta i n e d o ra l
c o m m u n i c a ti o n
Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA.
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
2
Unit Standard No: 8974
Before we start…
T
his assessment guide contains all necessary activities
and instructions that will enable the assessor and
learner to gather evidence of the learner’s competence
as required by the unit standard. This guide was
designed to be used by a trained and accredited assessor
whom is registered to assess this specific unit standard
as per the requirements of the AgriSETA ETQA.
Prior to the delivery of the program the facilitator and
assessor must familiarise themselves with content of this
guide, as well as the content of the relevant Learner
Workbook.
Please Note:
This Unit Standard
8974 Assessment
Guide must be read
in conjunction with
the generic Assessor
Guide as prescribed
and published by the
AgriSETA.
The assessor, facilitator and learner must plan the assessment process together, in
order to offer the learner the maximum support, and the opportunity to reflect
competence.
The policies and procedures that are required during the application of this
assessment are available on the website of the AgriSETA and should be strictly
adhered to. The assessor must familiarise him/herself with this document before
proceeding.
This guide provides step-by-step instructions for the assessment process of:
Title:
US No:
Engage in sustained oral communication and evaluate spoken texts
8974
NQF Level:
4
Credits:
5
This unit standard is one of the building blocks in the qualification listed below.
Please mark the qualification you are currently assessing, because that will be
determined by the context of application:
Title
ID Number
NQF Level
Credits
National Certificate in Animal Production
48979
4
120
National Certificate in Plant Production
49009
4
120
Please mark the learning program you are
enrolled in:
Are you enrolled in a:
Y
Learnership?
Skills Program?
Short Course?
Version: 01
N
Mark
Note to Assessor:
If you are assessing this
module as part of a full
qualification or learnership,
please ensure that you have
familiarized yourself with the
content of the qualification.
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
1
SO 2
NQF Level 4
Unit Standard No: 8974
3
Instructions to learner:
Paired Activity
Learner Guide: Page 21/22
Facilitator Guide: Page 13
Identifying feelings by listening to and responding to vocal qualities
Model Answer(s):
There are no right or wrong answers to this particular activity. It is important to stress
to the learners that when they listen, they should listen to more than just the words
being spoken. They should concentrate to identify the feeling(s) that the other person
is experiencing.
My Notes …
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Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
2
SO 2
NQF Level 4
4
Unit Standard No: 8974
Instructions to learner:
Paired Activity
Learner Guide: Page 23
Facilitator Guide: Page 13
Identifying meaning by vocal cues only
Model Answer(s):
There are no right or wrong answers to this particular activity. It is important to stress
to the learners that when they listen, they should now listen to more than just the
words being spoken. They should concentrate to identify meaning by listening to vocal
cues only. In fact ask them to sit back to back to one another, so that they do not see
one another. Their answers could look something like this:
Volume
Loud/Quiet
Pitch
High/Low
Inflection
Varied
Pace
Fast/Slow
Anger
Loud
High
Varied
Fast
Concern
Quiet
Low
Varied
Slow
Arrogance
Loud
High
Varied
Fast
Anxiety
Quiet
Low
Varied
Fast
Grief
Quiet
Low
Not varied
Slow
Compassion
Quiet
Low
Not varied
Slow
Shyness
Quiet
Low
Not varied
Slow
Lack of interest
Quiet
Low
Not varied
Slow
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
3
NQF Level 4
5
Unit Standard No: 8974
Instructions to learner:
Paired Activity
SO 2
Learner Guide: Page 24
Facilitator Guide: Page 13
Identifying meaning through voice and body language
Emotion
Vocal Qualities
Body Language
Tone
Pitch
Pace
Facial
Gestures
Posture
Anger
High
High
Fast
Unfriendly
A lot
Upright
Fear
High
High
Fast
Scared
Average
Bent over
Helpfulness
Low
Low
Slow
Friendly
Little
Upright
Grief
Low
Low
Slow
Sad
Little
Bent over
Lack of interest
Low
Low
Fast
Sad
Little
Bent over
Compassion
Low
Low
Fast
Neutral
Little
Upright
Shy
Low
Low
Fast
Neutral
Little
Bent over
Submissive
Low
Low
Fast
Neutral
Little
Bent over
Authority
High
High
Fast
Serious
A lot
Upright
Love
Low
Low
Fast
Soft
Little
Upright
Happiness
High
High
Fast
Friendly
A lot
Upright
Irritation
High
High
Fast
Unfriendly
A lot
Upright
Tiredness
Low
Low
Fast
Tired
Little
Bent over
Eagerness
High
High
Fast
Excited
A lot
Upright
Anxiety
High
High
Fast
Stressed
A lot
Bent over
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
4
SO 3
NQF Level 4
Unit Standard No: 8974
6
Instructions to learner:
Individual reflection
Learner Guide: Page 34
Facilitator Guide: Page 14
Listening and taking notes
Model Answer(s):
There are no right or wrong answers to this particular activity. It is important to stress
to the learners that when they listen, they should now listen to more than just the
words being spoken, and take notes. Let the learners compare their notes during the
plenary session.
