Learner PoE Guide

Conduct outcomes-
based assessment

Learner Name and Surname Nadah Sibongile Thabatha

Learner ID 6204080582085
Company / Branch Gauteng West
Date 04 February 2015
Learner Signature

SAQA ID 115753:

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 Conduct outcomes-based assessment
NQF Level 5, 15 Credits

Version 1 Learner PoE Guide

Table of Contents
FOREWORD TO THE LEARNER...........................................................................................................3
Competent vs. Not Yet Competent................................................................................................................3
Requirements for being deemed Competent.............................................................................................4
NOTE TO THE LEARNER.........................................................................................................................5
PORTFOLIO OF EVIDENCE...............................................................................................................6
LEARNER’S PERSONAL INFORMATION....................................................................................................7
Registration Form Codes...............................................................................................................................8
Learner ID.........................................................................................................................................9
Learner CV........................................................................................................................................9
Learner Qualifications......................................................................................................................9
UNIT STANDARD DETAILS....................................................................................................................10
PRE-ASSESSMENT PREPARATION SHEET..............................................................................................17
ASSESSMENT PLAN..............................................................................................................................20
DECLARATION OF AUTHENTICITY........................................................................................................21
APPEALS PROCEDURE..........................................................................................................................22
Appeals Form...............................................................................................................................................23
FORMATIVE ASSESSMENT..............................................................................................................24
LEARNER WORKBOOK.........................................................................................................................25
SUMMATIVE ASSESSMENT.............................................................................................................26
KNOWLEDGE QUESTIONS.....................................................................................................................27
PRACTICAL ACTIVITIES........................................................................................................................35
Practical Activity 1: Conduct outcomes-based assessment....................................................................35
SUMMATIVE PROJECT...........................................................................................................................42
Summative Project: 115753....................................................................................................................42
LOGBOOK.............................................................................................................................................44
Logbook: 115753....................................................................................................................................44
Assessment Activities Checklist..........................................................................................................47

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 Foreword

Foreword to the Learner

Assessment in Outcomes Based Education is not only focused on what learners can
do, but intends to develop learners holistically. In other words, learners are also
required to demonstrate certain life-skills, which will not only enhance their learning,
but will also ensure that these skills are transferable to their private lives.

The generic, accepted process of assessment to be followed is as follows:

THE ASSESSMENT PROCESS

Plan Assessment

Prepare Candidate
for Assessment

Conduct Assessment

Make assessment
J udgement

Provide feedback

Review

 Learner indicates readiness to be assessed

 Learner and assessor meet to plan the assessment process
 Learner and assessor agree on dates and times for assessment activities
 Assessor assesses learner engaged in assessment activity
 Documentation of evidence is compiled by learner and/or assessor
 Assessor evaluates evidence
 Assessor makes judgement regarding competency of Learner
 Assessor and Learner have feedback session
 Assessor submits Learner’s results to relevant ETQA (Services SETA)

All assessments conducted may be subjected to moderation at the discretion of the

provider requirements.

Competent vs. Not Yet Competent

Learners being assessed are not allocated a percentage (for example 55%) on
completion of the learning. Rather, they are either deemed competent or not yet
competent.

Training is delivered using an outcome-based style of teaching and learning.

Learners drive the process of learning and educators need to facilitate the creation of
learning opportunities.

Once a learner has demonstrated his/her competence through an assignment, task,

exam or performance, then s/he is awarded the credits related to that competence.

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 Foreword

However, learners deemed not yet competent, are either given another chance to
prove competence, or they are re-trained, or they are encouraged to move into a
different field of learning.

Requirements for being deemed Competent

Each unit standard indicates the requirements or standards of competence. These
are written as assessment criteria. In an outcome-based system learners need to
meet ALL these requirements before being deemed competent. However, SAQA has
recommended that assessments be weighted according to the purpose of the
qualification toward which the learner is learning.

Assessments are therefore designed around the requirements that are stated in the
assessment criteria, and are therefore criterion-based. In a curriculum-based system,
assessments were made around the norm of a group and were therefore norm-
referenced.

A criterion-based assessment can only be performed using evidence that has been
generated by the Learner. Types of evidence include direct evidence, indirect
evidence and historic evidence:
 Direct – this is evidence that is collected directly by the assessor, for instance
an assessor finding out whether you can bake a cake will watch you while you
do it.
 Indirect – this is evidence that you have collected, signed off as authentic
and submitted for assessment. For instance, a video of you baking a cake.
 Historic – this is evidence of your competence – as assessed by someone
else. A certificate of competence issued to you when you completed a course
is an example of historic evidence. Documents that you produced while doing
a job (usually a few years ago) could also be historic evidence.

Evidence has to meet certain criteria. These criteria are summarised as VARCS:
 V is for Valid: the unit standard or qualification being assessed must require
evidence that is submitted for assessment. Otherwise it is not important and
cannot be used to find out whether you are competent or not.
 A is for Authentic: evidence that you submit must be your own work. Group
work cannot be submitted as your own work because not only you worked on
it.
 R is for Reliable: the evidence must be from a reliable source. A certificate of
competence issued by a provider that is not accredited could be regarded as
unreliable.
 C is for Current: the evidence must demonstrate that your competence is
current. It doesn’t help that you were able to run a 12 km race 5 years ago –
can you still do it today? Currency is also related to the technology that is
used to demonstrate competence. It does not help that you are able to boil
water using a pot on a stove when electric kettles are the current method
used to boil water.
 S is for Sufficient: the unit standards have several assessment criteria that
need to be satisfied. The evidence must satisfy all the criteria or else it is not
sufficient.
However, evidence is collected using some kind of instrument. These instruments
take different forms. Some instruments include questionnaires, interview schedules,
simulations, role-play, observation checklists and products.

