Summative

Assessment Guide
Use a word processing package to produce business documents

Unit Standard 114978

NQF Level 3

3 Credits

Learner’s Name:

……………………………………………………….

1
 ASSESSMENT GUIDE

Assessment Details
Programme Use a word processing package to produce business documents
SAQA ID 114978: Use a word processing package to produce business documents
Unit Standard NQF Level 3, 3 Credits
Learner Name
ROBERT SESINYI
Home address 5752 MAIMANE DRIVE, KAGISO 2, 1754
Designation SES Highest qualification M.A. PUBLIC Mgt
Company GDE Home Language SETSWANA
[Link]@[Link].
Email Address Gender MALE
za
Contact Number 0839417768 Fax no

ID Number Attached YES

CV and Certificates (prior achievements) Attached YES

Declaration of Authenticity Document Completed YES
Learner’s Review of the Assessment Process Document Completed YES

Assessor Name
NADAH THABATHA
Assessor Number

Assessment Date
Assessment
Competent Not Yet Competent
Judgement (1st) X
Feedback Date
1st Reassessment
Date Set for
Assessment
Competent Not Yet Competent
Judgement (2nd)
Feedback Date
2nd Reassessment
Date Set for
Moderator Name

Moderator Number

Moderation Date

Judgement Competent Not Yet Competent

2
 SECTION 1: ASSESSMENT STRATEGY

Target Group TraineeFacilitators

Entry level  GETC or equivalent qualification; or

Requirement  Be competent in Communication and Mathematical Literacy at NQF
Level 2

The Purpose of the Assessment

This Unit Standard is for learners who use a computer in a business
environment. It is an introduction to basic computer literacy.

Assessment Approach
- Formative assessment is done through several activities in class
- Summative assessment is done through observation of practical
demonstration/s

Assessment Instruments

Types of Evidence Assessment Method

Direct  Written questions, Observation, P.O.E.

Context of Assessment

Indirect

Supplementary

Assessment Conditions
Classroom or boardroom

Assessment Team
See Assessment Project Plan

Special Assessment Needs

• Special needs are identified through the learner information form completed
during enrolment and verified during the Assessment Preparation Interview
which takes place at the end of the learning intervention.
• Assessment should be adjusted based on special needs requests, provided
that the fairness, validity and reliability of the assessment are not
compromised.
• Special needs include, but are not limited to: Hearing impairment, Physical
impairment, Learning disabilities, Visual impairment, Speech impairment
and Medical conditions

3
 Identify possible problems and describe how to deal with them

Learners not available due to operational issues

- Assessment schedules to be signed-off by all operations managers

Assessment Team

 Assessor availability
 Have an alternative assessor on stand-by
 Re-schedule, advise learner and line manager. Obtain written
confirmation of availability of all parties for future assessment date
 Assessment Guides not available
 Re-schedule, advise learner and line manager. Obtain written
confirmation of availability of all parties for future assessment date
 Using different assessment guides for same Unit standard
 Ensure standardised guides (with version control) available to all
Contingencies

Assessors

Special Assessment Needs

 Building not accessible to disabled individuals

 Obtain help to carry learner into room.
 Use alternative forms of assessment to accommodate learning
disability, e.g. use a scribe to record answers.

Safety and Health

 Fire extinguishers not available

 Check room ahead of assessment and organise fire extinguisher
 Evacuation route not clear
 Ask building manager for evacuation route before assessment starts

Identify possible problems and describe how to deal with them

 Assessor tools not available

 Consider rental of equipment
 Use of a witness

4
Assessment Process
What: How:
Compile a plan Identify learner.
for assessment Select relevant unit standard and most cost effective assessment instruments.
Review assessment instruments and validate the instrument against the unit
standard.
Develop an assessment plan for the learner and identify possible problems in
order to plan contingencies.
Prepare the Identify and prepare the venue to ensure fair assessment practice.
workplace and Identify and prepare all the role-players.
the learner
Consult with learner and agree on assessment activity.
Conduct Review assessment plan with Learner.
assessment Gather, record and make judgments on all the evidence.
Provide feedback to learner on every assessment activity.
Make Make assessment decision and discuss the results with the learner.
assessment Handle any disputes and identify matters that require contingency planning.
decision
Record and submit final results to assessment co-ordinator.

Assessor’s Date 2 Feb 2015

signature

5
 SECTION 2: LEARNER PREPARATION

PRE-ASSESSMENT MEETING

Date: 2 Feb 2015

Dear Learner,
As we decided the pre-assessment meeting will be held on 3 Feb 2015 (date) at
10:00 (time) in DoE District Office (venue).