5
SO 3
Instructions to learner:
Large group
Learner Guide: Page 39
Facilitator Guide: Page 14
Asking questions
Model Answer(s):
There are no right or wrong answers to this particular activity. It is important to stress
to the learners that when they listen, they should ask good questions to check their
understanding of what is being said.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
6
SO 3
NQF Level 4
Unit Standard No: 8974
7
Instructions to learner:
Individual reflection
Learner Guide: Page 43
Facilitator Guide: Page 14
Reflecting feelings
REFLECTING FEELINGS WORKSHEET
Situation 1: A client is fretting about her up-coming medical. She says, "Do you think
I'll do OK?"
I sense that you feel a bit worried about your up-coming medical. Relax, everything
is going to be OK. The doctors know their job well.
______________________________________________________________
Situation 2: A client says, "It’s to the point now that I don’t like to come into the city
to drop off my contribution, as I am afraid of being mugged."
I sense that you feel unsafe to come into the city. That is quite understandable. We
do offer the facility that you can do an electronic transfer. Might that solve your
problem?
______________________________________________________________
Situation 3: A client says, I am tired of being passed from one department to the
next without having my query resolved."
If I understand you correctly, you feel frustrated by being sent from pillar to post.
You will not be transferred to another person any more. I will resolve your problem
for you.
______________________________________________________________
Situation 4: A colleague says with a little laugh, "I can't believe I went out this
morning with that rip in the back of my pants."
You must have felt a little embarrassed when you discovered that you had a rip in
the back of your pants.
______________________________________________________________
Situation 5: A broker says, "Whew! I'm really glad that New Business application has
finally been accepted."
You must feel quite relieved that the New Business application has finally been
accepted.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
7
NQF Level 4
8
Unit Standard No: 8974
Instructions to learner:
Small group
SO 4
Learner Guide: Page 48
Facilitator Guide: Page 16
Use of language
1. You apologise for your department’s poor service to an angry client.
Informal
1
Formal
2
3
4
5
6
7
8
9
10
x
e.g. “Mr. Maharaj, this is not the service you should expect from our organisation. I apologise and I will
make every effort to change your experience”
6
7
8
9
2. You answer the telephone in your call centre.
Informal
1
Formal
2
3
4
5
10
x
e.g. “Good morning, this is Sipho speaking, how may I best assist you today?”
3. You speak to your colleagues during a break in the smoking room.
Informal
2
3
4
5
6
x
e.g. “Hi John, what are you going to do during the weekend?”
1
7
8
9
Formal
10
4. You discuss your running achievements with your director during a graduation held for learners, who
have successfully completed this programme.
Formal
5
6
7
8
9
10
x
e.g. “Thank you for the compliment Mr. Smith. I find it a great way to relieve stress in my life and it also
helps me to concentrate better when I have to study. I have come to realise that if you want something you
have to work hard for it.”
1
Informal
2
3
4
5. You phone a client to thank her for the flowers she sent to you for your excellent service.
Formal
6
7
8
9
10
x
e.g. “Thank you very much Mrs. Jones for sending me this magnificent bouquet of flowers. I really
appreciate your wonderful gesture. Although I was just doing my job, it was a pleasure delivering good
service to you.”