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 Foreword

Note to the Learner

Dear Learner,
You have opted to undergo assessment and as a result have been presented with
this PoE (Portfolio of Evidence). Please go through all sections of this PoE very
carefully before submission and make sure that you have included all the information
and evidence requested. Please take note of the following:
Unit Standard:
A copy of the unit standard has been included. The assessment has been designed
in order to meet all requirements as set by this unit standard.
Pre-Assessment Preparation Sheet:
The first step towards completing this PoE is to read through the Pre-Assessment
Preparation Sheet. This form contains valuable background information. Your
assessor will not be able to assess your portfolio if you have not read and signed this
document.
Assessment Plan:
You can use the assessment plan to write down the dates on which you plan to meet
specific targets.
Evidence Grid:
The evidence grid document will give an indication of how the activities that you need
to complete are linked to the Unit Standard(s) of this skills programme. Once you
have completed all sections of the Portfolio and added all your evidence, you are
required to re-number the pages of this document. Please use these page numbers
in the index. Please complete the page numbers as per your re-numbering.
Declaration of Authenticity:
Please complete the declaration of authenticity to declare that the evidence that you
submit in this PoE is your own work, with the exception of those that you list in the
section provided. Your assessor will not be able to assess your portfolio if you have
not read, completed and signed this document.
Appeals Procedure and Form
Familiarise yourself with the appeals procedure and sign the document as requested.
You will only use the Appeals Form if you would like to appeal against the
assessment decision.
Assessment Instruments:
By completing the assessment instruments you will generate / gather the evidence
required to meet the outcomes of the unit standard(s). Please follow instructions
carefully for both the formative and summative assessments.
Assessment Activities Checklist
As part of the quality management process used by the training provider and the
SETA, the learner and his/her supervisor are required to check and sign off that all
activities have been completed and submitted in the PoE. Please complete this form,
before submitting your PoE.
Learner’s Review of the Assessment Process
As part of the quality management process used by the training provider and the
SETA, the learner is required to provide feedback to the training provider about the
assessment process. Please complete this form, before submitting your PoE.
Please note that you are welcome to contact your facilitator / assessor at any stage
should you have any questions pertaining to the assessment.

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Portfolio of Evidence

Please complete the following documents and submit as part of your Portfolio of
Evidence:

 Learner’s Personal Information form

 Learner ID, CV and Qualifications
 Unit Standard Details
 Assessment Contract document
 Declaration of Authenticity document

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Learner’s Personal Information

Please provide the following information for SAQA National Learner Database. The
following page provides the information form codes:

Learner’s Last Name Thabatha

Learner’s First Name (s) Nadah Sibongile

Learner title MS

Learner birth date (YYYYMMDD) 1962 April 08

ID Number (attach a copy of ID) 620408 0582 08 5

Equity code BA

Nationality code SA

Gender code F

Citizen resident status code SA

Home language code XHO

Socioeconomic status code 01

Disability status code N

Learner home address 3300 KRELI STREET, HILLSVIEW, KAGISO

Learner postal address 1754

Province code 07

Telephone 011 410 8412

Cell phone 082 852 8270

Contact
Details
E-mail [Link]@[Link]

Fax
Company
GAUTENG DEPARTMENT OF EDUCATIONSE
Name
Contact
Person
(Supervisor)
Company
Contact
Details
Person
Contact
Number
Postal
Address
Learner’s Designation SES
Date of Submission 27 FEBRUARY 2015

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Registration Form Codes

Alternative ID type Equity code Nationality code
521 SAQA member ID BA Black: African U Unspecified SEY Seychelles
527 Passport No BC Black : Coloured SA South African ZAI Zaire
529 Driver’s licence BI Black : Indian / Asian SDC SADC except SA ROA Rest of Africa
531 Temporary ID no U Unknown (i.e. Nam to ZAI) EUR European countries
533 None WH White NAM Namibia AIS Asian countries
535 Unknown BOT Botswana NOR North American
537 Student no ZIM Zimbabwe countries
538 Work permit no ANG Angola SOU Central & South
539 Employee no MOZ Mozambique American countries
540 Birth certificate no LES Lesotho AUS Australia & New
541 Human Sciences SWA Swaziland Zealand
Research Council register no MAL Malawi OOC Other and rest of
561 ETQA record no ZAM Zambia Oceania
MAU Mauritius
TAN Tanzania
Citizen/residence status Home language code Province code
U Unknown ENG English 1 - Undefined
SA South Africa AFR Afrikaans 2 - Western Cape
O Other OTH Other 3 - Eastern Cape
D Dual (SA plus other) SEP sePedi 4 - Northern Cape
SES seSotho 5 - Free State
SET seTswana 6 - Kwazulu-Natal
SWA siSwati 7 - North West
TSH tshiVenda 8 - Gauteng
U Unknown 9 - Mpumalanga
XHO isiXhosa 10 - Limpopo
XIT xiTsonga
ZUL isiZulu
NDE siNdebele
Disability status Socioeconomic Status
N None U Unspecified
01 Sight (even with glasses) 01 Employed
02 Hearing (even with hearing aid) 02 Unemployed
03 Communication (talking, listening) 03 Not working – looking for work
04 Physical (moving, standing, grasping) 04 Not working – housewife/homemaker
05 Intellectual (difficulties in learning); retardation 06 Not working – scholar/full time student
06 Emotional (behavioural or psychological) 07 Not working – pensioner/retired person
07 Multiple 08 Not working – disabled person
09 Disabled but unspecified 09 Not working – not wishing to work
U Unknown 10 Not working – none of the above
97 N/A : Aged < 15
98 N/A : Institution

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Learner ID
Insert a certified copy of your Identify Document here:

Learner CV
Insert a copy of your full CV (Curriculum Vitae) here:

Learner Qualifications
Insert certified copies of relevant qualifications here:

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Unit Standard Details

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Conduct outcomes-based assessment

SAQA US UNIT STANDARD TITLE

ID
115753 Conduct outcomes-based assessment
ORIGINATOR ORIGINATING PROVIDER
SGB Assessor Standards
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training
Authority
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training
ABET UNIT OLD NQF LEVEL NEW NQF LEVEL CREDITS
BAND STANDARD
TYPE
Undefined Regular Level 5 New Level 15
Assignment Pend.
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA
START DATE END DATE DECISION
NUMBER
Reregistered 2010-08-07 2012-06-30 SAQA 0480/09
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2013-06-30 2016-06-30
This unit standard replaces:
Old NQF Replacement
US ID Unit Standard Title New NQF Level Credits
Level Status
Plan and conduct
New Level
7978 assessment of learning Level 5 15 Complete
Assignment Pend.
outcomes
9927 Conduct an assessment Level 4 NQF Level 04 12 Complete

PURPOSE OF THE UNIT STANDARD

This generic assessor unit standard is for those who assess people for their 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 will contribute 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 is free of all bias and discrimination, paying particular
attention to the three groups targeted for redress: race, gender and disability.

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In particular, people credited with this unit standard will be able to:
 Demonstrate understanding of outcomes-based assessment;
 Prepare for assessments;
 Conduct assessments;
 Provide feedback on assessments; and
 Review assessments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that those starting to learn towards this unit
standard have no previous assessment experience. It is assumed, though, that the
candidate-assessors have evaluative expertise within the area of learning in which they
intend to assess (see Definition of Terms for a definition of "evaluative expertise").