The agenda for the meeting is as follows:

1. NQF structure
2. What is assessment and what is assessment policy?
3. Unit standard
4. Specific outcomes of unit standard
5. Assessment criteria and instruments
6. Role players
7. Compile an assessment plan
8. Appeal procedures
9. Moderation procedures
10. Security/confidentiality
11. Record of learnings

Please confirm your attendance. If you have any problem or need any more
information, please do not hesitate to contact me.

Regards

________________________ NADAH THABATHA

Assessor Signature Assessor Name

6
 Declaration of Authenticity

I, _________________________________________________________________

(full name and surname)

Declare that the contents of this POE is entirely my own work with the exception of
the following:

Learner signature: _____________________________ Date: 5 Feb 2015

7
 SECTION 3: ASSESSMENT APPROACH

Foreword to the Assessor

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

 Candidate indicates readiness to be assessed

 Candidate and assessor meet to plan the assessment process

 Candidate 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 candidate

 Assessor and candidate have feedback session

 Assessor submits candidate’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.

8
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.

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 candidate. 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.

9
  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.

Policies and Procedures

The training provider needs to please provide the assessor with a copy of the following
Policies and Procedures:

 Assessment Policy and Procedure

 Moderation Policy and Procedure

 Appeals and Disputes Policy and Procedure

 RPL Policy

Administrative Procedure
1) If you have special needs (e.g. language, physical impairment, dyslexia, or any other
special need) you need to indicate the need to the assessor before you start the
assessment.

2) You have three months after attending the course to submit your portfolio of evidence
(POE) for assessment.

3) Hand in your POE to your company’s Skills Development Facilitator (SDF) before or
on the agreed submission date.

4) Please communicate with your SDF if there are circumstances that prevent you from
submitting your POE on time.

5) Please remember to include a copy of your ID, CV as well as relevant certificates as

part of your POE.

6) Remember that you have the right to appeal if you disagree with the assessor’s
decision. The relevant form is included in this assessment pack.

7) Also complete the Individual Development Plan, and sign all the pages where you
need to sign.

10
8) Your POE will be assessed by the authorised assessor. At least 10% of the POEs will
be internally moderated. The moderator may overturn the decision of the assessor.

9) Thereafter the assessment results will be submitted to the ETDP SETA, who in turn
will arrange for an external verification site visit. After the external verifier’s report, the
quality control department will evaluate the report and ratify the recommendation if
they are satisfied that all requirements have been met. Thereafter statement of results
will be published by the SETA’s ETQA Dept.

10) The SETA’s ETQA Dept will upload the outcome of the results onto the SAQA’s
database.

11) Be prepared to be patient. The whole process could take a while.

12) The outcome of the assessment results are confidential. Your company’s SDF will
inform each learner of the outcome of the assessment. It is your own prerogative to
tell your colleagues of the outcome if you wish to do so.

11
 SECTION 4: LEARNER ASSESSMENT PLAN

Prepare learner on the following aspects: Ye No Comments

s
 Unit standard to be addressed:
 Use a word processing package to
produce business documents

 You need to bring the following with you

Laptop, POE

 Assessment Instruments
Written questions, POE, Observation

 Explain how the learner will receive feedback

 Remind learner of his right to appeal

 Explain the process of moderation

 Explain the safe-keeping of assessment

results

 Confirm the confidentiality policy

 Explain review policy and process

Learner’s declaration of understanding

I hereby declare that I am ready for the assessment and that we have reviewed the
assessment plan. I understand the assessment process and I am happy that the assessment
will be conducted in a fair manner.

Learner Assessor Moderator

3 Feb 2015 3 Feb 2015
Date Date Date

12
Unit Standard

Use a word processing package to produce business documents

SAQA US ID UNIT STANDARD TITLE
114978 Use a word processing package to produce business documents
ORIGINATOR ORIGINATING PROVIDER
SGB Insurance and Investment
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Finance, Economics and Accounting
ABET BAND UNIT PRE-2009 NQF NQF LEVEL CREDITS
STANDARD LEVEL
TYPE
Undefined Regular Level 3 NQF Level 03 3
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION
START DATE END DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