1
Informal
2
3
4
5
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
9
6. You speak to your director when she comes around for a departmental visit to find out what is
happening in the division.
Formal
9
10
x
e.g. “As you can see from our monthly expense account we do try our best to stay within the budget. I
would like to discuss some ideas on how we could improve productivity in our department.”
1
Informal
2
3
4
5
6
7
8
7. You confront a colleague about his constant late coming and error rate and explain the impact on the
team.
Informal
2
Formal
9
10
x
e.g. “Mr Mangope, when you come in at the time you normally do, it creates problems for me. Our
department depends on your reports to take good decisions. If they are late and contain errors we will loose
potential sales. What do you suggest can be done to solve the problem?”
1
3
4
5
6
7
8
8. You respond to Mrs. Grey who drops by weekly to bring home baked biscuits for the team and find out
how her unit trusts are performing.
Informal
Formal
1
2
3
4
5
6
7
8
9
10
x
e.g. “Thank you Mrs. Grey, for remembering us every week. My colleagues now call your weekly visit Mrs
Greight-day.
My Notes …
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Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
8
NQF Level 4
Unit Standard No: 8974
10
Instructions to learner:
Small group
SO 4
Learner Guide: Page 49
Facilitator Guide: Page 16
Suggest improved language use
Model Answer/s
Examples
Alternatives
Jargon
premiums
We achieved a 14% growth in premiums.
We achieved a 14% growth in monthly
contributions.
underwriting surplus
We achieved a R111-million underwriting
We achieved a R111-million surplus by
surplus
getting more for our public offering price
compared to the purchase price of insurance
policies.
net written premiums
is about a 4.1% underwriting surplus to
Is about 4.1% more on the public offering
net written premiums
price compared to the purchase price on the
insurance policies.
Plain Language
plateau
have reached a plateau
have leveled out
dread purchasing
Many dread purchasing insurance
Many fear buying insurance
Verbal Mannerisms
Very pleased
We are very pleased with the first six
months.
we are very pleased with a solid set of
results
improving
you are seeing an improving result coming
through
conducive to an improving underwriting
result
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
11
S u mma t i v e T e s t a n d At t i t u de &
A t t r i b u t e E v a l u a t i on
B
efore the knowledge test is undertaken, the learner must be reminded of what is
expected from him / her in terms of summative and reflexive competence. Read
and explain to the learner, the Preparation for Your Final Assessment section in
the learner workbook. Learners and assessor should sign off this section to
acknowledge that this step was completed.
Please set up a knowledge test from the questions given as a guideline to learners
and supply each learner with a test sheet.
R1
SO 4
Instructions to learner:
Individual
Learner Guide: Page 53
Facilitator Guide: Page 16
You have just learned skills that your industry has determined are critical to your
success to engage in sustained oral communication and evaluate spoken texts.
This assignment is designed to measure your interactions with other people such as
colleagues or clients in a role-play situation. You will need to provide evidence of
your competence to engage in sustained oral communication and evaluate spoken
texts using the competencies you have learnt on this programme.
The role-play will be based on one or more of the following situations:
•
Disagreements within groups;
•
Personality clashes;
•
Conflict management,
•
Resolving deadlocks,
•
Positively summarising conclusions
For the above interactions show the notes that you have created of the interaction.
You will be given time after the presentation to create notes.
The role-play is intended to determine whether you can respond critically yet
sensitively as a listener. You need to:
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
12
•
Show a clear understanding of complex issues. During the role play you
also have to seek clarification to check your understanding of the
speaker’s message;
•
Manage the discussion with sensitivity that will support the goal of the
interaction;
•
Identify and challenge when appropriate, the underlying assumptions in
the spoken text, to clarify understanding, remove bias and/or sustain the
interaction.
Furthermore the role-play is intended to determine whether you can analyse your
own response to spoken text and adjust as required. You need to:
•
Identify inappropriate responses on your side and adjust accordingly;
•
State your side of the story with confidence in an appropriate manner
when being confronted by an opposing view to your own.