UNIT STANDARD RANGE

1. This generic assessment unit standard applies to assessment in all fields of learning.
However, it is expected that assessments will be contextualised to meet the requirements of
different contexts.
2. Assessment of candidate-assessors will only be valid for award of this unit standard if the
following requirements are met:
 Assessments carried out by the candidate-assessor are in relation to significant,
meaningful and coherent outcome statements that include criteria for assessment purposes,
and allow for judgements of competence in line with SAQA's definition of competence i.e.
embrace foundational, practical and reflexive dimensions of competence. Outcomes that are
highly task-orientated and do not demand much, if any, in the way of reflexive competence,
will not be sufficient for measuring competence as an assessor in terms of this unit standard.
It is important that candidate-assessors select outcomes that enable them to meet the
requirement laid out here.
 The candidate-assessor demonstrates repeatability by carrying out at least two
assessments :
- One of which may be a simulated assessment (in order to cover a range of typical
assessment situations), and
- At least one of which must involve a real candidate in a real assessment situation,
preferably under the guidance of a mentor.
The assessments may involve two or more candidates in relation to the same outcome.
 Candidate-assessors produce evidence that they can conduct assessments in RPL
situations and for candidates who may have fairly recently acquired the necessary knowledge
and skills through courses or learning programmes. However, candidate assessors do not
need to carry out both kinds of assessments in practice for the award of this unit standard.
Should candidate-assessors carry out an RPL-related assessment for the purposes of this
unit standard, then it is sufficient for them to show how they might have conducted the
assessment differently had it been an assessment linked to recent learning, and vice versa.
3. For the purposes of assessment against this unit standard, candidate-assessors should
have access to Assessment Guides and will not be expected to design assessments. (See
Definition of Terms for a definition of Assessment Guides). Candidate assessors will be
expected to interpret the standards at hand in order to ensure their assessment judgements
are in accordance with the requirements of the standard. In cases where Assessment Guides
are not available, providers should seek ways to make such guides available for the
purposes of this assessment. Where candidate-assessor also intend to design assessments,
then providers are encouraged to integrate the learning and assessment of the unit
standards:
 Conduct outcomes-based assessments
 Design and develop outcomes-based assessments
4. Candidate-assessors should have access to organisational assessment policies,
procedures and systems (including moderation). It is assumed the organisational policies and
procedures are of a quality sufficient for accreditation purposes. Where such policies and
procedures are not yet available, the provider may make general policies and procedures
available for the purposes of this assessment.
Further range statements are provided in the body of the unit standard where they apply to
particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Demonstrate understanding of outcomes-based assessment.

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ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Comparisons between outcomes-based and another form of assessment of learning highlight
key differences in terms of the underlying philosophies and approaches to assessment,
including an outline of advantages and disadvantages.

ASSESSMENT CRITERION 2
RPL is explained in terms of its purpose, processes and related benefits and challenges.
Explanations highlight the potential impact of RPL on individuals, learning organisations and
the workplace.

ASSESSMENT CRITERION 3
A variety of assessment methods are described and compared in terms of how they could be
used when conducting assessments in different situations.
ASSESSMENT CRITERION RANGE
The description of methods should cover situations for gathering evidence of:
 Problem solving ability,
 Knowledge and understanding,
 Practical and technical skills,
 Attitudinal skills and values.

ASSESSMENT CRITERION 4
Key principles of assessment are described and illustrated in practical situations. The
descriptions highlight the importance of applying the principles in terms of the possible effect
on the assessment process and results.

ASSESSMENT CRITERION 5
The approach to giving feedback on assessment results is described in terms of the possible
impact on candidates and further learning and assessment.

SPECIFIC OUTCOME 2
Prepare for assessments.
OUTCOME RANGE
Preparation for assessments relates to organising and preparing resources, people,
schedules, venues, assessment instruments and documentation for a particular assessment
and/or related assessments for an individual or a number of assessment candidates/learners.
Preparation is to be carried out in situations where the candidate assessor has access to:
 Relevant organisational assessment and moderation policies and procedures, and
 Assessment guides and instruments for the assessment at hand, including the relevant
outcomes and criteria.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Preparation of assessment resources, logistics, documentation and environment meets the
requirements of the assessment at hand and ensures fairness and safety of assessment.

ASSESSMENT CRITERION 2
Parties involved in the assessment are notified in good time. Checks are carried out to
ensure parties involved in the assessment are ready and available to meet required
schedules.
ASSESSMENT CRITERION RANGE
Parties include assessment candidates and moderators, and may include assessment
facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.

ASSESSMENT CRITERION 3
All pre-assessment moderation requirements are carried out in accordance with relevant
assessment policies, moderation plans and ETQA requirements.

ASSESSMENT CRITERION 4
Assessment details are explained to candidates clearly and constructively. Opportunities for
clarification are provided and responses promote understanding of the requirements.

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ASSESSMENT CRITERION RANGE

Assessment details cover the specific purpose, process, expectations, roles, responsibilities
and appeals procedures related to the assessment at hand, as well as the general context of
assessment in terms of the principles and mechanisms of the NQF, as applicable to the
situation and assessment context.

ASSESSMENT CRITERION 5
Inputs are sought from candidates regarding special needs and possible sources of evidence
that could contribute to valid assessment, including RPL opportunities. Modifications made to
the assessment approach on the basis of the inputs do not affect the validity of the
assessment.

ASSESSMENT CRITERION 6
Candidate readiness for assessment is confirmed. In cases where candidates are not yet
ready, actions taken are in line with assessment policies.

SPECIFIC OUTCOME 3
Conduct assessments.
OUTCOME RANGE
The ability to make assessment judgements using diverse sources of evidence must be
demonstrated. Assessments to include cases where candidates have special needs and
where evidence arises through RPL situations. Should it not be feasible to gather evidence
for assessments of special need candidates or in RPL situations, evidence may be produced
through scenarios.
Candidate-assessors must show they can make judgements in situations where:
 Candidates meet all criteria for a particular outcome,
 Candidates clearly do not meet the criteria for a particular outcome,
 Candidates meet some, but not all criteria, and
 More evidence is required in order to make a judgement of competence.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Assessment practices promote effective, manageable, fair and safe assessment. Assessment
practices are in line with quality assurance requirements, recognised codes of practice and
learning-site or work-site standard operating procedures where applicable.
ASSESSMENT CRITERION RANGE
Professional, industry or legislated codes of practice.

