Assessor Course SAQA US: 115753

The Assessor course is accredited by the EDTP SETA with the Unit Standard ID:115753, NQF Level 5 with a total of 15 credits.

Conduct Outcomes-Based assessment: Assessing Skills Course

Trainers have primarily been used in adult education, using specialised knowledge and expertise. Facilitators make learning easier with outcomes-based training, incorporating both theory and practice. 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. Those who achieve this unit standard will be able to conduct assessments within their fields of expertise.

The homework is part of completing your Portfolio of Evidence which will be used to determine if you are competent. Usually, the assessor training course will be completed in three months depending on the amount of time the learner puts into their studies.

The class dates and days will be shared with you on your call with Hupernikao Warriors. This will ensure you choose the time that will suit you best.

Course Duration	Certification	Course Fee: R3300
Duration: 3 Consecutive days – 3 Months to submit POE (Portfolio of Evidence will be completed)	SAQA US: 115753 - 15 Credits – Conduct outcomes-based assessment	The course price includes all the study material that will be required to complete the course.
Please Call me!	SOR (Statement of Results) from ETDP SETA Certificate of Competence - Hupernikao Warriors in proud association with G-Cube	Full payment before the course starts is required.   Group Discounts can be discussed.

 

Click here for a list of Frequently Asked Questions regarding the Assessor's course 

Purpose of the Outcomes-Based OB-Assessment Qualification

People credited with this course can 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.

People credited with this unit standard can:

• Demonstrate understanding of outcomes-based assessment.
• Prepare for assessments.
• Conduct assessments.
• Provide feedback on assessments; and
• Review assessments. 

Each participant receives a comprehensive Learner Guide for Unit Standard, well as a POE file, workbook, and assessment instruments.

What does an assessor do?

Assessors are hired by skills development providers to assess unit standards and qualifications that are registered on the NQF. Skills development providers can include organisations that provide training to their employees in the workplace. Assessors and moderators can either work as employees of skills development providers, or they can work as independent contractors.

In the context of education, an assessor determines whether a learner is competent in relation to the criteria or outcomes for a particular unit standard or qualification on the National Qualifications Framework (NQF).

An assessor is responsible for:

• Explaining the assessment process, as well as the required outcomes, to the learner.
• Assessing the learner’s competence.
• Giving constructive feedback on the assessment to the learner.
• Recording the outcomes of the assessment.
• An assessor needs to be a subject matter expert in relation to the contents of the unit standards and qualifications being assessed.

This learning programme is intended for all persons who need to conduct an outcomes-based assessment. This generic assessor unit standard applies to those who assess people for the 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 contributes toward 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 can carry out assessments in a fair, valid, reliable and practicable manner that are free of all bias and discrimination and pay particular attention to addressing inequalities caused by race, gender and disability.

Who this course will benefit

Individuals who are responsible for assessing delegates' achievements at the workplace or independent training providers and/or assessment centres.

• Managers
• Trainers
• Human Resource Managers
• Supervisors
• Facilitators
• Coaches
• Workplace Assessors

It is the responsibility of the Assessor to determine whether a candidate is competent or not yet competent. An Assessor makes use of different tools and systems to determine if a candidate is capable of doing the job at hand. The responsibility of the Assessor is of great importance, and they need to meet a high standard of criteria and have to be registered before they are allowed to assess.

Course Description

Lesson 1: Overview of Education and Training in South Africa

• The Skills Development Framework
• The South African Qualifications Authority (SAQA)
• The development of the NQF
• Implementation of the NQF
• The National Qualifications Framework
• These principles underpin the objectives of the NQF
• The objectives of the NQF
• Structure of the NQF
• Qualifications under the NQF
• Changes to the NQF landscape
• Why the system failed
• Legislative framework
• Improving the NQF
• Standards and qualifications
• Structure of the new NQF (2010 and onwards)
• What has not changed?
• The Occupational Learning System (OLS)
• Quality assurance under the NQF
• Learner Achievements (awards) under NQF
• Development of Qualifications and unit standards under NQF

Lesson 2: Outcomes-Based Training

• Definition
• Principles of Outcomes-Based Education And Training
• 3 Pillars of Outcomes-Based Education
• Comparison of Outcomes-Based Education To Contents-Based Education
• Advantages of OBE
• Recognition of Prior Learning (RPL)
• Role Players in The Assessment Process
• Learner
• Advisor
• Assessor
• Internal Moderator
• External Moderator/Verifier
• Selecting Assessors
• Registration of Assessors
• Unit Standard Design
• Registration of Assessors
• Unit Standard Design
• Competence
• Applied Competence
• Assessment Purpose
• Principles of Assessment
• Comparison of old and new assessments
• Assessment Categories
• Assessment Methods
• Assessment Instruments
• Criteria for selection of an assessment Method/Instrument
• The Overall Assessment Process
• Assessment Instruments
• Evidence
• Direct Evidence
• Indirect Evidence
• Supplementary/Historical Evidence
• Principles of Evidence

Lesson 3: Prepare for Assessments

• Assessment Assignment
• Assessment Requirements

Lesson 4: Prepare Candidates for Assessment

• Assessment Details
• Is the candidate ready for the assessment?
• Pre-Assessment Meeting

Lesson 5: Conduct Assessment and Document Evidence

• Environment and Assessment Practices
• Conduct the Assessment
• Unforeseen Circumstances
• Language
• Questioning
• Sufficient Evidence
• Key Principles for Assessments
• The “good assessment checklist”