•
Adapt your tone, approach or style so as to maintain oral interaction
especially when it seems difficult to maintain. Pedantic, illogical or
aggressive language is identified and modified to sustain interaction.
Model Answer(s):
RUBRIC FOR ASSESSMENT
In the NQF assessment is transparent. We provide you with the quality requirements of the
evidence required from you to prove your competence. This is provided in a tool called the
“rubric” which describes competent evidence and behaviour. It also indicates what “not yet
competent” evidence will look like. Ensure that you are familiar with the requirements for
competence and measure your evidence against the criteria before submitting your portfolio, to
evaluate if you are ready for assessment.
Assessment Criteria
Not yet competent
Competent
Responses show a clearly
Responses do not show a
Responses show a clear
developed understanding of
clear understanding of
understanding of complex
complex issues under discussion
complex issues. No
issues. Clarification is sought
in one-on-one or group
clarification is sought
during discussions.
situations. One’s understanding
during discussions.
is clarified and further
developed during discussions
and opportunity is provided
during interactions for the
clarification of one another’s
understanding.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
13
Discussions and/or conflicts are
Insensitive towards
Sensitive towards others in
managed sensitively and in a
others in discussions.
discussions.
The underlying assumptions,
Unable to identify and
Able to identify and challenge
points of view and subtexts in
challenge underlying
underlying assumptions or
spoken texts are identified and
assumptions or points of
points of view in spoken texts to
challenged when appropriate to
view in spoken texts to
clarify understanding.
clarify understanding, remove
clarify understanding.
manner that supports the goal
of group or one-on-one
interaction.
bias and/or sustain interaction.
One’s responses to spoken texts
Unable to analyse own
Able to analyse own response to
are analysed in relation to
response to spoken text
spoken text in relation to
audience, purpose and context.
in relation to audience,
audience, purpose and context.
Inappropriate responses are
purpose and context.
identified and adjusted
accordingly.
When confronted by opposing
Confidence in own
Confidence in own opinion is
views, own position is put
opinion is lacking when
shown when confronted with an
forward with confidence in a
confronted with an
opposing view.
manner appropriate to the
opposing view.
interaction.
Tone, approach or style is
Unable to adapt tone,
Able to adapt tone, approach or
appropriate to context, and is
approach or style in oral
style in oral communication.
adapted so as to maintain oral
communication. Unable
Able to identify and modify,
interaction when it breaks down
to identify and modify,
pedantic, illogical or aggressive
or is difficult to initiate or
pedantic, illogical or
language, to sustain an oral
maintain. Pedantic, illogical or
aggressive language, to
interaction.
aggressive language is
sustain an oral
identified and modified to
interaction.
sustain interaction.
Characteristics of a speaker’s
Unable to identify
Able to identify characteristics of
style and tone that attract or
characteristics of a
a speaker’s style and tone that
alienate an audience are
speaker’s style and tone
attract or alienate an audience.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
identified with reference to the
that attract or alienate
particular effect of each feature
an audience.
Unit Standard No: 8974
14
in creating audience response.
The impact of non-verbal
Unable to analyse and
Able to analyse and use the
cues/body language and signals
use the impact of non-
impact of non-verbal cues on an
on audiences is analysed and
verbal cues on an
audience.
used appropriately.
audience.
The influence of rhetorical
Unable to analyse and
Able to analyse and use the
devices is analysed and used for
use the influence of
influence of rhetorical devices
effect on an audience.
rhetorical devices for
for effect on an audience.
effect on an audience.
Point of view in spoken texts is
Unable to identify and
Able to identify and describe the
identified and meaning
describe the point of
point of view in spoken texts in
described in relation to context
view in spoken texts in
relation to context and purpose
and purpose of the interaction.
relation to context and
of the interaction.
purpose of the
interaction.
Values, attitudes and
Unable to identify and
Able to identify and describe the
assumptions in discourse are
describe the influence of
influence of values, attitudes
identified and their influence on
values, attitudes and
and assumptions in a discourse.
the interaction described.
assumptions in a
discourse.
