Assessor – Conduct Outcomes Based Assessment (US 115753)

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Course Info
Curriculum

About Course

Programme overview

Welcome to this learning programme which will help you learn how to conducti outcomes-based assessment.

Purpose of the programme

To provide candidate-assessors with the required knowledge and skills to:

  • conduct outcomes-based assessment

As you work your way through the learning programme you will gain competence in the following Unit Standard:

ProgrammeLP6: Conduct outcomes-based assessment
Unit StandardSAQA ID 115753:…

Programme overview

Welcome to this learning programme which will help you learn how to conducti outcomes-based assessment.

Purpose of the programme

To provide candidate-assessors with the required knowledge and skills to:

  • conduct outcomes-based assessment

As you work your way through the learning programme you will gain competence in the following Unit Standard:

ProgrammeLP6: Conduct outcomes-based assessment
Unit StandardSAQA ID 115753: Conduct outcomes-based assessment NQF Level 5, 15 Credits

This learning programme is intended for all persons who need to conduct outcomes-based assessment. This generic assessor unit standard applies to those who assess people for the 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 contributes 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 are free of all bias and discrimination, and pay particular attention to addressing inequalities caused by race, gender and disability.

Programme entry level requirements

The programme content is written on the assumption that those starting to learn this unit standard, which is you as the candidate-assessors, have no previous assessment experience. It is assumed, though, that the candidate-assessors know how to evaluate within the area of learning in which they intend to assess.

Programme outcomes

This programme is outcomes-based which means we take the responsibility of learning away from the facilitator and place it in your hands. 

Your learning will begin in the training room where you will identify the skills and knowledge you require in order to meet the specific outcomes and assessment criteria contained in the unit standard.

In this programme, we will be covering the following learning outcomes:

  • demonstrate understanding of outcomes-based assessment
  • prepare for assessments
  • conduct assessments
  • provide feedback on assessments
  • review assessments.
Module 1: Understanding outcomes-based assessmentModule 2: Prepare for assessments
After completing this module, the candidate-assessor will be able to demonstrate an understanding of outcomes-based assessment, by successfully completing the following: Do a comparison between outcomes-based and another form of assessment of learning highlighting key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.Explain Recognition of Prior Learning (RPL) in terms of its purpose, processes and related benefits and challenges. Ensure that the explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.Describe a variety of assessment methods and compare them in terms of how they could be used when conducting assessments in different situations.Describe key principles of assessment and illustrate them in practical situations. Ensure that the descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.Describe the approach to giving feedback on assessment results in terms of the possible impact on candidates and further learning and assessment.After completing this module, the candidate-assessor will be able to prepare for assessments by successfully completing the following: Prepare assessment resources, logistics, documentation and environment to meet the requirements of the assessment at hand and ensure fairness and safety of assessmentNotify parties involved in the assessment in good time. Carry out checks to ensure parties involved in the assessment are ready and available to meet required schedulesCarry out all pre-assessment moderation requirements in accordance with relevant assessment policies, moderation plans and Education and Training Quality Assurance (ETQA) requirementsExplain assessment details to candidates clearly and constructively. Provide opportunities for clarification and respond to promote understanding of the requirementsSeek input from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Make modifications to the assessment approach on the basis of the input that do not affect the validity of the assessmentConfirm candidate readiness for assessment. In cases where candidates are not yet ready, take actions in line with assessment policies
Module 3: Conduct assessmentsModule 4: Provide feedback on assessments
After completing this module, the candidate-assessor will be able to conduct assessments, by successfully completing the following: Use assessment practices that promote effective, manageable, fair and safe assessment. Ensure that assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicableCarry out the assessment according to the assessment design and in line with the assessment plan. Justify adjustments to the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessmentUse questioning techniques that are appropriate and have the potential to successfully elicit appropriate responses. Ensure that communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidateGather sufficient evidence, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be madeEnsure that assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidenceEnsure that records of the assessment are in line with the requirements of the organisation's quality assurance system. Ensure that records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appealsAfter completing this module, the candidate-assessor will be able to provide feedback on assessments, by successfully completing the following: Give feedback to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframesEnsure that feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at handEnsure that the type and manner of feedback is constructive, culturally sensitive and related to the relevant party's needs. Provide sufficient information to enable the purpose of the assessment to be met, and to enable parties to make further decisionsObtain feedback on the assessment process from the candidate and provide opportunities for clarification and explanations concerning the entire assessmentDeal with disputes and/or appeals that arise according to the assessment policyRecord agreements reached and key elements of the feedback in line with the requirements of the organisation's quality assurance system
Module 5: Review assessments
After completing this module, the candidate-assessor will be able to review assessments, by successfully completing the following: Ensure that the review identifies strengths and weaknesses in the instruments and process, and record these for incorporation in assessment redesignAnalyse feedback from relevant parties and use it to influence future assessments positivelyIdentify weaknesses in the assessment design and process that could have compromised the fairness of assessment and deal with it according to the organisation's assessment policyIdentify weaknesses in the assessment arising from poorly defined outcomes and criteria, and take effective steps to inform relevant bodies

