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Occupation Qualification elearning criteria set by the QCTO

QCTO is committed to quality assuring all forms of assessment of programmes and qualifications within the sub- framework. To this end, there is recognition of the prevalence of use of technology not only in delivering training programmes within this sector, but also in assessing students.

E-assessment is any type of assessment that has an electronic component and incorporates one or more of e-testing, e-portfolios and e-marking. Examples of e-assessment include:

  • Assessments that are distributed, completed, marked automatically and administered electronically using local intranets/networks and individual workstation
  • Assessments that are distributed, completed, marked automatically and administered electronically using the internet.
  • Assessments comprising a combination of automatic marking and manual.
  • Electronic test delivery, with all marking completed manually on screen or on paper.
  • A range of multimedia formats for submitting assessment
  • Electronic scanning of completed assessments for marking.
  • Tests downloaded from the internet by the centre.
  • Delivery of assessments and submission of completed assessments by secure e
  • E-portfolios to store and manage candidates’ evidence electronic
  • Assessments that are automatically marked and react adaptively to student performance

Validity of e-Assessments

Assessment Quality Partners should ensure that:

  • Students who pass the programme demonstrate the graduate competences indicated in the purpose and exit level outcomes of the programme.
  • Where relevant, practical competences are adequately assessed
  • Systems have been put in place to ensure reliability, rigour and security of the e- assessment system for remote students
  • Assessment activities are sufficiently varied for the programme purpose and level and the diversity of its student bod Appropriate constructs as covered in the relevant courses are adequately covered in the assessment.
  • Where students submit assessment individually by electronic means from homes or workplaces, and not from a recognized assessment centre, the programme has the necessary security systems for electronic assessment.
  • Programmes delivered exclusively or mainly through electronic learning methods do not narrow the range of assessment to the assessment of factual knowledge (which is most easily assessed), rather than the full range of outcomes and depth of knowledge required for the particular programme of stud In technology supported distance education delivery, there is the danger of limiting assessment tasks to low level cognitive skills (e.g. simple multiple choice questions [MCQs] that can be computer-marked) at the expense of high level skills (usually requiring more open-ended written and practical assignments) that enhance deep and critical engagement with concepts. Higher order thinking skills like application, analyses, evaluation and creation should be covered in the assessment.
  • There is evidence of staff development to familiarise academic staff with online assessment strategies that take high level cognitive skills into account thereby ensuring credible online assessment.

Management of e-Assessment

  • There is evidence that the assessment body understands the importance of feedback on formative assessment in e-learnin
  • There is evidence of an assessment management system to ensure that feedback on assessment is confidential and reaches the right students timeousl Systems are in place to communicate feedback and results quickly, efficiently and securely to a distributed student body.
  • Adequate systems to guarantee the integrity and security of the assessment system and the authenticity of student submissions (including means to discourage plagiarism from online sources) are in place.
  • E-assessment systems are tested to ensure proper functionality and any shortcomings identified are fully addressed prior to full implement
  • There is regular monitoring and checking of the smooth functioning of e-assessment systems to make sure that the assessment system is not compromised in any way.
  • The e-assessment body has enough competent staff to address any technical problems students face with the assessment system to ensure the assessment process runs smoothly and does not in any way disadvantage the studen
  • The assessment body does not pass on unnecessary costs to students.
  • There is a policy on external moderation of the e-assessment and the policy is effectively implemented.
  • External moderation reports are used to improve the various aspects of the e- assessment process, like the validity of the assessment instruments, the quality of student performance, and the reliability of the marking process.
  • Assessment partners must have effective quality assurance measures in place to ensure the integrity of the assessment data.
  • E –assessment systems must have capacity to generate key information like system error reports and data that demonstrates regulatory compliance.
  • Where Assessment Partners enter into partnership arrangements with any other provider, formal service level agreements with clearly stated roles and responsibilities must be signed.

Teaching / Learning value of e-Assessments

  • The central role of formative assessment and feedback in online learning is formally recognised and there is evidence of an appropriate (1)number and variety of formative assessment tasks, and (2) mechanisms for the monitoring and (3) quality assurance of feedback and (4) minimum turn-around time are in place.
  • Accurate and reliable records of student e-assessment are kept and can easily be retrieved as when there is need.
  • The potential of the electronic environment for the use of ongoing formative assessment of different kinds (self-, peer- and tutor assessment) is exploited appropr

 