Techniques used by speakers to
Unable to identify and
Able to identify and interpret
evade or dissipate responsibility
interpret techniques used
techniques used by speakers to
for an issue are identified and
by speakers to evade or
evade or dissipate responsibility
interpretations of the text
dissipate responsibility
for an issue.
reflect this insight.
for an issue.
The impact (e.g. clarity of
Unable to describe,
Able to describe, explain and
purpose, speaker’s capability) is
explain and judge the
judge the impact of a speaker’s
described, explained and
impact of a speaker’s
clarity of purpose or capability.
judged.
clarity of purpose or
capability.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
R2
SO 4
NQF Level 4
Unit Standard No: 8974
15
Instructions to learner:
Individual
Learner Guide: Page 54
Facilitator Guide: Page 16
You have just learned skills that your industry has determined are critical to your
success to engage in sustained oral communication and evaluate spoken texts.
This assignment is designed to determine whether you can use strategies to be an
effective speaker in sustained oral interactions. You will be delivering a three to five
minute presentation that will be video taped. After you had watched the video of
yourself you will have to write a report discussing the following aspects:
1. Identify the characteristics of your presentation style and tone that attract or
alienate an audience, with reference to the particular effect of each feature in
creating audience response.
2. Analyse the impact of non-verbal cues/body language and signals on your
audience, and indicate whether you thought it was used appropriately.
3. Analyse your use of rhetorical devices for effect on an audience, such as
•
pause,
•
rhetorical question,
•
exclamation,
•
analogy,
•
emphasis,
•
repetition,
•
rhythm,
•
use of inclusive/exclusive pronouns,
•
stress,
•
intonation,
•
volume.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
16
Model Answer(s):
RUBRIC FOR ASSESSMENT
In the NQF assessment is transparent. We provide you with the quality requirements of the
evidence required from you to prove your competence. This is provided in a tool called the
“rubric” which describes competent evidence and behaviour. It also indicates what “not yet
competent” evidence will look like. Ensure that you are familiar with the requirements for
competence and measure your evidence against the criteria before submitting your portfolio, to
evaluate if you are ready for assessment.
Assessment Criteria
Not yet competent
Competent
Responses show a clearly developed
Responses do not show
Responses show a
understanding of complex issues
a clear understanding of
clear understanding of
under discussion in one-on-one or
complex issues. No
complex issues.
group situations. One’s understanding
clarification is sought
Clarification is sought
is clarified and further developed
during discussions.
during discussions.
Discussions and/or conflicts are
Insensitive towards
Sensitive towards
managed sensitively and in a manner
others in discussions.
others in discussions.
The underlying assumptions, points of
Unable to identify and
Able to identify and
view and subtexts in spoken texts are
challenge underlying
challenge underlying
identified and challenged when
assumptions or points of
assumptions or points
appropriate to clarify understanding,
view in spoken texts to
of view in spoken
remove bias and/or sustain
clarify understanding.
texts to clarify
during discussions and opportunity is
provided during interactions for the
clarification of one another’s
understanding.
that supports the goal of group or
one-on-one interaction.
interaction.
understanding.
One’s responses to spoken texts are
Unable to analyse own
Able to analyse own
analysed in relation to audience,
response to spoken text
response to spoken
purpose and context. Inappropriate
in relation to audience,
text in relation to
responses are identified and adjusted
purpose and context.
audience, purpose and
accordingly.
context.
When confronted by opposing views,
Confidence in own
Confidence in own
own position is put forward with
opinion is lacking when
opinion is shown when
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
17
confidence in a manner appropriate
confronted with an
confronted with an
to the interaction.
opposing view.
opposing view.
Tone, approach or style is appropriate
Unable to adapt tone,
Able to adapt tone,
to context, and is adapted so as to
approach or style in oral
approach or style in
maintain oral interaction when it
communication. Unable
oral communication.
breaks down or is difficult to initiate
to identify and modify,
Able to identify and
or maintain. Pedantic, illogical or
pedantic, illogical or
modify, pedantic,
aggressive language is identified and
aggressive language, to
illogical or aggressive
modified to sustain interaction.
sustain an oral
language, to sustain
interaction.
an oral interaction.