During the programme you will complete a number of class activities that will form part of your formative assessment. These give you have the opportunity to practise and explore your new skills in a safe environment. 

The programme will be followed by summative assessment tasks to be completed on your own in your workplace.  In some cases, you may be required to do research and complete the tasks in your own time.

Assessment

It is important to note that it is your responsibility, as the candidate-assessor, to prove your competence.  You therefore need to plan your time and ensure that your Portfolio of Evidence is kept up to date and handed in on time.

A Portfolio of Evidence (PoE) is a collection of documents of work you have produced to prove your competence.  You will compile your portfolio from activities, tools and checklists associated with the unit standard and relevant to the unit standard being assessed. 

You will be given the following documents to assist you in creating a Portfolio of Evidence:

  • Learner Guide: The Learner Guide is designed to serve as a guide for the duration of your programme and is the main training document.  It contains information (knowledge and skills required) and application aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes and assessment criteria.
  • Learner Workbook:  The Learner Workbook contains all the class activities that you need to complete to show formative learning.  These will be assessed as part of your Portfolio of Evidence as formative assessment, so you will hand in the Learner Workbook as part of your Portfolio of Evidence.
  • Learner Portfolio of Evidence Guide:  The Learner Portfolio of Evidence Guide provides details about the assessment, such as the assessment preparation, plan and specific summative assessment activities that you need to complete in the workplace. 

Both formative and summative assessment is used as part of this outcomes-based programme:

  • Formative Assessment:  In order to gain credits for this unit standard you will need to prove to an assessor that you are competent.  The class activities in your Learner Workbook are designed not only to help you learn new skills, but also to prove that you have mastered competence.  You will be required to develop a Portfolio of Evidence to hand in to an assessor so that you can be assessed against the outcomes of this Unit Standard.  Where you encounter a class activity icon in the Learner Guide, you must complete the formative assessment activity in the Learner Workbook.  Comprehensive guidelines for the development of your Portfolio of Evidence are in the Learner Portfolio of Evidence Guide for the particular programme that you are doing.
  • Summative Assessment:  The National Qualifications Framework’s (NQF) objective is to create independent and self-sufficient learners.  This means that you will also be required to do independent research and assignments, such as knowledge questions, a practical activity (completed in the workplace), a witness testimony and a logbook.

The assessment process is discussed in detail in the Learner Portfolio of Evidence Guide.  When you are ready, you will advise your supervisor / mentor that you are ready for assessment. He or she will then sign off the required sections in the Learner Portfolio of Evidence Guide and you will be able to submit your Portfolio of Evidence for assessment. The summative assessment activities are placed in the Learner Portfolio of Evidence Guide for your convenience.  If any of your assessment is conducted using observation, role plays or verbal assessment, you must place a signed copy of the checklists, once completed by your supervisor / mentor in your Learner Portfolio of Evidence Guide, as indicated.

The Training Provider will assess your portfolio.  If successful, you will receive the credit value of this programme. The entire assessment process is explained in the Learner Portfolio of Evidence Guide and you are urged to read this guide as soon as possible as it explains the assessment process in detail and clarifies your rights and responsibilities to ensure that the assessment is fair, valid and reliable.

If you are not successful, you will receive all the guidance needed to resubmit your Portfolio of Evidence within a specific time period, as per the Training Provider’s requirements.

Learning map (delivery structure)
Learning Map

Learner support

Please remember that as the programme is outcomes based – this implies the following:

  • You are responsible for your own learning – make sure you manage your study, practical, workplace and portfolio time responsibly.
  • Learning activities are learner driven – make sure you use the Learner Guide, Learner Workbook and Learner Portfolio of Evidence Guide in the manner intended, and are familiar with the portfolio requirements. 
  • The facilitator of this programme is there to reasonably assist you during the contact, practical and workplace time of this programme – make sure that you have his/her contact details.

What Will You Learn?