User friendliness of e-Assessment System

  • The rules and regulations governing assessment are published and clearly communicated to students and relevant stakeholders.
  • Evidence is provided to demonstrate that these rules are widely adhered t
  • Breaches of assessment regulations are dealt with effectively and timeously.
  • Students are provided with information and guidance on their rights and responsibilities regarding e-assessment processes (for example, definitions and regulations on plagiarism, penalties, terms of appeal, supplementary examinations, etc.).
  • Student appeals procedures are explicit, fair and effect
  • There are clear and consistent published guidelines/regulations for:
    • Marking and grading of result
    • Aggregation of marks and grad
    • Progression and final award
    • Credit allocation and articulation.
  • As much as possible, e-assessment systems should operate on inclusive principles and therefore accommodate learners with various forms of physical challenges.
  • E-assessment systems are designed in such a way that they are easy for learners to navigat Assessment partners should ensure that learners do not spend much time grappling with system issues instead of with the content of the assessment.
  • Mechanisms are in place to support learners who are less competent in working with technologies so they can gain the necessary skills and gain sufficient confidence in working with the technology; and
  • Ensure that there is fair and equal treatment of all undertaking e-assessment, irrespective of geographical location, time of assessment and course.

Use of e-portfolios for assessment

In addition to regulatory principles, e-portfolio systems should (1) store and (2) maintain performance evidence for access by (3) all required parties securely, meet the (4) evidence needs for a range of qualification types and (5) enable learners to move their portfolios from one centre to another.

  • E-portfolio systems must have the capabilities to store and maintain a variety of forms of performance evidence or coursework for secure access by the learner, assessors, verifiers and moderators based on a robust authentication proc
  • As far as is practicable, awarding bodies must give due consideration to the need to support a degree of inter-operability in the e-portfolio systems that they develop or endorse to enable learners to move their portfolios from one centre to anothe

NOTE WELL:

The qualification assessment specifications must spell out clearly the internal and external assessment modes identifying whether the assessment will be practical, paper based, electronic or blended.

The e-assessment instruments must be designed and developed in accordance with the QCTO Guide for developing assessment tools.

Administration of e-assessments and technical support

  • All staff undertaking e-assessment processes at assessment centres must be familiar with the on-line environment and have undergone appropriate training prior to gaining access to the syst
  • Accredited Assessment centres should have plans in place to manage every aspect of the e-assessment procedure, ensuring that the process is robust, reliable, fair and efficient and that robust contingency plans are in place to mitigate against technical failure.
  • In the case of technical failure occurring within the first 80% of the scheduled time of the assessment, it is recommended that the EISA be rescheduled. If a technical failure occurs within the last 20% of the scheduled time, the assessment may be concluded (provided the previous 80% has been saved), and the marks gained may, at the discretion of the AQP and the QCTO be standardised accordingly.
  • In cases of serious technical failure which affects the whole group assessments may be rescheduled or where appropriate students offered the assessment in paper for In either case, the QCTO should be immediately informed of the new arrangements by telephone and a written communication should be sent to the QCTO soon after the assessment.
  • Learners must be given access to and be familiar with the assessment format, question types and the technology prior to the summative examination.

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures 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.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures 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.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures 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.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

SETA Assessors Training Course

115753 Conduct outcomes-based assessment 

PURPOSE OF THE UNIT STANDARD
This generic Assessors course or Assessor Unit Standard 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.

  • 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 course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

Durban Assessors Course click here

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 course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard 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 Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard 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.

Assessors Course in Johannesburg click here
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards 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 course or Assessor Unit Standards 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-Assessors course or Assessor Unit Standard 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 course or Assessor Unit Standards 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.

Assessors course in Cape Town click here.

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

GUIDELINES WHEN REGISTERING ASSESSORS AND MODERATORS WITH THE DIFFERENT SETAs

GUIDELINES WHEN REGISTERING  ASSESSORS AND MODERATORS  WITH THE DIFFERENT SETAs

Or download the PDF copy below:

Assessors and Moderators SETA Registrations Help Document

ABOUT US:

TRAINYOUCAN SETA Accredited Training Network is an accredited training provider through the ETDP SETA with level 4 BEE Status and provides both accredited courses and customised learning training programmes to organisations looking to maximise their investment in developing their staff in Durban, Cape Town and Johannesburg. We leaders in courses such as Train the Trainer also known as Facilitator Training, Assessor, Moderator and SDF or Skills Development Facilitator Training Courses.

ABOUT THIS DOCUMENT:

This document was created by TRAINYOUCAN SETA Accredited Training Network, to assist learners who completed courses with the network to registering with the different SETAs. This was compiled with the general intention of registering with the most common or popular SETAs. Some may have change depending on the specific SETAs requirements.

Copyright © TRAINYOUCAN

All rights reserved. No part of this document shall be reproduced, photocopying, recording, or otherwise, without written permission from the TRAINYOUCAN. No patent liability is assumed with respect to the use of the information contained herein. Although every precaution has been taken in the preparation of this guide, TRAINYOUCAN assume no responsibility for errors or omissions. Nor is any liability assumed for damages resulting form the use of the information contained herein.