ASSESSMENT CRITERION 2
The assessment is carried out according to the assessment design and in line with the
assessment plan. Adjustments are justified by the situation, and unforeseen events and
special needs of candidates are addressed without compromising the validity or fairness of
the assessment.

ASSESSMENT CRITERION 3
Questioning techniques are appropriate and have the potential to successfully elicit
appropriate responses. Communication with candidates is non-leading, and is appropriate to
the assessment at hand and the language ability of the candidate.
ASSESSMENT CRITERION RANGE
"Leading" refers to the practice of inadvertently or deliberately influencing the evidence
candidates produce through the style of questioning, instructions or responses to candidates.

ASSESSMENT CRITERION 4
Sufficient evidence is gathered, including evidence generated over time, to enable valid,
consistent, reliable and fair assessment judgements to be made.

ASSESSMENT CRITERION 5
Assessment judgements are consistent with judgements made on similar evidence and are
justified by the authenticity, validity, sufficiency and currency of the evidence.

ASSESSMENT CRITERION 6
Records of the assessment are in line with the requirements of the organisation's quality
assurance system. Records meet requirements for making assessment judgements, giving

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meaningful feedback, supporting internal and external moderation, and addressing possible
appeals.

SPECIFIC OUTCOME 4
Provide feedback on assessments.
OUTCOME RANGE
 Parties include candidates, educators, trainers, managers and moderators as applicable to
the situation.
 Evidence must be provided of the ability to give written and oral feedback.
 The ability to give feedback must be demonstrated in situations where:
- Candidates meet all criteria in relation to an outcome,
- Candidates clearly do not meet the criteria in relation to an outcome,
- Candidates meet some, but not all criteria, and
- More evidence is required before a judgement is possible.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Feedback is given to relevant parties in accordance with confidentiality requirements, in an
appropriate sequence and within agreed timeframes.

ASSESSMENT CRITERION 2
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.

ASSESSMENT CRITERION 3
The type and manner of feedback is constructive, culturally sensitive and related to the
relevant party's needs. Sufficient information is provided to enable the purpose of the
assessment to be met, and to enable parties to make further decisions.
ASSESSMENT CRITERION RANGE
Further decisions include awarding of credit, redirecting candidates to further learning or
guiding candidates to further application or re-assessment.

ASSESSMENT CRITERION 4
Feedback on the assessment process is obtained from the candidate and opportunities are
provided for clarification and explanations concerning the entire assessment.

ASSESSMENT CRITERION 5
Disputes and/or appeals that arise are dealt with according to the assessment policy.

ASSESSMENT CRITERION 6
Agreements reached and key elements of the feedback are recorded in line with the
requirements of the organisation's quality assurance system.

SPECIFIC OUTCOME 5
Review assessments.
OUTCOME RANGE
The review should address at least the following aspects:
 The quality of the assessment instruments, including the outcomes against which
assessment takes place and Assessment Guides used,
 The assessment process, and
 Candidate readiness for assessment.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The review identifies strengths and weaknesses in the instruments and process, and records
these for incorporation in assessment redesign.

ASSESSMENT CRITERION 2
Feedback from relevant parties is analysed and used to influence future assessments
positively.

ASSESSMENT CRITERION 3

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Weaknesses in the assessment design and process that could have compromised the
fairness of assessment are identified and dealt with according to the organisation's
assessment policy.

ASSESSMENT CRITERION 4
Weaknesses in the assessment arising from poorly defined outcomes and criteria are
identified, and effective steps are taken to inform relevant bodies.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 A candidate-assessor wishing to be assessed, against this unit standard may apply to an
assessment agency, assessor or provider institution accredited by the relevant ETQA.
 Anyone assessing a candidate-assessor against this unit standard must meet the
assessor requirements of the relevant ETQA. In particular, such assessors of candidate-
assessors must demonstrate that they assess in terms of the scope and context defined in all
the range statements.
 Any institution offering learning towards this unit standard must be accredited as a
provider with the relevant ETQA.
 External moderation of assessment will be conducted by the relevant ETQA at its
discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following knowledge is embedded within the unit standard, and will be assessed directly
or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
 Outcomes-based education, training and development
 Principles of assessment - directly assessed through assessment criterion 'Key principles
of assessment are described and illustrated in practical situations. The descriptions highlight
the importance of applying the principles in terms of the possible effect on the assessment
process and results.', and indirectly assessed via a requirement to apply the principles
throughout the standard.
 Principles and practices of RPL - directly assessed through assessment criteria 'RPL is
explained in terms of its purpose, processes and related benefits and challenges.
Explanations highlight the potential impact of RPL on individuals, learning organisations and
the workplace.', 'Inputs are sought from candidates regarding special needs and possible
sources of evidence that could contribute to valid assessment, including RPL opportunities.
Modifications made to the assessment approach on the basis of the inputs do not affect the
validity of the assessment.' and specific outcome 'Conduct assessments.', as well as through
application in the rest of the standard.
 Methods of assessment - directly assessed through assessment criterion 'A variety of
assessment methods are described and compared in terms of how they could be used when
conducting assessments in different situations.', and indirectly assessed through application
of the methods
 Potential barriers to assessment - assessed when dealing with special needs.
 The principles and mechanisms of the NQF - this knowledge underpins the standard
 Assessment policies and ETQA requirements
 Moderation requirements

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems using critical and creative thinking: preparing for contingencies,
candidates with special needs, problems that arise during assessment, suggesting changes
to assessment.

UNIT STANDARD CCFO WORKING

Work effectively in a team using critical and creative thinking: working with candidates and
other relevant parties during assessment, as well as post-assessment.

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UNIT STANDARD CCFO ORGANISING

Organize and manage oneself and ones activities: preparing, conducting and recording the
assessment.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organize and critically evaluate information: gather, evaluate and judge
evidence and the assessment process.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively: prepare candidates for assessment, communicate during
assessment, and provide feedback.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate the world as a set of related systems: understanding the impact of assessment
on individuals and organisations.

UNIT STANDARD CCFO CONTRIBUTING

Be culturally and aesthetically sensitive across a range of social contexts: give feedback on
assessments in a culturally sensitive manner.