PURPOSE OF THE UNIT STANDARD

This Unit Standard is for learners who use a computer in a business environment. It is an
introduction to basic computer literacy.
The qualifying learner is capable of:
• Demonstrating the basic functions of a word processing package.
• Managing files in a word processing package.
• Creating a document using a word processing package.
• Editing and presenting a document.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners should
• Hold a GETC or equivalent qualification; or
• Be competent in Communication and Mathematical Literacy at NQF Level 2.
UNIT STANDARD RANGE
The typical scope of this Unit Standard is:
• Information on the screen includes, but is not limited to, menus, toolbar, views, scroll
bars, buttons and icons.
• The help function includes, but is not limited to, menu, keyboard shortcuts and other
help functions.
• Layout includes, but is not limited to, reports, memos, letters, faxes and tables.
• Templates include, but are not limited to, memos, letters, faxes and other documents.

13
 • The differences between Save and Save As include, but are not limited to changing
destination, file types, properties and file names.
• Setting up a document includes, but is not limited to, tabs, margins, headers, footers,
justification, alignment, numbering, bullets, paragraph and page settings, line spacing,
fonts and styles.
• Presentation of information in a table includes, but is not limited to, insert, delete, copy,
format, move, paste, borders and shading, inserting columns and rows and formatting
a table.
• Graphics include, but are not limited to, clipart, files (logos) and photographs.
• Editing a document includes spell check, grammar check and thesaurus.
• Sequencing information includes move, copy, cut and paste.
• Checking for suitability includes, but is not limited to, headers, footers, page numbers,
paragraphs, page orientation, margins, bullets, numbers, indentation and paper size.
• The document may be distributed printed or emailed.

SPECIFIC OUTCOME 1
Demonstrate the basic functions of a word processing package.

1.1. The basic concept of word processing is explained with reference to the
manipulation of information in a document.
1.2. A word processing document is accessed and an indication is given of the
information contained on the screen.
1.3. The default options are explored and changed to suit own preferences.
1.4. The help function is demonstrated for a specific task.
1.5. An existing template is accessed and adapted for a specific purpose.

SPECIFIC OUTCOME 2
Manage files in a word processing package.

2.1 A file is saved with reference to type, format and version.

2.2 Text from at least two other sources is imported into a word processing document.
2.3 A template is created and saved into a default folder.
2.4 The difference between Save and Save As is explained with examples.

SPECIFIC OUTCOME 3
Create a document using a word processing package.

3.1 The layout of different documents is explored with reference to written language
conventions.
3.2 A new document is set up for a specific purpose.
3.3 Formatting is adapted for a specific purpose.

14
3.4 The presentation formats available in a word processing package are identified and
an indication is given of when it is appropriate to use each.
3.5 The symbol and character function is applied where applicable in a document.
3.6 The mail merge facility is used to create letters, envelopes and labels.
3.7 Graphics are inserted into and manipulated in a document.

SPECIFIC OUTCOME 4
Edit and present a document.

4.1 The language tools in a word processing package are used to edit a document.
4.2 Information in a document is sequenced correctly.
4.3 The layout and format of a document are checked for suitability.
4.4 The document is previewed and distributed in its final format.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING
The learner can organise him/herself and his/her activities when producing business
documents.
UNIT STANDARD CCFO COLLECTING
The learner can collect, organise and critically evaluate information in creating folders and
saving documents in the appropriate folder.
UNIT STANDARD CCFO COMMUNICATING
The learner can communicate effectively by presenting information in different formats.
UNIT STANDARD CCFO SCIENCE
The learner can use technology effectively by using a word processing package to produce
business documents.

15
 SECTION 5: ASSESSMENT INSTRUMENTS

Use a word processing package to produce business documents

Assignment 1

.1 Explain the basic concept of word processing with reference to the manipulation of
information in a document. (SO 1.1)

 Creating, editing, saving and printing documents.

 Copying, pasting, moving and deleting text within a document.

 Formatting text, such as font type, bolding, underlining or italicizing.

 Creating and editing tables.

 Inserting elements from other software, such as illustrations or photographs.

 Correcting spelling and grammar.

1.2 Access a word processing document and give an indication is given of the
information contained on the screen. (SO 1.2)

16
 This is a letter from a training company called Kwapele Learning &
Consulting (Pty) Ltd to Services SETA to amend the list of accredited unit
standards. The document is dated 17 Oct 2011 and is addressed to
NikiweMdliva.