1. What does it mean to be a qualified trainer?

Train the Trainer [800x600]Currently there is no stipulation/guidelines on any SAQA policy to become a certified/accredited trainer, also knows as facilitator. The industry norm is that all trainers must have at least obtained an OBE or Outcome Based Education certificate in Adult Education and Training on a NQF level 5 or higher. Currently the more acceptable choice or preferred will be unit standard 117871, previously 9957, also completed through the ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority, that is ultimately responsible for Education and Training nationally in South Africa between the SETAs.

Most SETAs added these requirements to their policies and request that you must have this before allowing you to facilitate any of their programmes. There is no need to register with the SETA as a trainer on the moment. This will be checked during programme approval or during the verification of learner results by the SETA with the training provider.

What is the benefit of becoming a certified/accredited trainer through this unit standard?

  1. Your certificate is based on OBE or Outcome Based Education, not only an attendance certificate that does not have any weight.
  2. You were assessed, found competent and certified by a national recognised body and appear in the NRLD or National Record Learner Database, together with all your other qualifications.
  1. Becoming the minimum industry norm for contracted or employment with training providers or corporate companies.
  2. Give you a detailed background of the different SETAs and processes followed to assess learners with the best possible learning opportunities.
  3. Nationally accepted in South Africa, however most of the international countries and employers also accept this, due to the fact that this was delivered on OBE principles. (This could also be verified by the relevant foreign qualifications board of the particular country.)

2. What does it mean to be a qualified assessor?

Assessor2 [800x600]All assessors and moderators must be (a) qualified and (b) register with the different SETA. To become a qualified assessor or moderator the candidate must first be trained on unit standard 115753 (previously 9927 or 7978).

During training the candidate must produce a portfolio of evidence and must be assessed as competent by the ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority. 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, and will be able to conduct assessments within their fields of expertise.

Any SOR – Statement of Results from anyone else is not valid, for example the SERVICES SETA. No SETA will accept Assessor Certificates, but instead a valid SOR (Valid printout from the SETAs database to confirm you appear in the system). At this stage it only means the candidate is qualified as an Assessor and it does not give the newly qualified assessor the right to start assessing any learners on SAQA Unit Standards or Qualifications.

New learners will have to complete the unit standard 115753 to become qualified assessors. Learners who have completed the assessors course in the past on either 9927 or 7978 will automatically qualify for this, as the previous unit standards is linked to the new one.

Process summary:

  1. Enrol for the “official” assessors course 115753 (previously 9927 or 7978) that is registered with the ETDP SETA.
  2. Attend training, and submit a portfolio of evidence on completion.
  3. Your Portfolio is assessed, moderated and eventually certified by the ETDP SETA. Any provider who issue certificates at the end of the class did not follow the process and issued “FALSE” certificates. We recommend that you skills to section 4 of this document to verify your results.
  4. The ETDP SETA issue your updated SOR and only now the Training Provider is allows to issue your Certificate.

In order to commence assessing the newly qualified assessor must apply to one or more of the SETAs to register as a constituent assessor. (Register to get on their SETAs database.) The choice of programmes for which the new assessor applies for registration will be dependent on the education and/or experience of the new qualified assessor. Should the SETA deem the applicant to be qualified then they will register the applicant as a constituent assessor with a list of the programmes and will issue a letter of registration that is valid for a period of 3 years. This letter of registration will indicate the qualifications and/or unit standards against which the new assessor may carry out assessments for that particular SETA.

3. What is the process from assessor to moderator?

Moderator [800x600]The newly qualified assessor may continue with his/her studies and decide to qualify as a moderator. The candidate would then complete training on the moderator unit standard 115759 (previously 9929 or 7977) and would follow the exact same process as outlined above – certification by the ETDP SETA. This unit standard is intended to cover any situation in which moderation occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

It is “recommended” in some cases that candidates should also complete unit standard 115755, but is not a final requirement as this do not have real value and add additional cost to the course.

Registering with the SETA as an Assessor or Moderator.

By this stage you should be a qualified (accredited) assessor and/or moderator on unit standard 115759 (previously 9929 or 7977) and received your valid SOR from the ETDP SETA. (Not the certificate).

4. How to I register with the SETAs as a Assessor or Moderator?

Process that will be followed:

  1. Obtain a copy of the SETAs assessor or moderator registration document, or visit:
    1. trainyoucan.co.za/setas
    2. etqa.co.za for additional resources.
    3. TRAINYOUCAN members can request additional support on trainyoucanforum.co.za.
  2. Certified copy of your ID document, not older than 3 months.
  3. Certified copy of your SOR, not older than 3 months.
  4. Updated personal portfolio. (Also known as your CV) that should include (a) personal detail, (b) detailed list of all your qualifications – not only a summary, (c) detailed list of all your workplace experience with reference to where you obtained this and from or the duration.
  5. Certified copies of all your certificates to validate the detail on your personal portfolio.
  6. List of all the unit standards or qualifications you request scope for (in that particular SETA), with cross reference between this and your personal portfolio to indicate that you have a minimum of 2 to 3 years experience in each request. You can download this directly from SAQA on this link here http://regqs.saqa.org.za/ or download the SAQA Help document from trainyoucan.co.za/saqa.