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Pre-Assessment Preparation Sheet

This document serves to orientate and prepare you in the assessment(s) that you are
about to embark in. It is a map that informs you of the steps involved in the
assessment process and will allow you to prepare for your assessment(s), helping to
set you at ease, and give you the best opportunity for success.
This document MUST be completed by the Learner in the presence of the Assessor /
Facilitator conducting the Pre-Assessment Process:
Programme Conduct outcomes-based assessment
SAQA ID 115753: Conduct outcomes-based assessment
Unit Standard NQF Level 5, 15 Credits
Venue of Pre-
Date
Assessment Meeting

Learner Full Name

NADAH SIBONGILE THABATHA
Learner ID
6204080582085
Facilitator Full Name
CHRIS VERMEULEN
Assessor
Assessor Full Name
Number
Moderator
Moderator Full Name
Number

Please read the discussion points below. Tick yes, indicating that you have read and
understand the information provided. Please contact your facilitator or assessor if
you do not understand or need additional information on any of the points below:
I have read and understand the
Please take note of the following discussion points: information provided:
Yes No Comments
1. Were you welcomed and made to feel at ease?
2. Was the purpose and objectives of the meeting explained?
3. Was the Assessment process and principles of good
assessment is explained?
4. The purpose of the assessment is to determine and recognise
my competence against the unit standards in this qualification
5. I understand the roles and responsibilities of all parties
involved in the assessment:
 The learner: To complete and submit all required evidence by
submission date.
 The assessor: To assess evidence submitted and provide learner
with feedback.
 The moderator: To quality assure the assessment process.
Assessment results are subject to change pending moderation.
6. Were you informed of your rights, appeal process and
reassessment policies?
 You have the right to appeal against any judgement given as a result
of any assessment. You must have valid reasons for doing this
 You have the right to an interpreter if you need one to perform this
function. However if one of the learning assumptions for the
standard is that you are competent within the language of
assessment, you may not have an interpreter
 You can ask that an impartial observer attend any assessment. This
observer may not take any part of the assessment

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I have read and understand the

Please take note of the following discussion points: information provided:
Yes No Comments
 If you do not agree with the assessment you have the right to have
your assessment internally moderated. If you still do not agree with
the result of the assessment you can ask that the ETQA perform an
external moderated on the assessment. If any verification upholds
the assessment findings you will be held liable for all costs of the
verifications. If any verification rules that you have been aggrieved
as a result of the assessment, your assessor will be liable for all
costs of verification
7. I will communicate any special or particular needs that may
affect my performance during the assessment to my Assessor
15 working days before the submission date.
 Special and particular needs, i.e. disabilities, language and literacy
needs.
 Special needs will be provided for as long as the validity of the
assessment is not compromised.
8. This PoE (Portfolio of Evidence) contains the following
Assessment Instruments that have to be completed and
submitted for every Skills Programme:
 Learner Workbook (Formative Assessment)
 Reflection
 Knowledge questions (Summative Assessment)
 Practical assignments
 Summative project
 Logbook
Note: The assessor can be contacted with any questions regarding the
assessment.
9. I am aware that all evidence has to be:
 Valid (evidence provided will speak to the unit standard)
 Authentic (all evidence submitted will be my own work, I will indicate
where this is not the case. If it found that I am guilty of plagiarism, I
will have to apply to be assessed again and pay the bearing
associated assessment costs)
 Reliable (evidence is from a reliable source)
 Current (evidence can not be older than 3 years )
 Sufficient (prove consistent competence – not a “once-off”
occurrence)
10. I know that I have to complete all sections of this PoE and
sign all sections where requested.
11. The assessor will evaluate the evidence submitted in my PoE
against the Unit Standard Specific Outcomes with their
associated Assessment Criteria, Essential Embedded
Knowledge and CCFOs that is outlined in the Unit Standards
related to this Skills Programme in the qualification.
12. The submission date of the PoE has been communicated to Date:
me (fill in date on the right hand side here)
 No late submissions will be accepted. An extension request has to
be submitted 5 working days prior to the agreed submission date.
 We reserve the right to charge an admin fee to process extension
requests.
 I will make a copy of the PoE before submission and retain for
safekeeping.
 I accept the consequences of my actions should I not have retained
a copy of my PoE and the document is lost or destroyed as a result
off circumstances beyond the control of the training provider.
13. The Assessor will provide feedback no later than 1 month
after the submission date.
 Assessment results are communicated via e-mail.

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I have read and understand the

Please take note of the following discussion points: information provided:
Yes No Comments
 Feedback is confidential.
 The assessor can be contacted to clarify feedback received.
14. If the assessor identifies evidence requirements that I have
not met:
 One opportunity for re-assessment is included in the assessment
price.
 Should the assessment result remain unchanged upon re-
submission, the action plan will be discussed.
 Once areas of remediation have been addressed, the learner can re-
apply for assessment, bearing the associated assessment costs.
15. I understand the appeals policy:
 I have read and signed the Appeals Policy and Procedure in this
PoE
16. I understand the recordkeeping and reporting of results:
 All learner records are confidential.
 The company sponsoring your training will have access to
Assessment results.
 Assessment results are communicated to the ETQA who will upload
learner results to the National Learner Record Database.
Declaration of Understanding statement: Yes / No
1. I understand the importance of the meeting / workshop YES

2. I declare that the above mentioned points of the pre-assessment document were YES
explained by the Assessor/Trainer
3. I declare that I have received copies of the qualification, assessment plan, YES
assessment schedule and copies of the relevant policies and procedures pertaining
to my assessment
4. I have read the above and understood the contents thereof YES

5. I was given the opportunity to clarify any issues relating to the assessment process YES
and my assessment plan
6. I have requested this assessment in accordance with my own free will and without YES
duress
Learner Signature Date 04/ 02/ 2015

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

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Assessment Plan
Use the assessment plan to write down the dates on which you plan to meet specific
targets.
This document MUST be completed by the learner in the presence of the Assessor /
Facilitator conducting the Pre-Assessment Process:

Programme Conduct outcomes-based assessment

SAQA ID 115753: Conduct outcomes-based assessment
Unit Standard NQF Level 5, 15 Credits
Learner Name NADAH SIBONGILE THABATHA

Learner ID Number 620408 0582 08 5

Facilitator Name CHRIS VERMEULEN

Assessor Name Assessor ID

Planned Actual
Action Comments
Date Date
1. Read and Sign Assessment Preparation Sheet 04/02/2015
04/02/2015
2. Complete the formative assessments – class 06/02/2015
activities in the Learner Workbook 05/02/2015
3. Complete the Reflection in the Learner 06/02/2015
Workbook 05/02/2015

4. Place the entire Learner Workbook in the PoE 06/02/2015

06//02/2015
5. Complete the summative assessment activities 06/02/2015 06/02/2015
in the Learner Portfolio of Evidence Guide:
a. Knowledge Questionnaire
b. Practical Activities 06/02/2015 06/02/2015
c. Summative Project 20/02/2015 20/02/2015
d. Logbook 27/02/2015 27/02/2015
6. Complete the Assessment Activities Checklist 27/02/2015
in the Learner Portfolio of Evidence Guide 27/02/2015
7. Complete the Learner’s Review of the 27/02/2015 27/02/2015
Assessment Process in the Learner Portfolio of
Evidence Guide
8. Submit the PoE 27/02/2015
20/02/2015
I, the learner, hereby agree to the above plan and to commit to preparing for the assessment and
submitting the specified documents (in my Portfolio of Evidence) on the dates specified.