1.3 Explore and change the default options to suit own preferences. (SO 1.3)

1.4 Demonstrate the help function for a specific task. (SO 1.4)

1.5 Access and adapt an existing template for a specific purpose. (SO 1.5)

17
 Adapted template document:

2.1 Save a file with reference to type, format and version. (SO 2.1)

18
2.2 Import text from at least two other sources into a word processing
document. (SO 2.2)

(i) Just as normal paste from PDF document:

ii) The accreditation of bodies responsible for the monitoring and auditing of the quality of
the teaching and learning provision for the achievement of registered standards and
qualifications, that is Education and Training Quality Assurance bodies (ETQA’s).
• To oversee the implementation of the NQF which includes:
i) Registering SGB’s, NSB’s, and standards and qualifications
ii) Accrediting ETQA’s.
• To ensure international comparability of registered standards and qualifications.
In order to enable SAQA to carry out these functions within a regulatory framework,
SAQA
has formulated and published the following regulations:

Doing paste special from PDF document

ii) The accreditation of bodies responsible for the monitoring and auditing of
the quality ofthe teaching and learning provision for the achievement of
registered standards andqualifications, that is Education and Training
Quality Assurance bodies (ETQA’s).

• To oversee the implementation of the NQF which includes:

i) Registering SGB’s, NSB’s, and standards and qualifications

ii) Accrediting ETQA’s.

• To ensure international comparability of registered standards and

qualifications.

19
In order to enable SAQA to carry out these functions within a regulatory
framework, SAQAhas formulated and published the following regulations:

(ii) Just as normal paste from HTML document:

Jazz festival a big hit in Sandton

SANDTON – Thousands of jazz lovers from all walks of life flocked to
Sandton to experience the Standard Bank Joy of Jazz music festival.
GuguZwane | 30 September 2014 12:30

Good music, good friends… SthembileMaxase and KhanyiMashinini.

Local and international acts entertained festival-goers at six various stages which
were set out at the Sandton Convention Centre from 25 to 27 September.
Acts such as Billy Ocean, Diane Reeves, Gregory Porter and Christian Scott were
just some of the big acts that serenaded the crowds and left them wanting more.
“Best moment of my life,” said festival-goer, NolwaziDhlamini, after she watched
American soul musician Dwele on stage. Another festival-goer,
SiyabongaNgwenya, said her night was complete when Dwele performed one of
her favourite songs, Tainted.
Janine Walker, on behalf of the Standard Bank Joy of Jazz, added that British RnB
star Billy Ocean was also a crowd favourite. “He had the capacity crowd on their
feet when he performed hits such as Loverboy, Caribbean Queen, When the
Going Gets Tough, the Tough Get Going and Get Outta My Dreams, Get into My
Car,” she said.
Jazz bassist Richard Bona from Cameroon was another act that thrilled audiences
at the Standard Bank Joy of Jazz festival. He said, “I come from a different place, a
place where music has to be describing a story. When I was a kid, music was not
music to us unless there was a beautiful story behind it.”

As a paste special

20
 Jazz festival a big hit in Sandton

SANDTON – Thousands of jazz lovers from all walks of life flocked to

Sandton to experience the Standard Bank Joy of Jazz music festival.
GuguZwane | 30 September 2014 12:30

Good music, good friends… SthembileMaxase and KhanyiMashinini.

Local and international acts entertained festival-goers at six various stages

which were set out at the Sandton Convention Centre from 25 to 27
[Link] such as Billy Ocean, Diane Reeves, Gregory Porter and
Christian Scott were just some of the big acts that serenaded the crowds
and left them wanting more.“Best moment of my life,” said festival-goer,
NolwaziDhlamini, after she watched American soul musician Dwele on
stage. Another festival-goer, SiyabongaNgwenya, said her night was
complete when Dwele performed one of her favourite songs, [Link]
Walker, on behalf of the Standard Bank Joy of Jazz, added that British RnB
star Billy Ocean was also a crowd favourite. “He had the capacity crowd on
their feet when he performed hits such as Loverboy, Caribbean Queen,
When the Going Gets Tough, the Tough Get Going and Get Outta My
Dreams, Get into My Car,” she [Link] bassist Richard Bona from
Cameroon was another act that thrilled audiences at the Standard Bank Joy
of Jazz festival. He said, “I come from a different place, a place where
music has to be describing a story. When I was a kid, music was not music
to us unless there was a beautiful story behind it.”

2.3 Create and save a template into a default folder. (SO 2.3)

21
2.5 Explain the difference between Save and Save As with examples. (SO 2.4)

The first time you save a document you will most probably use the save
function.