5. Scam warning with these certificates and SOR documents.

imagesThere were already cases where Training Providers issues “false” or “invalid” SOR documents in the past. (Documents were edited/photo-shopped/tampered with.) Most of the SETA will now verify your SOR also known as Statement of Results details with the ETDP SETA before registering you on their database as an additional security measure. Learners can also verify their achievements and results directly from SAQA on the NRLD or National Record Learner Database by following the criteria on this link: www.trainyoucan.co.za/verify.

Learners who completed any course with the TRAINYOUCAN Network can request for a copy of their SOR – Statement of Results or Certificate at no cost through our helpdesk. We do however require your full details to ensure we dealing with the correct person for verification purposes. Note that results are only uploaded on Feb + Aug each ear on the NRLD (SAQA) database.

Alternatively you can also e-mail your National ID number and full names to verifications@saqa.org.za. You will receive a transcript of all the information on your learning enrolments and achievements that is on the NLRD.

For verifications concerning a third party, an agreement needs to be signed first. E-mail: verifications@saqa.org.za for a copy of the agreement.

These “hard copies” must be completed in detail and handed in with your closest SETA office. Reminder that there are currently 21 SETAs in South Africa.

Without the SOR and SETA letter that is not older than 3 years, may the assessor not carry out assessments on any learner or SETA. The registration of constituent assessors normally falls away after a period of three years and a new application must be submitted to renew their details in the SETAs database. (Simple process to update your details)

6. What is the duration and cost involved:

There is no direct SETA cost involved in the registration process, but some people/agencies might ask you a fee to assist in compiling this pack of paperwork as part of the administration procedure. Most learner complete this themselves as the process is fairly simple to follow.

The registration duration process is totally dependant on the SETAs staff and processes. Some SETAs you can simply walk-in and walk-out within 15min time with all your documentation, dependant that this they all correct. Other SETAs may take several months to respond, and again, is totally dependant on the staff and processes followed.

Anyone making use of an assessor should request both documents (SOR and SETA Letter) and should keep these on file as the moderator and verifier will want to verify this during site visits or verification.

7. Should I register with all SETAs:

No, there is no need for you to register with all the SETAs, but there could be some advantages in registering with as many as you can. The reason for this is simply because:

  1. Employers/training providers often looking for freelancers/recruitment of new staff who already meets all the criteria and who has already registered with the relevant SETAs. Most of the recruitment adverts states that you must produce evidence where you have “scope” (where you registered and have a valid letter from the SETA to assess in a specific unit standard or qualification that is still valid – within the 3 years period. This could give you an advantage over other recruitments. There is also no risk involved for the employer or training provider, as you already registered with the particular SETA.
  2. Training providers can only register/offer new programmes if they have qualified trainers, assessors or moderators with scope (valid letters from that SETA to assess or moderate in that particular unit standard or qualification). Now where to you think do they get them? They simply contact the SETA and request a copy of the registered assessors and moderators against that particular programme. Alternatively you can also list your details on www.trainingdirect.co.za at no cost to you.

8. How should I compiling my Personal Portfolio or CV.

WHAT IS THIS CV or Portfolio?

Your personal portfolio (sometimes we also refer to it as your CV) is a summary of your workplace and educational experience. (Typical layout of our personal portfolio.)

  • PERSONAL INFORMATION
  • EMPLOYMENT AND EDUCATIONAL HISTORY
  • WORKPLACE EXPERIENCE
  • ACHIEVEMENTS

1. PURPOSE?

The purpose of your personal portfolio is to provide evidence to the ETQA department (Education Training Quality Authority) of the relevant SETA that you have the scope (the range of an individual’s knowledge and practical/workplace experience) to either provide training, assess or moderate learners in that field. The rules that normally apply to all SETAs are: a) two years or more workplace experience or b) a qualification/achievement of a higher level.

2. HOW DO THEY CHECK THIS?

The ETQA Managers in the different SETAs will follow the following steps.

  1. Identify the unit standards in your application that you require scope for.
  2. They then look at the following:
    • They first confirm that the unit standards belong to their SETA by looking at the bottom of the unit standard. (see what qualifications its linked to and what SETAs can approve these qualifications)Function
      • Look at the range statement and embedded knowledge on the unit standard for specific instructions on facilitation, assessment or moderation options. (most unit standards don’t have any special requirements)
      • Identify the different specific outcomes and the assessment criteria on the unit standard and match this to your personal portfolio to confirm you have the scope for the area. Pay special attention to the different terminology used in different companies and on the unit standard. You may want to make reference or include different terminology or terms used on your application or CV/personal portfolio to illuminate confusion.