Characteristics of a speaker’s style
Unable to identify
Able to identify
and tone that attract or alienate an
characteristics of a
characteristics of a
audience are identified with reference
speaker’s style and tone
speaker’s style and
to the particular effect of each feature
that attract or alienate
tone that attract or
in creating audience response.
an audience.
alienate an audience.
The impact of non-verbal cues/body
Unable to analyse and
Able to analyse and
language and signals on audiences is
use the impact of non-
use the impact of non-
analysed and used appropriately.
verbal cues on an
verbal cues on an
audience.
audience.
The influence of rhetorical devices is
Unable to analyse and
Able to analyse and
analysed and used for effect on an
use the influence of
use the influence of
audience.
rhetorical devices for
rhetorical devices for
effect on an audience.
effect on an audience.
Point of view in spoken texts is
Unable to identify and
Able to identify and
identified and meaning described in
describe the point of
describe the point of
relation to context and purpose of the
view in spoken texts in
view in spoken texts in
interaction.
relation to context and
relation to context and
purpose of the
purpose of the
interaction.
interaction.
Values, attitudes and assumptions in
Unable to identify and
Able to identify and
discourse are identified and their
describe the influence of
describe the influence
influence on the interaction
values, attitudes and
of values, attitudes
described.
assumptions in a
and assumptions in a
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
18
discourse.
discourse.
Techniques used by speakers to
Unable to identify and
Able to identify and
evade or dissipate responsibility for
interpret techniques
interpret techniques
an issue are identified and
used by speakers to
used by speakers to
interpretations of the text reflect this
evade or dissipate
evade or dissipate
insight.
responsibility for an
responsibility for an
issue.
issue.
The impact (e.g. clarity of purpose,
Unable to describe,
Able to describe,
speaker’s capability) is described,
explain and judge the
explain and judge the
explained and judged.
impact of a speaker’s
impact of a speaker’s
clarity of purpose or
clarity of purpose or
capability.
capability.
R3
SO 4
Instructions to learner:
Individual
Learner Guide: Page 54
Facilitator Guide: Page 16
You have just learned skills that your industry has determined are critical to your
success to engage in sustained oral communication and evaluate spoken texts.
This assignment is designed to determine whether you can evaluate spoken
discourse. You will be watching either a video or a live role-play set up by your
facilitator. After you had watched the video or the role-play you have to write a
report discussing the following aspects:
1. Identify the point of view in the spoken text and describe the meaning in
relation to context and purpose of the interaction.
2. Identify the values, attitudes and assumptions in the discourse as well as its
influence on the interaction.
3. Identify the techniques used by the speakers to evade or dissipate
responsibility for an issue.
4. Describe, explain and judge the impact of the discourse. You may refer to
the clarity of purpose and the speaker’s capability).
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
19
Model Answer(s):
RUBRIC FOR ASSESSMENT
In the NQF assessment is transparent. We provide you with the quality requirements of the
evidence required from you to prove your competence. This is provided in a tool called the “rubric”
which describes competent evidence and behaviour. It also indicates what “not yet competent”
evidence will look like. Ensure that you are familiar with the requirements for competence and
measure your evidence against the criteria before submitting your portfolio, to evaluate if you are
ready for assessment.
Assessment Criteria
Not yet competent
Competent
Responses show a clearly developed
Responses do not show a
Responses show a
understanding of complex issues under
clear understanding of
clear understanding
discussion in one-on-one or group
complex issues. No
of complex issues.
situations. One’s understanding is
clarification is sought
Clarification is
clarified and further developed during
during discussions.
sought during
discussions.
discussions and opportunity is provided
during interactions for the clarification
of one another’s understanding.
Discussions and/or conflicts are
Insensitive towards
Sensitive towards
managed sensitively and in a manner
others in discussions.
others in
that supports the goal of group or one-
discussions.
on-one interaction.
