Conduct Outcomes-Based AssessmentLEARNER GUIDESAQA US IDUS TITLE15753Conduct Outcomes-Based AssessmentNQF LEVEL5CREDITS15
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TABLE OF CONTENTSMODULE 1 . 9Demonstrate understanding of outcomes-based assessment. (SO1) . 91. Outcome Based Training. . 91.1Three pillars of outcomes based education . 91.2Recognition of Prior Learning (RPL) . 111.3 Assessment Method. 131.4 Key Principles of Assessment . 151.5Giving Feedback on Results . 18MODULE 2 . Error! Bookmark not defined.Prepare for Assessments (SO2) . Error! Bookmark not defined.2. PREPARE FOR ASSESSMENT . Error! Bookmark not defined.2.1Assessment assignment . Error! Bookmark not defined.2.2Prepare candidates for assessment. . Error! Bookmark not defined.2.3Moderation . Error! Bookmark not defined.2.4Pre-assessment meeting . Error! Bookmark not defined.2.5Accommodating Special Needs . Error! Bookmark not defined.2.6Candidate Readiness. Error! Bookmark not defined.MODULE 3 . Error! Bookmark not defined.Conduct assessments. (SO3) . Error! Bookmark not defined.3. Conduct Assessment and document evidence. . Error! Bookmark not defined.3.1Environment and assessment practices . Error! Bookmark not defined.3.2Conduct the assessment . Error! Bookmark not defined.3.3Questioning. Error! Bookmark not defined.3.4Sufficient evidence . Error! Bookmark not defined.3.5Evaluate Evidence and make Assessment Judgments Error! Bookmark not defined.3.6Final Assessment Judgment . Error! Bookmark not defined.MODULE 4 . Error! Bookmark not defined.Provide Feedback on Assessments (SO4) . Error! Bookmark not defined.4. PROVIDE FEEDBACK ON ASSESSMENTS . Error! Bookmark not defined.4.1Parties . Error! Bookmark not defined.4.2Manner of giving feedback . Error! Bookmark not defined.4.3Negative feedback . Error! Bookmark not defined.4.4Feedback from the candidate . Error! Bookmark not defined.4.5Appeal Procedure . Error! Bookmark not defined.4.6Checklist for providing feedback: . Error! Bookmark not defined.MODULE 5 . Error! Bookmark not defined.Review assessments (SO5) . Error! Bookmark not defined.5. REVIEW ASSESSMENT . Error! Bookmark not defined.5.1Good and bad practice . Error! Bookmark not defined.5.2Feedback . Error! Bookmark not defined.5.3Quality . Error! Bookmark not defined.5.4Moderation . Error! Bookmark not defined.5.5Internal moderation . Error! Bookmark not defined.5.6External moderation (Verification). Error! Bookmark not defined.APPENDIX A: MEMO FOR U/S 14359 . Error! Bookmark not defined.FORMATIVE ASSESSMENTS . Error! Bookmark not defined.ABC -LG- Apr 20101
Adapted Learning Material – Courtesy of INSETASUMMATIVE ASSESSMENTS . Error! Bookmark not defined.QUESTION 1 . Error! Bookmark not defined.QUESTION 2 . Error! Bookmark not defined.QUESTION 3 . Error! Bookmark not defined.QUESTION 4 . Error! Bookmark not defined.QUESTION 5 . Error! Bookmark not defined.QUESTION 6 . Error! Bookmark not defined.QUESTION 7 . Error! Bookmark not defined.QUESTION 8 . Error! Bookmark not defined.QUESTION 9 . Error! Bookmark not defined.APPENDIX B: MEMO FOR U/S 243204 . Error! Bookmark not defined.Workplace Assignment . Error! Bookmark not defined.Observation Checklist . Error! Bookmark not defined.Workplace Logbook . Error! Bookmark not defined.115753 - Conduct Outcomes-Based Assessment - Learner Guide2
Adapted Learning Material – Courtesy of INSETAThe UNIT STANDARD used in this learning module:All qualifications and part qualifications registered on the National QualificationsFramework are public property. Thus the only payment that can be made for them is forservice and reproduction. It is illegal to sell this material for profit. If the material isreproduced or quoted, the South African Qualifications Authority (SAQA) should beacknowledged as the source.SOUTH AFRICAN QUALIFICATIONS AUTHORITYREGISTERED UNIT STANDARD:Conduct outcomes-based assessmentSAQA USIDUNIT STANDARD TITLE115753Conduct outcomes-based assessmentORIGINATORSGB Assessor StandardsQUALITY ASSURING BODYETDP SETA - Education, Training and Development Practices Sector Education and Training AuthorityFIELDSUBFIELDField 05 - Education, Training and DevelopmentHigher Education and TrainingABETBANDUNIT STANDARDTYPEPRE-2009 NQF LEVELNQF LEVELCREDITSUndefinedRegularLevel 5Level TBA: Pre-2009was L515REGISTRATION STATUSREGISTRATIONSTART DATEREGISTRATION END SAQA DECISION NUMBERDATEReregistered2015-07-012018-06-30LAST DATE FORENROLMENTLAST DATE FOR ACHIEVEMENT2019-06-302022-06-30SAQA 