3. PROCESS FOLLOWED.

Proof of your competency and scope will be requested during the following processes.

TRAINERS

  • Recruitment and appointment of training & educational staff.
  • Submission of new skills programmes for approval.
  • Training provider accreditation process.
  • Site visits conducted by the SETA.
  • Form part of the Quality Management Policy for delivery, where the training provider confirm that only qualified and experienced trainers/facilitator will be used to deliver learning material.

ASSESSORS

  • Qualified Assessors must register/link themselves to the different SETA with the unit standards and request approval to assess someone on a specific unit standard. This process is also referred to as “scope”.
  • The Assessor can only assess a learner on a given unit standard if you already a) completed the registration/linking process of the relevant SETA and b) received confirmation from the SETA that he have the scope to assess learners in that unit standard.
  • Assessors must also request to be linked to a specific training provider. This process must be done in writing and the following must be in place before this process can be completed. [ a) letter of employment or b) memorandum of agreement on file + a signed copy of rules of conduct]
    • Any learner who completed the Assessor Moderator course with the TRAINYOUCAN Network can request this letter directly from our ETQA Offices at no cost.
  • During the administration process, the learner will be linked to the assessors name in the SETAs database. The assessor will only appear in the database if a) he/she is registered with that SETA, b) have the scope to assess the unit standard and c) is linked to the Training Provider). The training provider will not be able to certify and upload the learners if these processes were not followed.

MODERATORS

  • The same process as for Assessor will be followed to registered Moderators.
  • As per the requirements for unit standard 115759 must all moderators a) be registered assessors and b) have the scope to moderate in the specific field and c) completed at least 6 assessments for new qualified individuals.

Example:

US Unit Standard Description Reference to my experience
15214 Customer service. Refer my CV/Portfolio point 57
17541 Assist customers and advice. Refer my CV/Portfolio point 57 +58 +59
17454 Great customer in a Wholesale and Retail outlet. Refer my CV/Portfolio point 57 + Certificate

4. REGISTERING/LINKING WITH SETA’S.

Assessors and moderators can request the required application documents directly from the different SETAs or download templates from the SETAs website. SETAs may also request all application to re-apply or update their documents after a set period. This period is normally 3 years from registration or linking to the SETA. Process to follow:

  • First determine the different unit standards you want to register with. http://regqs.saqa.org.za/
  • Then determine the SETAs they registered with or the SETA you want to use.
  • Request or download the application form from our website and complete all fields as far as possible.
  • Include a detailed copy of your CV/personal portfolio.
  • Include certified copies of your ID book and copies of your achievements in this pack. (date stamped not older than 3 months).
  • Contact the SETA directly and determine the local of the closest ETQA manager.

The following template can be used to compile your Personal Portfolio or CV. TRAINYOUCAN Members who completed the courses with us in the past can also download this document in word format directly from our members forum on www.trainyoucanforum.co.za.

SETA Assessors Training Course

115753 Conduct outcomes-based assessment 

PURPOSE OF THE UNIT STANDARD
This generic Assessors course or Assessor Unit Standard 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.

  • 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 course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

Durban Assessors Course click here

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 course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard 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 Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard 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.

Assessors Course in Johannesburg click here
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards 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 course or Assessor Unit Standards 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-Assessors course or Assessor Unit Standard 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 course or Assessor Unit Standards 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.

Assessors course in Cape Town click here.

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

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures 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.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

SETA Assessors Training Course

115753 Conduct outcomes-based assessment 

PURPOSE OF THE UNIT STANDARD
This generic Assessors course or Assessor Unit Standard 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.

  • 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 course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

Durban Assessors Course click here

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 course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard 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 Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard 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.

Assessors Course in Johannesburg click here
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards 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 course or Assessor Unit Standards 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-Assessors course or Assessor Unit Standard 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 course or Assessor Unit Standards 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.

Assessors course in Cape Town click here.

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

Complete guide to verify certificates and training institutions 2017

  1. To verify your matric:
  2. Request a copy of your Senior Certificate and National Senior Certificate (your matric/Gr12).
  3. Verify my qualifications or achievements on the NRLD database Individuals.
  4. Verify my qualifications or achievements on the NRLD database Public Sector Clients.
  5. Verify my qualifications or achievements on the NRLD database Private Sector Clients.
  6. How can I check if the courses I have completed have credit towards a Qualification?.
  7. What should learners know before enrolling for a study programme or qualification?.
  8. Umalusi for the verification of my certificates?.
  9. How do I verify my certificate for overseas study?.

