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QCTO Code of Conduct for Development Quality Partners (DQP) and Assessment Quality Partners (AQP)

The QCTO Code of Conduct for Development Quality Partners (DQP) and Assessment Quality Partners (AQP) We, the undersigned, wish to be appointed by the QCTO as a DQP/AQP. We agree that, if the QCTO delegates such functions to us, we hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows: i.      promoting the objectives of the NQF; ii.      dealing   fairly,   professionally   and   equitably   with   stakeholders   whilst accelerating the redress of past unfair discrimination; iii.      consulting  with  all  relevant  stakeholders  that  have  an  interest  in  the development and assessment of occupational qualifica[...]

What is the external summative assessment QCTO

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What is the external summative assessment QCTO

The purpose of the external summative assessment is to check whether learners have the required foundational skills and knowledge in each

learning area in order to engage effectively in formal occupational training. the external summative assessment is a proficiency  assessment that tests whether or not the learner has acquired the necessary skills of what is being assessed.

Each learning  area is assessed separately. Each assessment is 2.5 hours long and consists of 60 multiple-choice questions. Assessments are machine scored. Assessments are conducted at iEB assessment centres.

Exemplar assessment papers for both subject areas are available for download on the iEB website. Many candidates are not familiar with multiple choice testing, thus it is advisable that Skills Development providers familiarise their learners with the assessment method.

Learners will be enrolled for external summative assessment with the iEB by providers. the iEB will issue a statement of results to FLC Skills Development providers. the iEB will upload learner results to the QCto. Learners need to be found competent in both learning  areas in order to achieve the part qualification. Competence is achieved if a learner gets 50% or above in each learning area. Fees are published on the iEB website.

The Foundational Communication programme must include speaking and listening activities. Speaking and listening is assessed internally and must meet the requirements for internal programme-based assessment. Extended writing is not currently assessed in the external summative assessment. in future, extended writing will be assessed in the following ways: report writing, summarising, evaluating and substantiation of a particular position.

The external assessment for Foundational Communication focuses on reading with comprehension and processing information in different ways as the minimum requirements for engaging in further learning. it targets the reading of a variety of texts (including diagrams, graphical representations), understanding what is being said and then using the information provided in decision-making.

The Foundational Mathematical Literacy assesses the use of numbers to describe and make sense of real life situations. it assesses reading, interpretation and use of different numbering conventions in different contexts and identifies the ways in which different conventions work.