The Save As function can be used for two reasons:

i. to save the file under a new name

to convert the file to a different file format

3.1 Explore the layout of different documents with reference to written language
conventions. (SO 3.1)

 bold

headings are indicated by larger type size or emphasis

 [or both]
 headings and sub-headings used to create logical organisation
 indentation and spacing is used to present lists and diagrams

The learner will explore issues mentioned above in at least three different
documents.

3.2 Set up a new document up for a specific purpose. (SO 3.2)

The learner will explore at least three different types of documents e.g. fax,
memo, letter, restaurant menu, etc.

In word processing and desktop publishing, layout refers to the

arrangement of text and graphics. The layout of a document can determine

22
 which points are emphasized, and whether the document is aesthetically
pleasing.

Good layout includes effective use of the following common features:

 page margins  indentation

 paragraphs  line spacing
 justification  centring
 type style  type size
 italics  bold
 capitals  underlining

WRITING CONVENTIONS include spelling, punctuation, capitalization,

grammar, and paragraphing. The writer should use conventions to enhance
the readability of the paper. Spelling should be correct on all words.
Punctuation should be smooth and guide the reader through the paper.
Capitalization should be used correctly. Paragraphing should reinforce
organization. The writer may manipulate conventions for effect.

The conventions of layout for most writing (printed or written) are designed
to make comprehension easier for readers. They are as follows:

 text is surrounded by margins on the page

 continuous writing is divided into paragraphs
 paragraphs are separated by double spaces, or by indentation
 sentences are separated by a single space

emphasis is indicated by italics or.2)

The learner can give examples such as function invitations (different font
type), fax (the word FAX will most probably be in Arial Black, Training
Manual numbering and paragraph headings)

When setting up a new document you can modify the following aspects:

i. Home Tab
a. Font
b. Paragraph
c. Styles

23
 ii. Page Layout Tab
a. Page Setup
i. Margins
ii. Orientation
iii. Size

3.3 Adapt formatting for a specific purpose. (SO 3.3)

You can use section breaks to change the layout or formatting of a page or
pages in your document. For example, you can lay out part of a single-
column page as two columns. You can separate the chapters in your
document so that the page numbering for each chapter begins at 1. You
can also create a different header or footer for a section of your document.

The learner can for example use section breaks to have one page in
landscape format, whilst the rest of the pages can be in portrait format:

3.4 Identify the presentation formats available in a word processing package

and give an indication of when it is appropriate to use each. (SO 3.4)

24
Read mode – to read on the screen

Print layout mode: - to see how the document will look like when it is being
printed.

25
 Web layout mode: - to see how it would look like on the Internet

3.5 Apply the symbol and character function where applicable in a document.
(SO 3.5)

Symbol and character function available on the Insert Ribbon.

Examples:

√, ±, ©, π, ¾

26
3.6 Use the mail merge facility to create letters, envelopes and labels. (SO 3.6)

Use the Mailings ribbon to execute mail merge.

Sample letter

To: MsLungiMbokazi

P O Box 447

Kew

2153

Dear MsMbokazi

I am happy to announce that you have been chosen in our lucky draw as a
winner of a weekend for two at the Magaliespark Resort. Please call our
office …

27
 To: MsLungiMbokazi

P O Box 447

Kew

2153

Dear MsMbokazi

I am happy to announce that you have been chosen in our lucky draw as a
winner of a weekend for two at the Magaliespark Resort. Please call our
office …

To: MsLungiMbokazi

P O Box 447

Kew

2153

Dear MsMbokazi

I am happy to announce that you have been chosen in our lucky draw as a
winner of a weekend for two at the Magaliespark Resort. Please call our
office …

3.7 Present and manage information in a simple table. (SO 3.7)

Task Task Description Task details Action Action Confirmed

ID 1 2

Brief for agencies

Agency’ proposals

Venue contacts

Supplier contacts

Follow-up and
feedback meetings

Event details:

28
 3.8 Insert and manipulate graphics into in a document.(SO 3.8)

4.1 Use the language tools in a word processing package to edit a document.
(SO 4.1)

Unedited paragraph:

Companies must communicate effectively with many audiences to be

successful in today’s competitive sales market and work place. Whether the
audience is a company’s employees, members of the board of directors,
shareholders, long-time clients, prospective customers, or the media,
corporate communication must transmit messages effectively to the
different target audiences and produce the desired results. A consistently
high-quality message that is meaningful to the audience can build trust, win
respect, garner favour, create understanding, reap profit, and more.
communication has long been recognized as an external necessity in the
areas of corporate public relations and marketing of goods or services.
However at a time when many companies are facing economic uncertainly
and downsizing, published literature notes that the corporate
communicator’s role is coming to be viewed as even more critical.