Learner Signature Date 27/02/2015

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

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Declaration of Authenticity

I NADAH THABATHA (full name), ID number 6204080582085

declare that the evidence presented in this portfolio of evidence represents
workplace and training evidence against the Unit Standards in this Skills Programme:

Programme Conduct outcomes-based assessment

SAQA ID 115753: Conduct outcomes-based assessment
Unit Standard NQF Level 5, 15 Credits

and that it is my own work and has been completed me, with the exception of:
(detail any work that was not completed by yourself, i.e. group work, etc.)

Please list any references to resources used, e.g. books, websites, etc.

In signing this, I declare that all the evidence presented in this Portfolio of Evidence is
true, valid and my own work:

Learner name

Learner signature

Date
27/02/2015
Witness name

Witness contact details

Witness signature

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Appeals Procedure
Familiarise yourself with the appeals procedure and sign the document as requested. You will
only use the Appeals Form if you would like to appeal against the assessment decision.
The Training Provider acknowledges a Learner’s right to appeal against or dispute any
assessment decision.
You can appeal under the following circumstances:
 I do not agree with my assessment decision – I feel I have provided sufficient
evidence
 I was not briefed properly of the nature and requirements of assessment
 I was unfairly discriminated against
 My special needs for this assessment were not accommodated

If you would like to appeal, please follow the procedure below:

Stage 1:
 Approach the workshop organiser to state your case for re-assessment within 14
working days of being informed of the assessment decision. Complete and submit
the appeals form within the 14 days.
 The Training Provider will respond to all appeals and disputes received within 14
working days.
 The workshop organiser will consider the appeal and forward to the assessor if
required.
 The assessor will respond with either:
 A clear explanation stating why the assessment decision is upheld combined with
a re-evaluation of the evidence.
 An amendment of the Learner’s Assessment Record, should this be appropriate.

Stage 2:
 Should the decision made by the assessor be unsatisfactory, the appeal will be
forwarded to the moderator for mediation and possible re-assessment.

Stage 3:
 The Training Provider management would be approached as the next step, should
the decision not be accepted. A panel will be selected to administer the appeal.
 The Learner is invited to attend the proceedings held by the panel.

Stage 4:
 Once all internal appeals and dispute systems have been exhausted, appeals and
disputes can be referred to the relevant ETQA for investigation.

I (name & surname) NADAH SIBONGILE THABATHA hereby

confirm that the above procedures have been explained to me and I accept them.

Learner Name: NADAH THABATHA Signature: Date: 27/02/2015

.

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Appeals Form
CONDITION/S UNDER WHICH I AM SELECTING TO MAKE THIS APPEAL (select one)
 I do not agree with my assessment decision – I feel I have provided sufficient evidence
 I was not briefed properly of the nature and requirements of assessment
 I was unfairly discriminated against
 My special needs for this assessment were not accommodated

I hereby appeal against the assessment decision:

(name & surname)
Training Provider
Skills Programme
Unit Standard(s)
Assessor Assessment Date

Reason for appeal

Learner Signature Date of Appeal

Stage 1: Assessor Response

Decision Amended Decision Upheld
Assessor’s rationale for
decision

Assessor Signature Date of Response

The above decision have been explained to me and I accept the decision YES NO
Learner Signature Date

Stage 2: Moderator Response

Decision Amended Decision Upheld
Moderator’s rationale for
decision

Moderator Name Date of Response

Moderator Signature
The above decision have been explained to me and I accept the decision YES NO
Learner Signature Date

Stage 3: Management Response

Decision Amended Decision Upheld
Rationale for decision

Panel Date of Response

Name Signature
Name Signature
Name Signature
The above decision have been explained to me and I accept the decision YES NO
Learner Signature Date

Stage 4: ETQA The appeal has been referred for investigation YES NO

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Formative Assessment

“Formative Assessment refers to assessment that takes place during the process of
learning and teaching”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please place the entire contents of your Learner Workbook here, so that it can be
assessed as your formative assessment:

 Learner Workbook with Class Activities completed

During and after the initial training the learner will be required to complete a number
of class activities. These activities will be both individual and group activities (class
activities - formative). The activities are numbered and are to be included in the
learner’s portfolio of evidence. These activities will measure the progress of the
learner through the programme. For authenticity reasons these activities must be
handwritten.

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Learner Workbook

Please insert your entire Learner Workbook, with all the Class Activities here.

 Ensure that all the Class Activities are completed, including the Reflection activity.

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Summative Assessment

“Summative Assessment is assessment for making a judgement about achievement.

This is carried out when a learner is ready to be assessed at the end of a programme
of learning”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please complete the following summative assessment activities and submit as part of
your Portfolio of Evidence:

 Knowledge Questions
 Practical Activities
 Summative Project
 Logbook

The learner needs to individually complete the summative assessment activities. The
summative assessment is conducted by means of a knowledge questionnaire and
various integrated assessment activities. The learner needs to follow the summative
assessment activity instructions to create the evidence required for the portfolio of
evidence.

Note: The Critical Cross Field Outcomes are referenced in the following manner:
CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions
using critical and creative thinking have been made
CCFO2- Work effectively with others as a member of a team, group, organisation, community
CCFO3- Organise and manage oneself and one's activities responsibly and effectively
CCFO4- Collect, analyse, organise and critically evaluate information
CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of
oral and/or written presentation
CCFO6- Use science and technology effectively and critically, showing responsibility towards the
environment and health of others
CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation
CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions
made are acceptable to all stakeholders with broad cultural backgrounds

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Knowledge Questions
Please answer the following knowledge questions related to the unit standard
embedded knowledge and assessment criteria and place it in your portfolio of
evidence. Remember to number the answers according to the question numbers,
should you need to attach a document.
You have 1 hour to complete this Knowledge Questionnaire individually based on
the theory that you covered in your Learner Guide and the formative assessments
you completed in your Learner Workbook.

