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assessment

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

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IMPORTANT TIPS FOR EFFECTIVE FACILITATION

 

A.    BEFORE THE WORKSHOP

*         Schedule ample time for planning

*         Take some time to get to know each other

*         Discuss each other’s style of planning and facilitating

*         Avoid making assumptions about one another

*         Take time to discuss your views about the workshop topic

*         Especially examine areas of disagreement

*         Discuss any concerns about potential challenges that participants may present

*         Agree on common goals for workshop

*         Review each other’s triggers

*         Find out whether and when it is okay to interrupt

*         Decide how to keep track of time

*         Strategize about how to stick to the original outline and how to switch gears

*         Plan ways to give signals to one another

*         Divide facilitation of activities fairly

*         Share responsibility equally in preparing and bringing workshop materials and resources

*         Agree to arrive at the workshop site in time to set up and check-in before the workshop begins

*         Schedule time after the workshop to debrief

 

B.    DURING THE WORKSHOP

*         Remember to keep a professional demeanor at all times

*         Keep communicating with each other throughout the workshop

*         Support and validate one another

*         During activities that don’t require constant attention, check-in with one another

*         Include your co-facilitator even when you are leading an exercise or discussion, by asking, for example: “Do you have anything to add?”

*         Use lots of eye contact

*         Assert yourself if your co-facilitator is talking too much

*         Remember that it is okay to make mistakes

*         Take the initiative to step in if your co-facilitator misses an opportunity to address a myth

 

C.    AFTER THE WORKSHOP

*         If you can’t meet right after the workshop, schedule a time to debrief before you leave

*         Listen carefully to one another’s self-evaluation before giving feedback

*         Discuss what worked well

*         Examine what did not work

*         Brainstorm what could have been done differently

*         Use written evaluations as a reference point to talk about the workshop, and assess your effectiveness as co-facilitators

*         Name particular behaviors, for example: “When you kept interrupting me, I felt undermined and frustrated”, or “I got the impression that some participants were bored”, instead of “You always interrupt me” or “You were very controlling during the workshop.”

*         Realize the importance and potential difficulty of debriefing a challenging workshop

*         Make sure to share any clean-up or return of resource materials

*         REMEMBER: YOU HAVE MADE A DIFFERENCE

IMPORTANT TIPS FOR EFFECTIVE FACILITATION

 

A.    BEFORE THE WORKSHOP

*         Schedule ample time for planning

*         Take some time to get to know each other

*         Discuss each other’s style of planning and facilitating

*         Avoid making assumptions about one another

*         Take time to discuss your views about the workshop topic

*         Especially examine areas of disagreement

*         Discuss any concerns about potential challenges that participants may present

*         Agree on common goals for workshop

*         Review each other’s triggers

*         Find out whether and when it is okay to interrupt

*         Decide how to keep track of time

*         Strategize about how to stick to the original outline and how to switch gears

*         Plan ways to give signals to one another

*         Divide facilitation of activities fairly

*         Share responsibility equally in preparing and bringing workshop materials and resources

*         Agree to arrive at the workshop site in time to set up and check-in before the workshop begins

*         Schedule time after the workshop to debrief

 

B.    DURING THE WORKSHOP

*         Remember to keep a professional demeanor at all times

*         Keep communicating with each other throughout the workshop

*         Support and validate one another

*         During activities that don’t require constant attention, check-in with one another

*         Include your co-facilitator even when you are leading an exercise or discussion, by asking, for example: “Do you have anything to add?”

*         Use lots of eye contact

*         Assert yourself if your co-facilitator is talking too much

*         Remember that it is okay to make mistakes

*         Take the initiative to step in if your co-facilitator misses an opportunity to address a myth

 

C.    AFTER THE WORKSHOP

*         If you can’t meet right after the workshop, schedule a time to debrief before you leave

*         Listen carefully to one another’s self-evaluation before giving feedback

*         Discuss what worked well

*         Examine what did not work

*         Brainstorm what could have been done differently

*         Use written evaluations as a reference point to talk about the workshop, and assess your effectiveness as co-facilitators

*         Name particular behaviors, for example: “When you kept interrupting me, I felt undermined and frustrated”, or “I got the impression that some participants were bored”, instead of “You always interrupt me” or “You were very controlling during the workshop.”