Lesson 6: Evaluate Evidence and Make Assessment Judgements

• Evaluate Evidence
• Quality of Evidence
• Storing of Assessment Documentation

Lesson 7: Provide Feedback on Assessments

• Parties
• Timeframe
• Sequence
• Formats
• Manner of giving feedback
• Feedback from the candidate
• Explanation and Clarification
• Further Development
• Disputes
• Appeal Procedure Example
• Checklist for Providing Feedback

Lesson 8: Recognition of Prior Learning

• Purpose
• Principles
• Process
• Benefits
• Diagnostic Assessments

Lesson 9: Review Assessments

• Good and Bad Practice
• Feedback
• Quality
• Moderation
• Meeting Roles
• Meeting Roles
• Internal Moderation

Unit Standard

Purpose of the assessor Unit Standard

This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard can 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.

SPECIFIC OUTCOME 1

Demonstrate understanding of outcomes-based assessment.

ASSESSMENT CRITERION 1

Comparisons between outcomes-based and other forms of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION 3

A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.

ASSESSMENT CRITERION RANGE

The description of methods should cover situations for gathering evidence of:

• Problem-solving ability,
• Knowledge and understanding,
• Practical and technical skills,
• Attitudinal skills and values.

ASSESSMENT CRITERION 4

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

ASSESSMENT CRITERION 5

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

SPECIFIC OUTCOME 2

Prepare for assessments.

OUTCOME RANGE

Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or several assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:

• Relevant organisational assessment and moderation policies and procedures, and
• Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria.

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet the required schedules.

ASSESSMENT CRITERION RANGE

Parties include assessment candidates and moderators and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.

ASSESSMENT CRITERION 3

All pre-assessment moderation requirements are carried out by relevant assessment policies, moderation plans and ETQA requirements.

ASSESSMENT CRITERION 4

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

ASSESSMENT CRITERION RANGE

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

ASSESSMENT CRITERION 5

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

ASSESSMENT CRITERION 6

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

SPECIFIC OUTCOME 3

Conduct assessments.

OUTCOME RANGE

The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special needs candidates or in RPL situations, evidence may be produced through scenarios.

Candidate assessors must show they can make judgements in situations where:

• Candidates meet all criteria for a particular outcome,
• Candidates clearly do not meet the criteria for a particular outcome,
• Candidates meet some, but not all criteria, and
• More evidence is required to make a judgement of competence.

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION RANGE

Professional, industry or legislated codes of practice.

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION 3

Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading and is appropriate to the assessment at hand and the language ability of the candidate.

ASSESSMENT CRITERION RANGE

"Leading" refers to the practice of inadvertently or deliberately influencing the evidence candidates to produce through the style of questioning, instructions or responses to candidates.

ASSESSMENT CRITERION 4

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

ASSESSMENT CRITERION 5

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

ASSESSMENT CRITERION 6

Records of the assessment are in line with the requirements of the organisation's quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.

SPECIFIC OUTCOME 4

Provide feedback on assessments.

OUTCOME RANGE

• Parties include candidates, educators, trainers, managers and moderators as applicable to the situation.
• Evidence must be provided of the ability to give written and oral feedback.
• The ability to give feedback must be demonstrated in situations where:

- Candidates meet all criteria for an outcome,

- Candidates clearly do not meet the criteria for an outcome,

- Candidates meet some, but not all criteria, and

- More evidence is required before a judgement is possible.

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence about the outcome/s at hand.

ASSESSMENT CRITERION 3

The type and manner of feedback are constructive, culturally sensitive and related to the relevant party's needs. Sufficient information is provided to enable the purpose of the assessment to be met and to enable parties to make further decisions.

ASSESSMENT CRITERION RANGE

Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.

ASSESSMENT CRITERION 4

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

ASSESSMENT CRITERION 5

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

ASSESSMENT CRITERION 6

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

SPECIFIC OUTCOME 5

Review assessments.

OUTCOME RANGE

The review should address at least the following aspects:

• The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
• The assessment process, and
• Candidate readiness for assessment.

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION 3

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

ASSESSMENT CRITERION 4

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

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:

• Outcomes-based education, training and development
• Principles of assessment - directly assessed through assessment criterion 'Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.', and are 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 based on the inputs do not affect the validity of the assessment.' and specific outcome 'Conduct assessments.', as well as through application in the rest of the standard.
• Methods of assessment - directly assessed through assessment criterion 'A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.', and indirectly assessed through application of the methods
• Potential barriers to assessment - assessed when dealing with special needs.
• The principles and mechanisms of the NQF - this knowledge underpins the standard
• Assessment policies and ETQA requirements
• Moderation requirements

Critical Cross-field Outcomes (CCFO)

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems using critical and creative thinking: preparing for contingencies, candidates with special needs, problems that arise during assessment, and suggesting changes to assessment.
UNIT STANDARD CCFO WORKING
Work effectively in a team using critical and creative thinking: working with candidates and other relevant parties during assessment, as well as post-assessment.
UNIT STANDARD CCFO ORGANISING
Organize and manage oneself and one's activities: preparing, conducting and recording the assessment.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively: prepare candidates for assessment, communicate during assessment, and provide feedback.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations.
UNIT STANDARD CCFO CONTRIBUTING
Be culturally and aesthetically sensitive across a range of social contexts: give feedback on assessments in a culturally sensitive manner.