Knowledge Questions Unit Standard

Individually complete the following: Reference

1. Briefly explain what you understand by “outcomes-based

115753 EEK1
education, training and development” (OBE):

(8)
115753 EEK2
2. Describe the following principles of assessment (VACS):
115753.1.4

Valid:

Authentic:

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Current:

Sufficient

(2x4=8)
3. Explain RPL in terms of its purpose (3) and related benefits (3) 115753 EEK3
and challenges (3): 115753.1.2

Purpose

Benefits

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Challenges

(9)
115753 EEK4
4. Explain the following methods of assessment:
115753.1.3

Evidence of:
 Problem solving ability,
 Knowledge and
understanding,
Method Activity
 Practical and technical
skills,
 Attitudinal skills and
values
Observation

Evaluation
of a product

Questioning

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(3+6=9)
115753 EEK5
5. Describe 2 potential barriers to assessment:
115753.2.5

(2)
115753 EEK6
6. Discuss the following principles of the NQF:
115753.2.4

Relevance

Credibility

Standards

Access

Articulation

Progression

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Portability

(7)
7. Explain the EDTQA requirements of an assessor in terms of:
115753 EEK7
 Working Practices and Quality Standards
115753.2.3
 Confidentiality

Working Practices
and Quality
Standards:

Confidentiality:

(7)
115753 EEK8
8. List 3 moderation requirements
115753.2.3

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(3)
9. Do a comparison between outcomes-based and another form of
assessment of learning highlight key differences in terms of the
115753.1.1
underlying philosophies and approaches to assessment, including
an outline of advantages and disadvantages

Outcomes based assessment Content based assessment

Underlying  Instructional designers
philosophy develop courses around
the content.
 The outcomes of a course
are written as objectives

Approach to  Learners do assignments

assessment and write tests and
examinations in order to
indicate their level of
competence
 Assessment criteria are
non-existent or vague

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Advantages  None, as it is teacher

centred and disregards
learner differences.

Disadvantage  The teacher decides on the

s content.
 Learners are not actively
involved
 Reports on learners’
relative achievements

(2x4=8)
10. Explain RPL in terms of its potential impact on individuals, learning
115753.1.2
organisations and the workplace

Impact on individual

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Impact on learning
organisation

Impact on workplace

(3x3=9)
Total / 70

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Practical Activities
Individually complete the following activities to show your ability to integrate and
apply your knowledge and skills in the workplace.

Practical Activity 1: Conduct outcomes-based 115753.2,3,4,5

assessment EEK1-8
CCFO1,2,3,4,5,7,8
Individually complete the following:
You need to show that you can conduct outcomes-based assessment

Complete the following in your workplace, using the assessment documentation provided:
115753 Learner PoE Doc Learner Workbook 242811 (for Formative Assessment)
115753 Learner PoE Doc Learner PoE Guide 242811 (for Summative Assessment)
115753 Learner PoE Doc Assessor Assessment Guide with memorandum 242811
115753 Learner PoE Doc Assessor Assessment Feedback Documents 242811

1. Prepare for assessments.

Note: Preparation for assessments relates to organising and preparing resources,
people, schedules, venues, assessment instruments and documentation for a
particular assessment and/or related assessments for an individual or a number of
assessment candidates/learners. Preparation is to be carried out in situations where
the candidate assessor has access to:
 Relevant organisational assessment and moderation policies and procedures,
and
 Assessment guides and instruments for the assessment at hand, including the
relevant outcomes and criteria
Complete the following tasks and provide workplace evidence to show that you
have done the following:
a. Prepare assessment resources, logistics, documentation and environment
to meet the requirements of the assessment at hand and ensure fairness
and safety of assessment
b. Notify 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 schedules
c. Carry out all pre-assessment moderation requirements out in accordance
with relevant assessment policies, moderation plans and ETQA
requirements
d. Explain assessment details to candidates clearly and constructively.
Provide opportunities for clarification and respond to promote
understanding of the requirements
e. Seek inputs 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 inputs that do not affect the validity of the assessment

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f. Confirm candidate readiness for assessment. In cases where candidates

are not yet ready, take actions in line with assessment policies
g. Submit all the documents that you used to prepare for assessment and
then complete the table below to indicate where in your evidence the
following criteria is shown:
Criteria Where in my evidence this is shown:
Prepare assessment
resources, logistics,
documentation and
environment to meet the
requirements of the
assessment at hand and
ensure fairness and safety of
assessment
Notify 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
schedules
Carry out all pre-assessment
moderation requirements out
in accordance with relevant
assessment policies,
moderation plans and ETQA
requirements
Explain assessment details to
candidates clearly and
constructively. Provide
opportunities for clarification
and respond to promote
understanding of the
requirements
Seek inputs 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 inputs that do not
affect the validity of the
assessment
Confirm candidate readiness
for assessment. In cases
where candidates are not yet
ready, take actions in line with
assessment policies

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2. Conduct assessments.
Note: The ability to make assessment judgements using diverse sources of evidence
must be demonstrated. Assessments to include cases where candidates have
special needs and where evidence arises through RPL situations. Should it not be
feasible to gather evidence for assessments of special need candidates or in RPL
situations, evidence may be produced through scenarios.
Candidate-assessors must show they can make judgements in situations where:
 Candidates meet all criteria for a particular outcome,
 Candidates clearly do not meet the criteria for a particular outcome,
 Candidates meet some, but not all criteria, and
 More evidence is required in order to make a judgement of competence
Complete the following tasks and provide workplace evidence to show that you
have done the following:
a. 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 applicable
b. Carry out the assessment according to the assessment design and in line
with the assessment plan. Justify adjustments by the situation, and
unforeseen events and special needs of candidates are addressed without
compromising the validity or fairness of the assessment
c. Use 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 candidate
d. Gather sufficient evidence, including evidence generated over time, to
enable valid, consistent, reliable and fair assessment judgements to be
made
e. Ensure that assessment judgements are consistent with judgements made
on similar evidence and are justified by the authenticity, validity, sufficiency
and currency of the evidence
f. Ensure 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 appeals
g. Submit all the documents that you used to prepare for assessment and
then complete the table below to indicate where in your evidence the
following criteria is shown:
Criteria Where in my evidence this is shown:
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-

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site or work-site standard

operating procedures where
applicable
Carry out the assessment
according to the assessment
design and in line with the
assessment plan. Justify
adjustments by the situation,
and unforeseen events and
special needs of candidates
are addressed without
compromising the validity or
fairness of the assessment
Use 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
candidate
Gather sufficient evidence,
including evidence generated
over time, to enable valid,
consistent, reliable and fair
assessment judgements to be
made
Ensure that assessment
judgements are consistent with
judgements made on similar
evidence and are justified by
the authenticity, validity,
sufficiency and currency of the
evidence
Ensure 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 appeals

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3. Provide feedback on assessments.