Edited paragraph

Companies must communicate effectively with many audiences to be

successful in today’s competitive sales market and workplace. Whether the

29
 audience is a company’s employees, members of the board of directors,
shareholders, long-time clients, prospective customers, or the media,
corporate communication must transmit messages effectively to the
different target audiences and produce the desired results. A consistently
high-quality message that is meaningful to the audience can build trust, win
respect, garner favour, create understanding, and reap [Link]
communication has long been recognized as an external necessity in the
areas of corporate public relations and marketing of goods or services.
However at a time when many companies are facing economic uncertainly
and downsizing, published literature notes that the corporate
communicator’s role is coming to be viewed as even more critical.

4.2 Sequence information in a document correctly. (SO 4.2)

1. Paragraph One Heading

1.1 Paragraph one, subheading 1

1.2 Paragraph one, subheading 2

2. Paragraph Two Heading

2.1 Paragraph two, subheading 1

2.2 Paragraph two, subheading 2

4.3 Check the layout and format of a document for suitability. (SO 4.3) Difficult
to give an exact model answer. Look for margins top, bottom, left & right.
Look at spacing between paragraphs as well as line spacing

4.4 Preview and distribute the document in its final format. (SO 4.4)

5 Feb 2015
Date

30
Assessor Learner

NADAH THABATHA ROBERT SESINYI

Name Name

_______________________________ ________________________
Signature Signature

31
PERFORMANCE CRITERIA

The Performance Criteria can also be used as your check sheet. Did the learner demonstrate
the skills required to prove his/her knowledge in facilitating a programme of learning?

Performance Criteria Yes No

Specific Outcome 1:
Demonstrate the basic functions of a word processing package.

1.1 Did the learner explain the basic concept of word processing with
reference to the manipulation of information in a document?

1.2 Did the learner access a word processing document and give an
indication is given of the information contained on the screen?

1.3 Did the learner explore and change the default options to suit own
preferences?

1.4 Did the learner demonstrate the help function for a specific task?

1.5 Did the learner access and adapt an existing template for a specific
purpose?

Competency decision: If the learner is competent on 4 of the 5 criteria,

he/she is competent on SO1.

Specific Outcome 2
Manage files in a word processing package

2.1 Did the learner save a file with reference to type, format and version?

2.2 Did the learner import text from at least two other sources into a word
processing document?

2.3 Did the learner create and save a template into a default folder?

2.4 Did the learner explain the difference between save and save as with
examples?

Competency decision: If the learner is competent on 3 of the 4 criteria,

he/she is competent on SO2.

Specific Outcome 3:
Create a document using a word processing package

3.1 Did the learner explore the layout of different documents with
reference to written language conventions?

3.2 Did the learner set up a new document up for a specific purpose?

3.3 Did the learner adapt formatting for a specific purpose?

32
 Performance Criteria Yes No

3.4 Did the learner identify the presentation formats available in a word
processing package and give an indication of when it is appropriate
to use each?

3.5 Did the learner apply the symbol and character function where
applicable in a document?

3.6 Did the learner use the mail merge facility to create letters,
envelopes and labels?

3.7 Did the learner present and manage information in a simple table?

3.8 Did the learner insert and manipulate graphics into in a document?

Competency decision: If the learner is competent on 6 of the 8 criteria,

he/she is competent on SO3.

Specific Outcome 4
Edit and present a document

4.1 Did the learner use the language tools in a word processing package
to edit a document?

4.2 Did the learner sequence information in a document correctly?

4.3 Did the learner check the layout and format of a document for
suitability?

4.4 Did the learner preview and distribute the document in its final
format?

Competency decision: If the learner is competent on 3 of the 4 criteria,

he/she is competent on SO4.
5 Feb 2015
Date
Competent X Not yet competent

Assessor Learner
NADAH THABATHA ROBERT SESINYI
_______________________________ ________________________
Name Name

_______________________________ ________________________
Signature Signature

33
 VARCCS Evaluation
As the assessor that completed the assessment, please evaluate the learner’s evidence and the
assessment tools as they relate to VARCCS:

Evidence in relation to VARCCS Yes / No Comments

Valid YES

The alignment matrix shows that the evidence covers all of the specific outcomes,
assessment criteria, embedded knowledge and critical cross field outcomes of the unit
standards in this qualification.