 1. To verify your matric:

If the certificate was issued in September 1992 or later, please contact Umalusi on 012 349 1510 or verification@umalusi.org.za . (Their fee varies from case to case.)

If the certificate was issued before September 1992, it can be verified by the Department of Basic Education on 012 357 3900, or any Provincial Department of Education.

2.  Request a copy of your Senior Certificate and National Senior Certificate (your matric/Gr12)

Umalusi is responsible for the replacement of the Senior Certificate and National Senior Certificate as from September 1992.

To apply for a replacement (in lieu of a lost certificate) of your matric/Gr12 certificate the following is required:

A completed application form, which can be obtained at any of the departments of education or on the website of the National Department of Basic Education (www.education.gov.za)

Applications forms must be completed taking care of the detail required, e.g. year qualifications obtained, surname and names under which the person qualified for the certificate and where possible the school name.

Applications for lost certificate / re-issues can be done at any of the Departments of Education, irrespective of where you wrote your matric, for example, if you have written the exam in a school in Eastern Cape, you can approach the Mpumalanga Department of Education for a replacement certificate.

An affidavit – All applications for replacement of lost/damaged certificates should be accompanied by a signed affidavit from a police station stating the status of the original certificate e.g. stolen; lost in a move.

It should be noted that the previous certificate is cancelled when a replacement certificate is issued.

A certified copy of the candidate`s identity document is required. (This copy must be certified by a commissioner of oaths. A copy can be made and certified either at a police station or at an attorney`s office where they should do it for free.)

Proof of payment of administration fees – An administration fee is payable with a request for a certificate. The fee payable can be established with the accredited assessment body. The fee is reviewed on an annual basis.

Please note the following important information:

A certificate cannot be issued on the same day that the application is submitted. The processing time is 4 – 6 weeks under normal circumstances.

A request for replacements for certificates obtained prior to November 1992 can be made from the office of any of the Departments of Education and the same procedure followed.

Contact details for the various provincial and National Departments are as follows:

No. Surname Name Organisation Email Telephone No.
1. Mokgojoa T Gauteng DOE (011) 403 1314
2 Van Heerden E Free State DOE ((051) 404 8484
3. Nene T Department of Basic Education (012) 357 3256
4. Dumisa T Eastern Cape DOE (043) 604 7709
5. Keetile B North West DOE (018) 388 0800
6. Pekeur M WCED (021) 467 2483
7. Thomas E Limpopo DOE (015) 290 7747
8. Sewlal T KZN DOE (031) 327 0331
9. Fredericks N Northern Cape DOE (053) 839 6585
10. Viljoen M Mpumalanga DOE (013) 766 0016

 

3. Verify my qualifications or achievements on the NRLD database Individuals.

You can verify your educational Qualifications on the National Learners` Records Database (NLRD) at the South African Qualifications Authority (SAQA).

If you are an employer, you can also confirm the Qualifications of your employees on the database. If you check your own information, you receive the full record of what the NLRD holds concerning you. When other parties verify your information as a learner, they must give an exact query (which Qualification, Institution and date). SAQA`s response is either “found” or “not found” concerning that information only.

  • Information currently available on the NLRD
  • University achievements from 1986 to 2008 in full
  • Partial information from 1965 to 1985
  • A small amount of information from 1964 back to 1900.

Information from 2009 and 2010 is currently being loaded, and can be verified against the unaudited dataset that is held separately from the NLRD itself.

  • Technikon achievements from 1999 to 2005
  • Senior Certificate achievements from 1992 to 2010.
  • Achievements submitted by Education and Training Quality Assurance bodies (ETQAs).

To request your own transcript of achievements from the National Learners’ Records Database, please e-mail your National ID Number and Full Name, with the subject “Request for Transcript”, to verifications@saqa.org.za

Please note: the transcript is for your own information. It does not replace SAQA’s usual verification process and reports.  It is not a verification statement in terms of the Public Service directive, and it should not be attached to job applications.

Should there be no information, you can contact the NQF and Career Advice Services on help@careerhelp.org.za with scanned copies of your certificates for further information.

http://verisearch.octoplus.co.za/

4. Verify my qualifications or achievements on the NRLD database Public Sector Clients.

The SAQA Verifications Service is available for the verification of qualifications achieved at South African providers as recorded on SAQA’s National Learners’ Records Database (NLRD).

The verification of short courses, foreign qualifications and professional designations is not part of the SAQA Verifications Service.

To access the SAQA Verifications Service, please complete and return the Verification Agreement to verifications@saqa.org.za

The information available here is for Public Sector Clients.

http://verisearch.octoplus.co.za/PublicMenuPage.aspx

5. Verify my qualifications or achievements on the NRLD database Private Sector Clients.

The SAQA Verifications Service is available for the verification of qualifications achieved at South African providers as recorded on SAQA’s National Learners’ Records Database (NLRD).