Note: When providing feedback on assessment the following range should apply:
 Parties include candidates, educators, trainers, managers and moderators as
applicable to the situation.
 Evidence must be provided of the ability to give written and oral feedback.
 The ability to give feedback must be demonstrated in situations where:
o Candidates meet all criteria in relation to an outcome,
o Candidates clearly do not meet the criteria in relation to an outcome,
o Candidates meet some, but not all criteria, and
o More evidence is required before a judgement is possible
Complete the following tasks and provide workplace evidence to show that you
have done the following:
a. Give feedback to relevant parties in accordance with confidentiality
requirements, in an appropriate sequence and within agreed timeframes
b. 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
c. 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
d. Obtain feedback on the assessment process from the candidate and
provide opportunities for clarification and explanations concerning the
entire assessment
e. Deal with disputes and/or appeals that arise with according to the
assessment policy
f. Record agreements reached and key elements of the feedback in line with
the requirements of the organisation's quality assurance system
g. Submit all the documents that you used to prepare for assessment and
then complete the table below to indicate where in your evidence the
following criteria is shown:
Criteria Where in my evidence this is shown:
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

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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
candidate and provide
opportunities for clarification
and explanations concerning
the entire assessment
Deal with disputes and/or
appeals that arise with
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

4. Review assessments.
Note: The review should address at least the following aspects:
 The quality of the assessment instruments, including the outcomes against
which assessment takes place and Assessment Guides used,
 The assessment process, and
 Candidate readiness for assessment
Complete the following tasks and provide workplace evidence to show that you
have done the following:
a. Ensure that the review identifies strengths and weaknesses in the
instruments and process, and record these for incorporation in assessment
redesign
b. Analyse feedback from relevant parties and use it to influence future
assessments positively
c. 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
d. Identify weaknesses in the assessment arising from poorly defined
outcomes and criteria, and take effective steps to inform relevant bodies

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e. Submit all the documents that you used to prepare for assessment and
then complete the table below to indicate where in your evidence the
following criteria is shown:
Criteria Where in my evidence this is shown:
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

Remember: Provide workplace evidence to support your answers and show your ability to
do what is required of you in this activity.
Place your evidence after this page; clearly marked for easy reference.

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Summative Project

Summative Project: 115753

In the workplace, you need to show your ability to integrate what you have
learnt. This can be measured with the Specific Outcomes and the Critical
Cross Field Outcomes of the Unit Standard.
Request your supervisor to complete the following form to show that you are able to
integrate your learning into everyday workplace application:

Learner Name: Date:

Did the Learner: Comment Yes No

1. Demonstrate understanding of outcomes-based
assessment?

2. Prepare for assessments?

3. Conduct assessments?
4. Provide feedback on assessments?
5. Review assessments?
6. Identify and solve problems using critical and
creative thinking: preparing for contingencies,
candidates with special needs, problems that
arise during assessment, suggesting changes to
assessment?
7. Work effectively in a team using critical and
creative thinking: working with candidates and
other relevant parties during assessment, as
well as post-assessment?
8. Organise and manage him/herself and his/her
activities: preparing, conducting and recording
the assessment?
9. Collect, analyse, organize and critically evaluate
information: gather, evaluate and judge evidence
and the assessment process?
10. Communicate effectively: prepare candidates for
assessment, communicate during assessment,
and provide feedback?
11. Demonstrate an understanding of the world as a
set of related systems: understanding the impact
of assessment on individuals and organisations?
12. Show that he/she can be culturally and
aesthetically sensitive across a range of social
contexts: give feedback on assessments in a
culturally sensitive manner?

Supervisor Name:

Supervisor Signature:

Supervisor Designation:

Supervisor Contact Details:

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Did the Learner: Comment Yes No

Learner Signature:

Assessor Signature

Moderator Signature

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Logbook

Logbook: 115753
Complete this individually. This logbook has been included to record all the time
spent on the assessment and other activities related to this skills programme:
 Time spent completing an activity should be signed off by a supervisor, mentor
or witness where possible.
 The logbook should show that the learner has spent at least 150 hours in
acquiring the required knowledge and skills required of this programme

Learner Name
Skills Programme Conduct outcomes-based assessment
SAQA ID 115753: Conduct outcomes-based assessment
Unit Standard(s) NQF Level 5, 15 Credits
Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner

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Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner

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Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner

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Assessment Activities Checklist

The learner needs to complete all the required activities that are guided by the
Specific Outcomes and Assessment criteria of the Unit Standard(s) in this skills
programme:
Once you have completed all the assessment activities, request your supervisor to
check that you have completed all the required activities and that they have all been
placed in your Portfolio of Evidence, in the following order:

Programme Conduct outcomes-based assessment

SAQA ID 115753: Conduct outcomes-based assessment
Unit Standard NQF Level 5, 15 Credits

Did the learner provide

Reference: Comments / Feedback Yes No
the required evidence:

Formative – Class Activities

115753.1
Class Activity 1 EEK1-4
CCFO7

115753.2
Class Activity 2 EEK5-8
CCFO1,3,4,5

115753.3
Class Activity 3
CCFO2,3,4,5

115753.4
Class Activity 4
CCFO2,3,4,5,8

115753.5
Class Activity 5
CCFO1,2,4

Reflection 115753

Summative - Knowledge Questions

Question 1 115753 EEK1

115753 EEK2
Question 2
115753.1.4

115753 EEK3
Question 3
115753.1.2

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Did the learner provide

Reference: Comments / Feedback Yes No
the required evidence:

115753 EEK4
Question 4
115753.1.3

115753 EEK5
Question 5
115753.2.5

115753 EEK6
Question 6
115753.2.4

115753 EEK7
Question 7
115753.2.3

115753 EEK8
Question 8
115753.2.3

Question 9 115753.1.1

Question 10 115753.1.2

Summative – Practical Activities

115753.2,3,4,5
Practical Activity 1 EEK1-8
CCFO1,2,3,4,5,7,8

Summative – Summative Projects

Summative Project 1 115753

Summative – Logbook

Logbook 115753

Learner Name:

Learner Signature:

Date:

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Supervisor Name:

Supervisor Signature:

Supervisor Designation:

Supervisor Contact Details:

Assessor Signature

Moderator Signature

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