The assessment tools measure the requirements of this unit standard.

Authentic YES

The learner signed a declaration of authenticity that states that he / she submitted their own
work.

The learner signed and dated every page of the learner workbook and PoE.

In line with the principles of assessment, the assessor is satisfied that the work being
assessed belongs to the learner being assessed.

Reliable YES

The assessor is satisfied that this performance can be repeated consistently with the same
results.

Evidence submitted is from a reliable source, e.g. references provided, letterheads, email
printouts, etc.

Consistent results will be obtained with different assessors by making use of these
assessment tools.

Current YES

The evidence is current (not older than 3 years).

The learner signed and dated every page of the learner workbook and PoE guide

The evidence demonstrates current competence.

Consistent YES
The same assessor would make the same judgement again in similar circumstances.

The judgement made is similar to the judgement that would be made by other assessors

Sufficient YES
The learner has provided enough evidence (as per the requirements in the range
statements) to show that the learner has met the criteria and specific outcomes required to
be found competent against this unit standard.

The assessment tools selected for this assessment provides enough evidence to show that
the learners have met the criteria and specific outcomes required to be found competent
against these unit standards in the qualification

34
 SECTION 6: COMPETENCE JUDGEMENT

OVERALL COMPETENCE RECORD

Name of Learner ROBERT SESINYI Assessor NADAH THABATHA
Venue Date 5 Feb 2015
Title 114978Use a word processing package to produce business
documents

Evidence Evaluation Relevant Valid Authenti Consistent Current Sufficient

c
Assignment 1

EVIDENCE SUMMARY
Types of Assessment Feedback Requirements met
evidence methods Yes No
Direct Completed
assignments

Additional feedback from assessor: ______________________________________

___________________________________________________________________

ASSESSMENT DECISION

The learner has submitted evidence that is valid,current, sufficient and

authentic against the listed specific outcomes and covered all range
statements (Yes/No)

The Learner is competent in all the assessment criteria listed (Yes/No)

The learner is not yet competent in the The following items need some corrective
following criteria action or improvement
_______________________________ _______________________________
_______________________________ _______________________________

35
 Declaration by Learner

I, ROBERT SESINYI declare that I am satisfied that the feedback given to me by the
Assessor was relevant, sufficient and was done in a constructive manner. I accept the
assessment decisions and have no further questions relating to this particular assessment
process.

5/2/15 5/2/15
Learner Date Assessor Date Moderator Date

36
 RE-ASSESSMENT DECISION

The learner has submitted additional evidence that was required. The
evidence is valid, relevant, sufficient and authentic against the listed specific
outcomes and covered all range statements (Yes/No)

The Learner is competent in all the assessment criteria listed (Yes/No)

Assessor’s name, surname and signature Date

Declaration by Learner

I, __________________________ declare that I am satisfied that the feedback given to me

by the Assessor was relevant, sufficient and was done in a constructive manner. I accept the
assessment decisions and have no further questions relating to this particular assessment
process.

Learner Date Assessor Date Moderator Date

37
 APPEALS APPLICATION

Name of Learner Date of Application

Venue of Assessment Date of Assessment
Name of Assessor

Unit standard against Title NQF Level

which you were assessed Number Credits

What was the purpose of

the assessment?

Explain how you were

assessed.

List the reasons why you

disagree with the
assessment decision.

Which one of the following Another Assessor

options could resolve the Different Assessment Instrument
matter?
Different Assessment Method
Different Venue for Assessment
Different Time
List any special needs you
might have

Signature of Date
Learner
Signature of Date
Moderator
Signature of Date
External Moderator

38
 INDIVIDUAL DEVELOPMENT PLAN

An individual development plan (IDP) is a tool to assist learners in career and personal
development. Its primary purpose is to help you to reach short and long-term career goals,
as well as improve current job performance.

To the extent that any of your career goals involve acquiring some new skills or expertise, an
IDP is very helpful. Follow the IDP process to begin drafting your IDP by incorporating your
current and or future goals.

To gain a better understanding of yourself, answer the following questions:

1. Of the new and recent developments in my organization or field, what interests me

the most?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What are my current strengths for pursuing these interests? What do I need to do to
reposition my career so that I can get involved in these new developments?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Is it time for me to consider working outside of my organization? If I am considering

a complete career change, what experiences and learning would help reposition my
career in the direction of my new interests?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. Of all the things I have done in the last 5 years (work and non-work related), what
specific activities and functions have energized me the most? What developmental
activities—work experiences, learning, skill building – would help me grow in or
increase these energizing functions?

