Conduct Assessment for dummies part 1
Conduct Assessment for dummies part 1
In this short video we look at Conducting Assessment for dummies part 1.
Links used in this video clip.
SAQA Website: www.saqa.org.za
TRAINYOUCAN Video Blog: www.youcantrain.co.za
httpv://youtu.be/19dPI_hqL6U
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Traditional
Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate.
OBE – (Outcome Based Education)
Methods of outcome-based education (OBE) are student-centered learning methods that focus on empirically measuring student performance (the “outcome”).
COMPETENT
-You can perform the job. (We refer also to the outcome of the actual skill.)
-Someone assessed you physically to ensure you can do the job.
-Evidence was collected to provide proof that you competent.
NYC (Not Yet Competent)
-You can’t perform the job. (There might be one small part that you missed)
-You cannot perform the outcome or the skill on your own.
-Some of the evidence could not be collected as proof that you can perform the function.
-Get an opportunity to re-visit the learning any try again on another assessment.
NQF (National Qualifications Framework)
The National Qualifications Framework (NQF) is a Framework on which standards and qualifications, agreed to by education and training stakeholders throughout the country, are registered. It came into being through the South African Qualifications Authority Act (No. 58 of 1995, Government Gazette No. 1521, 4 October 1995), which provides for ‘the development and implementation of a National Qualifications Framework’.
RPL
Recognition of Prior Learning is a process whereby people’s prior learning can be formally recognised in terms of registered qualifications and unit standards, regardless of where and how the learning was attained. RPL acknowledges that people never stop learning, whether it takes place formally at an educational institution, or whether it happens informally.
The process of RPL is as follows:
- Identifying what a person knows and can do;
- Matching the person’s knowledge, skills and experience to specific standards and the associated assessment criteria of a qualification;
- Assessing the learning against those standards; and
- Crediting the person for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past
KEY PRINCIPLES OF ASSESSMENT
| Appropriateness | The method of assessment must be suited to the performance being assessed. |
| Fairness | The method of assessment must not present any barriers to achievements, which are not related to the evidence. |
| Manageability | The methods used must make for easily arranged, cost-effective assessments that do not interfere with learning. |
| Time efficient | Assessments must not interfere with normal daily activities or productivity. |
| Integration into work or learning: | Evidence collection must be integrated into the work or learning process where it is appropriate and feasible. |
| Validity | The assessment must focus on the requirements laid down in the standard; i.e. the assessment must be fit for purpose. |
| Direct | The activities in the assessment must mirror the conditions of actual performance as closely as possible. |
| Authenticity | The assessor must be satisfied that the work being assessed is attributable to the person being assessed. |
| Sufficient | The following questions can guide the assessor.
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| Systematic | Planning and recording must be sufficiently rigorous to ensure that assessment is fair. |
| Open | Learners must contribute to the planning and accumulation of evidence. Assessment candidates must understand the assessment process and the criteria that apply. |
| Consistent | The same assessor must make the same judgement in similar circumstances.
The judgment made, must be parallel to the judgment which would be made by other assessors. |
ASSESSMENT TYPES
| FORMATIVE ASSESSMENT | SUMMATIVE ASSESSMENT |
| • Designed to support the teaching and learning process
• Assists in the planning future learning• Diagnoses the learner’s strength and weaknesses• Provides feedback to the learner on his/her progress• Helps to make decisions on the readiness of learners to do a summative assessment • Is developmental in nature • Credits/certificates are not awarded
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• At the end of a learning programme
(qualification, unit standard, or part qualification)• To determine whether the learner is competent or not yet competent• In knowledge and inputs-based systems, this usually occurs after a specified period of study, e.g. one year• In OBET, learner-readiness determines when assessments will take place• Is carried out when the assessor and the learner agree that the learner is ready for assessment |
ASSESSMENT PROCESS
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