The verification of short courses, foreign qualifications and professional designations is not part of the SAQA Verifications Service.

To access the SAQA Verifications Service, please complete and return the Verification Agreement to verifications@saqa.org.za

The information available here is for Private Sector Clients.

http://verisearch.octoplus.co.za/ClientMenuPage.aspx

6. How can I check if the courses I have completed have credit towards a Qualification?

You can verify your educational Qualifications on the National Learners` Records Database (NLRD) at the South African Qualifications Authority (SAQA). If you check your own information, you receive the full record of what the NLRD holds concerning you. Should there be no information, you can contact the NQF and Career Advice Services on  with scanned copies of your certificates for further information. (as per information sent by NLRD)

Confirm Higher Educational Institutions

Students, parents and learners need to make sure that schools where they register their children are fully registered with the South African Qualifications Authority and the Department of Higher Education and Training (DHET).

To do this‚ students are advised to check the registration certificate of that institution.

This certificate‚ issued by the DHET‚ must be able to clearly show all the programmes each institution is accredited to offer.

If there is a programme that is not included in that certificate but which the institution promises to offer‚ students must know that they are being conned.

A list of all the names of institutions that are fully registered and operating legally is available at on the links below:

http://www.saqa.org.za/faqs.php

7. What should learners know before enrolling for a study programme or qualification?

Before you register for any qualification or programme

Ensure that:

  • You fully understand the accreditation status of the institution offering the qualification and that
  • You fully understand the status of the qualification or programme.

Use the following information when considering Where to enrol and What to enrol for.

Umalusi (the Council for Quality Assurance in General and Further Education and Training) is an official body that accredits private providers to offer particular qualifications on the National Qualifications Framework (NQF) at levels 1-4.

Umalusi accredits:

  • Private FET colleges
  • Independent schools
  • Private adult education and training providers

NB: Public providers such as public schools, public adult learning centres and public FET colleges are not required to seek accreditation

Registration and Accreditation of Private Providers

To ensure that you enrol with a credible provider

  • Make sure that the institution is registered by the appropriate Department of Education and
  • Secondly, it is accredited by Umalusi or another Quality Council or body such as a Sector Education and Training Authority (SETA)

These are two separate, but related processes

-Firstly

All private providers of education and training that offer qualifications certified by Umalusi (above) MUST be registered with the state in order to operate legally in South Africa. This means that independent schools must register with the appropriate Provincial Department of Education and private FET colleges must register with the Department of Higher Education and Training in Pretoria.

Note: An exception has been made for private providers that offer short courses and skills programmes exclusively accredited by the Quality Council for Trades and Occupations (QCTO) – these do not have to register.

Private providers are required to display their registration certificate publicly and you, as a prospective client, MUST ask to see the certificate of registration. The certificate of registration will include the national qualifications which the provider is registered to offer.

-Secondly

Private providers must be accredited either with Umalusi or another quality assurance body to offer a specific qualification. Quality assurance bodies issue letters or certificates accrediting a provider. You should check whether a provider is accredited to offer the national qualification you wish to enrol for and ask for the accreditation number.

A list of private institutions accredited by Umalusi can be found on our website at www.umalusi.org.za

If you want to check on a provider accredited by QCTO or a SETA (Sector Education and Training Authority) go to the website of the South African Qualifications Authority at www.saqa.org.za and click on the links with the various SETAs where you can access lists of accredited providers.

Qualifications offered by Private Providers

Private providers may provide a range of qualifications. These may include formal credit-bearing qualifications registered on the National Qualifications Framework (NQF) (which they must be accredited to offer), and non-formal provider programmes. Also, some institutions offer foreign programmes, which are quality assured by foreign bodies.

Students must therefore, before they enrol for a qualification, ascertain whether the qualification they are registering for, is a formal national qualification, or a non- formal provider programme.

Umalusi certifies a number of formal qualifications offered by both public and private providers and consequently accredits such providers to offer these qualifications. These are:

  • The National Senior Certificate(NSC)
  • The National Certificate Vocational (NCV)
  • The National Technical Certificate (N3) Engineering as well as
  • The General Education and Training Certificate: Adult (GETC)

Qualifications and Programmes

Private providers generally offer three main types of qualifications, namely

  • National Qualifications (Qualifications registered on the NQF)
  • Provider Programmes (Their own programmes which are non-formal)
  • Agent Qualifications (Qualifications offered on behalf of a foreign awarding body)

National Qualifications

National Qualifications are formal qualifications registered on the National Qualifications Framework (NQF), which is a centralized register of all the nationally recognized qualifications in South Africa.