__________________________________________________________________

__________________________________________________________________

39
5. Other things I would like to learn are...

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

6. What non-work related issues do I need to consider that will likely impact my career
plans(e.g., health, family, financial, and social)?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

7. What I want to accomplish and the competencies (knowledge/skills) I want to

acquire or improve bythis time next year are…

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

8. What I want to accomplish and the competencies (knowledge/skills) I want to

acquire or improve bythe end of the second year are...

__________________________________________________________________

__________________________________________________________________

9. What I want to accomplish and the competencies (knowledge/skills) I want to

acquire or accomplish bythe end of the third year are...

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10. What barriers or obstacles might prevent me from accomplishing my goals on time
(e.g., time, money,and other commitments)?

__________________________________________________________________

__________________________________________________________________

Learner Signature: _________________________ Date: 5 Feb 2015

40
 ASSESSMENT REVIEW

Name of Learner Name of Assessor

Venue Date of Review 6 Feb 2015
Unit Standard 114978Use a word processing package to produce business
documents
Review Dimension Assessor Learner Comments by learner

The principles/criteria for good □ Agree □ Agree

assessment were achieved? □ Disagree □ Disagree
The assessment related to the □ Agree □ Agree
registered unit standard? □ Disagree □ Disagree
The assessment was practical? □ Agree □ Agree
□ Disagree □ Disagree
It was time-efficient and cost- □ Agree □ Agree
effective and did not interfere with □ Disagree □ Disagree
my normal responsibilities?
The assessment instruments □ Agree □ Agree
were fair, clear, and □ Disagree □ Disagree
understandable?
The assessment judgements □ Agree □ Agree
were made against set □ Disagree □ Disagree
requirements?
The venue and equipment were □ Agree □ Agree
functional? □ Disagree □ Disagree
Special needs were identified and □ Agree □ Agree
assessment plan was adjusted? □ Disagree □ Disagree
Feedback was constructive □ Agree □ Agree
against the evidence required? □ Disagree □ Disagree
An opportunity to appeal was □ Agree □ Agree
given? □ Disagree □ Disagree
The evidence was recorded? □ Agree □ Agree
□ Disagree □ Disagree
LEARNER’S DECLARATION OF UNDERSTANDING

I am aware of the moderation process and understand that the moderator could declare the
assessment decision invalid.

6/2/15 6/2/15
Learner Date Assessor Date Moderator Date

41
 Assessor’ and Moderator’s Review of the Assessment
Programme Use a word processing package to produce business documents

114978Use a word processing package to produce business documents

Unit Standards
NQF Level3, 3 Credits
Assessor name

Moderator name

Date
9 Feb 2015
Venue

Review Dimensions Assessor Moderator

Agree Agree
1. The principles / criteria for good assessment were achieved Disagree Disagree
Agree Agree
2. The assessment related to the registered unit standard Disagree Disagree
Agree Agree
3. The assessment was practical Disagree Disagree
4. The assessment was time efficient and cost effective and did not Agree Agree
interfere with the normal responsibilities of the learner Disagree Disagree
Agree Agree
5. The assessment instruments were fair, clear and understandable Disagree Disagree
6. The assessment judgements were made against the set requirements Agree Agree
of the unit standard Disagree Disagree

7. Special needs of the learner were identified and the assessment plan Agree Agree
was adjusted (if required) Disagree Disagree

8. Feedback to the learner was constructive against the evidence Agree Agree
required Disagree Disagree

9. The learner was made aware of the opportunity to appeal against the Agree Agree
outcome of the assessment Disagree Disagree
Agree Agree
10. The evidence was recorded in the assessment process Disagree Disagree
11. Did you find any problems with the assessment instruments and assessment guide that you have
used in this assessment? Please provide recommendations.

12. Did you find any problems with regards to the performance of the learners from the same
organisation in this assessment?

9/2/15 9/2/15

Signed and Assessor Moderator

Dated
Date Date
Number Number

42
 SECTION 7: RECORD OF LEARNING

Name and Surname

ID number
Company
Name of Provider
and Registration
number

Unit Date of Signature of Signature of Credit NQF Qualification

standard completio Assessor moderator level
number n
114978 9/2/15 3 3 N/A

PROVIDER VERIFICATION

Name and Surname of Individual verifying

the records as valid and authentic

Signature

Date

43