  • After completing this module, the candidate-assessor will be able to provide feedback on assessments, by successfully completing the following:
  • • Give feedback to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes
  • • Ensure that 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
  • • Ensure that the type and manner of feedback is constructive, culturally sensitive and related to the relevant party's needs. Provide sufficient information to enable the purpose of the assessment to be met, and to enable parties to make further decisions
  • • Obtain feedback on the assessment process from the learner and provide opportunities for clarification and explanations concerning the entire assessment
  • • Deal with disputes and/or appeals that arise according to the assessment policy
  • • Record agreements reached and key elements of the feedback in line with the requirements of the organisation's quality assurance system

About the instructor

Course Curriculum

Module 1 Understanding outcomes-based assessment
After completing this module, the candidate-assessor will be able to demonstrate an understanding of outcomes-based assessment.

  • Demonstrate understanding of outcomes-based assessment
  • 1.1 Outcomes Based Assessment
  • 1.2 Recognition of Prior Learning (RPL)
  • 1.3 Methods of assessment
  • 1.4 Key principles of assessment
  • 1.5 Approach to giving feedback on assessment results
  • Formative Activity 1: Demonstrate understanding of outcomes-based assessment

Module 2 Prepare for assessments
After completing this module, the candidate-assessor will be able to prepare for assessments

  • Prepare for assessments
  • 2.1 Prepare for assessment to meet the requirements of the assessment at hand
  • 2.2 Notify parties involved in the assessment
  • 2.3 Carry out all pre-assessment moderation requirements
  • 2.4 Explain assessment details to learners
  • 2.5 Seek inputs from learners
  • 2.6 Confirm learner readiness for assessment
  • Formative Activity 2: Prepare for assessments In small groups or individually as per facilitator instructions, complete the following:

Module 3 Conduct assessments
After completing this module, the candidate-assessor will be able to conduct assessments

  • Conduct assessments
  • 3.1 Assessment practices
  • 3.2 Carry out the assessment according to the assessment design and plan
  • 3.3 Use questioning techniques to elicit appropriate responses
  • 3.4 Gather sufficient evidence
  • 3.5 Ensure that assessment judgements are consistent
  • 3.6 Ensure that records of the assessment are in line with the quality assurance system
  • Formative Activity 3: Conduct assessments In small groups or individually as per facilitator instructions, complete the following:

Module 4 Provide feedback on assessments
After completing this module, the candidate-assessor will be able to provide feedback on assessments

  • Provide feedback on assessments
  • 4.1 Give feedback to relevant parties
  • 4.2 Give clear and specific feedback
  • 4.3 Use the correct type and manner to give feedback
  • 4.4 Obtain feedback on the assessment process from the learner
  • 4.5 Deal with disputes and/or appeals that arise
  • Formative Activity 4: Provide feedback on assessments In small groups or individually as per facilitator instructions, complete the following:

Module 5 Review assessments
After completing this module, the candidate-assessor will be able to review assessments, by successfully completing the following: • Ensure that the review identifies strengths and weaknesses in the instruments and process, and record these for incorporation in assessment redesign • Analyse feedback from relevant parties and use it to influence future assessments positively • Identify weaknesses in the assessment design and process that could have compromised the fairness of assessment and deal with it according to the organisation's assessment policy • Identify weaknesses in the assessment arising from poorly defined outcomes and criteria, and take effective steps to inform relevant bodies

  • Assessments Reviews
  • 5.1 Review the assessment
  • 5.2 Analyse feedback and use it to influence future assessments
  • 5.3 Identify weaknesses in the assessment design and process
  • 5.4 Identify weaknesses in the assessment arising from poorly defined outcomes and criteria
  • Formative Activity 5: Review assessments In small groups or individually as per facilitator instructions, complete the following:

Glossary

  • Glossary
R4600

Material Includes

  • This course comes with PDF Downloadable documents:
  • * Learner Guide
  • * PDF Portfolio of Evidence and Workbook
  • Please note that this is an accredited course. To qualify for credits, all requirements needs to be met.

Requirements

  • It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field.
  • It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required.

Audience

  • This qualification will meet the need of those who wish to progress beyond the FETC ODETD, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.
  • This qualification will provide a means to recognise ODETD practise at level 5 across five key ETD roles in a generalist capacity, with particular application possible in at least one role. Practitioners who wish to extend the skills in ETD to cover further ETD roles should select the Diploma ODETD, Level 5.
  • Access to the Qualification:
  • Access to this qualification is open bearing in mind the Learning Assumed to be in place