National qualifications are developed and quality assured by Quality Councils, namely Umalusi, the Council on Higher Education (CHE) and the Quality Council for Trades and Occupations (QCTO), under which all the SETAs fall. National qualifications carry national credits and are certificated by the Quality Councils and in the case of higher education by universities, but NOT by a provider. Examples of such qualifications are:

  • The National Senior Certificate as offered by most high schools in South Africa
  • The GETC: adult as offered by many adult education and training providers
  • The National Certificate Vocational (NCV) offered by public FET colleges and some private colleges
  • Further Education and Training Certificates of various kinds also offered by FET colleges, such as Perishable Produce Exportation or Mechanical Engineering: Pipe-Fitting or Small Business Management and so forth

There are many such qualifications registered on the NQF.

NB: To check whether a qualification is registered on the NQF go to the website of the South African Qualifications Authority (SAQA) at www.saqa.org.za

Please keep the following in mind before you enrol for a National Qualification:

  • If you wish to enrol for a nationally recognised qualification ask the provider for written proof that the qualification is registered on the NQF – the NQF ID number should be in evidence or check whether it is registered by going to www.saqa.org.za.
  • Ask for evidence that the provider is registered with the Department of Education to offer specific national qualifications – a certificate should be publicly displayed.
  • Ask for evidence that the provider has approval or accreditation from the relevant Quality Council such as QCTO or Umalusi or the Council on Higher Education (CHE) to offer the qualification.
  • If you are enrolling for an N Certificate / NCV or National Senior Certificate, keep in mind that you will write national examinations set by the Department of Education. Providers are not allowed to set their own examinations or issue certificates for these qualifications. These qualifications are certified by Umalusi.

Provider Programmes

  • If you are enrolling on a Provider Programme remember that they serve a different purpose to National Qualifications. Provider Programmes are usually designed to address specific education, training and development needs that may not necessarily be addressed by National Qualifications, for example courses for self-enrichment, continuous professional development, self- employment, or orientation to a specific career.
  • Provider Programmes are quality assured and certified by the provider, i.e. the college, itself.; they are not registered on the NQF; do not carry any national credits; and do not lead to a National Qualification.

Agent Qualifications

  • Some providers offer qualifications and programmes on behalf of professional or foreign awarding bodies. Some of these qualifications are national qualifications registered on the NQF while others are not, and some are foreign qualifications. The provider acts as an agent of the professional or awarding body. Examples include qualifications and programmes examined and certified by Pitmans, CompTia, Cambridge, Microsoft, IMM, ICSA (professional body), City and Guilds, Edexel and so forth etc.

Please remember: it is not illegal to offer agent qualification, providing the provider is licensed to offer them by a foreign awarding body or a professional body and the provider is registered with the Department of Education.

To summarise:

  • Decide what kind of programme or qualification you wish to enrol for, i.e. national qualification, provider programme or agency qualification, remembering to also establish what the certificate will mean once you have completed it – Will it be recognized nationally? Will it ensure a job? Will it be recognized internationally? Will it provide enrichment or professional development?
  • Is the provider accredited either with Umalusi or QCTO or CHE to offer the national qualification you wish to register for? A list of providers accredited with Umalusi can be found at www.umalusi.org.za; QCTO (SETAs) accredited providers can be found on the SETA websites and also accessed through the SAQA website at www.saqa.org.za
  • Is the provider registered with the Department of Education? For FET colleges check on the following website: www.dhet.gov.za ; for independent schools contact the appropriate provincial department of education.

http://www.umalusi.org.za/show.php?id=3115

8. Umalusi for the verification of my certificates?

The Council has the responsibility for the issuing of the following certificates:

  • Senior Certificate
  • National Senior Certificate (FET colleges)
  • National N3 Certificate
  • Subject certificate
  • General Education and Training Certificate
  • Learning area certificate
  • National Certificate (Vocational)
  • National Senior Certificate (Schools)
  • Subject statement

Please note that Umalusi does not work directly with members of the public with regard to verification services. Individuals should apply through a verification agency for verification services.

Please visit our website at www.umalusi.org.za under the verification heading for the names of agencies that have contracts with Umalusi. There are a number of other verification agencies which are not listed, but which have contracts with Umalusi, that can also be contacted. You are not limited to using an agency listed on the website.

Please note: Agencies charge varying fees for verification services. You are therefore advised to request prices from more than one agency before requesting the verification of your qualifications.

http://www.umalusi.org.za/services.php?cat=Certification%20and%20Verification

9. How do I verify my certificate for overseas study?

Please send an e-mail to verification@umalusi.org.za or telephone 012 349 1510 for particulars on how to go about this, as these can differ.

http://www.umalusi.org.za/services.php?cat=Certification%20and%20Verification

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