The underlying assumptions, points of
Unable to identify and
Able to identify and
view and subtexts in spoken texts are
challenge underlying
challenge underlying
identified and challenged when
assumptions or points of
assumptions or
appropriate to clarify understanding,
view in spoken texts to
points of view in
remove bias and/or sustain interaction.
clarify understanding.
spoken texts to
clarify
understanding.
One’s responses to spoken texts are
Unable to analyse own
Able to analyse own
analysed in relation to audience,
response to spoken text
response to spoken
purpose and context. Inappropriate
in relation to audience,
text in relation to
responses are identified and adjusted
purpose and context.
audience, purpose
accordingly.
and context.
When confronted by opposing views
Version: 01
Confidence in own
Version Date: July 2006
Confidence in own
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
20
own position is put forward with
opinion is lacking when
opinion is shown
confidence in a manner appropriate to
confronted with an
when confronted
the interaction.
opposing view.
with an opposing
view.
Tone, approach or style is appropriate
Unable to adapt tone,
Able to adapt tone,
to context, and is adapted so as to
approach or style in oral
approach or style in
maintain oral interaction when it breaks
communication. Unable
oral communication.
down or is difficult to initiate or
to identify and modify,
Able to identify and
maintain. Pedantic, illogical or
pedantic, illogical or
modify, pedantic,
aggressive language is identified and
aggressive language, to
illogical or
modified to sustain interaction.
sustain an oral
aggressive
interaction.
language, to sustain
an oral interaction.
Characteristics of a speaker’s style and
Unable to identify
Able to identify
tone that attract or alienate an
characteristics of a
characteristics of a
audience are identified with reference
speaker’s style and tone
speaker’s style and
to the particular effect of each feature
that attract or alienate
tone that attract or
in creating audience response.
an audience.
alienate an
audience.
The impact of non-verbal cues/body
Unable to analyse and
Able to analyse and
language and signals on audiences is
use the impact of non-
use the impact of
analysed and used appropriately.
verbal cues on an
non-verbal cues on
audience.
an audience.
The influence of rhetorical devices is
Unable to analyse and
Able to analyse and
analysed and used for effect on an
use the influence of
use the influence of
audience.
rhetorical devices for
rhetorical devices
effect on an audience.
for effect on an
audience.
Point of view in spoken texts is
Unable to identify and
Able to identify and
identified and meaning described in
describe the point of
describe the point of
relation to context and purpose of the
view in spoken texts in
view in spoken texts
interaction.
relation to context and
in relation to
purpose of the
context and purpose
interaction.
of the interaction.
Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
21
Values, attitudes and assumptions in
Unable to identify and
Able to identify and
discourse are identified and their
describe the influence of
describe the
influence on the interaction described.
values, attitudes and
influence of values,
assumptions in a
attitudes and
discourse.
assumptions in a
discourse.
Techniques used by speakers to evade
Unable to identify and
Able to identify and
or dissipate responsibility for an issue
interpret techniques used
interpret techniques
are identified and interpretations of the
by speakers to evade or
used by speakers to
text reflect this insight.
dissipate responsibility
evade or dissipate
for an issue.
responsibility for an
issue.
The impact (e.g. clarity of purpose,
Unable to describe,
Able to describe,
speaker’s capability) is described,
explain and judge the
explain and judge
explained and judged.
impact of a speaker’s
the impact of a
clarity of purpose or
speaker’s clarity of
capability.
purpose or
capability.
My Notes …
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Version: 01
Version Date: July 2006
Engage in sustained oral communication and evaluate spoken texts
Primary Agriculture
NQF Level 4
Unit Standard No: 8974
22
Assessment Feedback Form
Comments / Remarks
Feedback to learner on assessment and / or overall recommendations and action plan
for competence:
Feedback from learner to assessor:
Assessment Judgement
You have been found:
Actions to follow:
Competent
Assessor report to ETQA
Not yet competent in this unit
standard
Learner results and attendance
certification issued
Learner’s Signature:
Date:
Assessor’s Signature:
Date:
Moderator’s Signature:
Date:
Version: 01
Version Date: July 2006