*         Realize the importance and potential difficulty of debriefing a challenging workshop

*         Make sure to share any clean-up or return of resource materials

*         REMEMBER: YOU HAVE MADE A DIFFERENCE

IMPORTANT TIPS FOR EFFECTIVE FACILITATION

 

A.    BEFORE THE WORKSHOP

*         Schedule ample time for planning

*         Take some time to get to know each other

*         Discuss each other’s style of planning and facilitating

*         Avoid making assumptions about one another

*         Take time to discuss your views about the workshop topic

*         Especially examine areas of disagreement

*         Discuss any concerns about potential challenges that participants may present

*         Agree on common goals for workshop

*         Review each other’s triggers

*         Find out whether and when it is okay to interrupt

*         Decide how to keep track of time

*         Strategize about how to stick to the original outline and how to switch gears

*         Plan ways to give signals to one another

*         Divide facilitation of activities fairly

*         Share responsibility equally in preparing and bringing workshop materials and resources

*         Agree to arrive at the workshop site in time to set up and check-in before the workshop begins

*         Schedule time after the workshop to debrief

 

B.    DURING THE WORKSHOP

*         Remember to keep a professional demeanor at all times

*         Keep communicating with each other throughout the workshop

*         Support and validate one another

*         During activities that don’t require constant attention, check-in with one another

*         Include your co-facilitator even when you are leading an exercise or discussion, by asking, for example: “Do you have anything to add?”

*         Use lots of eye contact

*         Assert yourself if your co-facilitator is talking too much

*         Remember that it is okay to make mistakes

*         Take the initiative to step in if your co-facilitator misses an opportunity to address a myth

 

C.    AFTER THE WORKSHOP

*         If you can’t meet right after the workshop, schedule a time to debrief before you leave

*         Listen carefully to one another’s self-evaluation before giving feedback

*         Discuss what worked well

*         Examine what did not work

*         Brainstorm what could have been done differently

*         Use written evaluations as a reference point to talk about the workshop, and assess your effectiveness as co-facilitators

*         Name particular behaviors, for example: “When you kept interrupting me, I felt undermined and frustrated”, or “I got the impression that some participants were bored”, instead of “You always interrupt me” or “You were very controlling during the workshop.”

*         Realize the importance and potential difficulty of debriefing a challenging workshop

*         Make sure to share any clean-up or return of resource materials

*         REMEMBER: YOU HAVE MADE A DIFFERENCE

IMPORTANT TIPS FOR EFFECTIVE FACILITATION

 

A.    BEFORE THE WORKSHOP

*         Schedule ample time for planning

*         Take some time to get to know each other

*         Discuss each other’s style of planning and facilitating

*         Avoid making assumptions about one another

*         Take time to discuss your views about the workshop topic

*         Especially examine areas of disagreement

*         Discuss any concerns about potential challenges that participants may present

*         Agree on common goals for workshop

*         Review each other’s triggers

*         Find out whether and when it is okay to interrupt

*         Decide how to keep track of time

*         Strategize about how to stick to the original outline and how to switch gears

*         Plan ways to give signals to one another

*         Divide facilitation of activities fairly

*         Share responsibility equally in preparing and bringing workshop materials and resources

*         Agree to arrive at the workshop site in time to set up and check-in before the workshop begins

*         Schedule time after the workshop to debrief

 

B.    DURING THE WORKSHOP

*         Remember to keep a professional demeanor at all times

*         Keep communicating with each other throughout the workshop

*         Support and validate one another

*         During activities that don’t require constant attention, check-in with one another

*         Include your co-facilitator even when you are leading an exercise or discussion, by asking, for example: “Do you have anything to add?”

*         Use lots of eye contact

*         Assert yourself if your co-facilitator is talking too much

*         Remember that it is okay to make mistakes

*         Take the initiative to step in if your co-facilitator misses an opportunity to address a myth

 

C.    AFTER THE WORKSHOP

*         If you can’t meet right after the workshop, schedule a time to debrief before you leave

*         Listen carefully to one another’s self-evaluation before giving feedback

*         Discuss what worked well

*         Examine what did not work

*         Brainstorm what could have been done differently

*         Use written evaluations as a reference point to talk about the workshop, and assess your effectiveness as co-facilitators

*         Name particular behaviors, for example: “When you kept interrupting me, I felt undermined and frustrated”, or “I got the impression that some participants were bored”, instead of “You always interrupt me” or “You were very controlling during the workshop.”

*         Realize the importance and potential difficulty of debriefing a challenging workshop

*         Make sure to share any clean-up or return of resource materials

*         REMEMBER: YOU HAVE MADE A DIFFERENCE