10105/14In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purposestatements, qualification rules, etc.), any references to NQF Levels are to the pre-2009 levels unless specifically statedotherwise.This unit standard replaces:USIDUnit Standard Title9927 Conduct an assessment7978Plan and conduct assessment of learningoutcomesOUTCOMES of this UnitStandardPre-2009 NQFLevelNQF LevelCreditsReplacementStatusLevel 4NQF Level 0412CompleteLevel 5Level TBA: Pre-2009was L515CompleteThose who have achieved this unit standard will be able to: Demonstrate understanding of outcomes-based assessment. Prepare for assessments. Conduct assessments. Provide feedback on assessments. Review assessments.115753 - Conduct Outcomes-Based Assessment - Learner Guide3
Adapted Learning Material – Courtesy of INSETALearning TimeIt will take you approximately 150 hours to master the outcomes of thisLearning Programme.What is expected ofTo successfully master this unit, you are required to: Study the content of this skills programme; Complete all activities indicated in this skills programme; Utilise your coach and colleagues as learning resources, and Verify your learning progress with your coach/facilitatoryou?115753 - Conduct Outcomes-Based Assessment - Learner Guide4
Adapted Learning Material – Courtesy of INSETAINTRODUCTIONWhat is the South African Qualifications Authority?The South African Qualifications Authority (SAQA) is a juristic person - that is anentity given a legal personality by the law. The South African QualificationsAuthority Board is a body of 12 members appointed by the Minister of HigherEducation and Training.The objectives of SAQA are to advance the objectives of the NQF;oversee the further development and implementation of the NQF; andCo-ordinate the sub-frameworks.SAQA must advise the Minister of Higher Education and Training on NQF matters in terms of theNQF Act. SAQA must also perform its functions subject to the NQF Act 67 of 2008 and oversee theimplementation of the NQF and ensure the achievement of its objectives.SAQA has the following role with respect to qualifications:1. SAQA must develop and implement policy and criteria, after consultation with the QCs for thedevelopment, registration and publication of qualifications and part-qualifications, which mustinclude the following requirements: The relevant sub-framework must be identified on any document relating to the registration andpublication of a qualification or part-qualification;Each sub-framework must have a distinct nomenclature for its qualification types which isappropriate to the relevant sub-framework and consistent with international practice.2. SAQA must register a qualification or part-qualification recommended by a QC if it meets therelevant criteria;3. SAQA must develop policy and criteria, after consultation with the QCs, for assessment,recognition of prior learning and credit accumulation and transfer.The Education and Training Quality Assurance (ETQA) regulations were also published in 1998 andprovided for the accreditation of Education and Training Quality Assurance bodies. These bodies areresponsible for accrediting providers of education and training standards and qualifications registeredon the NQF, monitoring provision, evaluating assessment and facilitating moderation acrossproviders, and registering assessors. The ETQA responsibilities of SETAs will remain according tothe mentioned SAQA regulations, until such time as the Minister Higher Education and Trainingpublishes new regulations replacing the existing regulations, thereafter the responsibilities will residewith the Quality Council for Trade and Occupations (QCTO).SAQA has the following role with respect to professional bodies: Must develop and implement policy and criteria for recognising a professional body andregistering a professional designation for the purposes of this Act, after consultation with statutoryand non-statutory bodies of expert practitioners in occupational fields and with the QCs;115753 - Conduct Outcomes-Based Assessment - Learner Guide5
Adapted Learning Material – Courtesy of INSETA Recognise a professional body and register its professional designation if the relevant criteriahave been met.What is a National Qualifications Framework?The National Qualifications Framework (NQF) is a comprehensive system approved by the Ministerfor the classification, registration, publication and articulation of quality-assured national qualifications.In short, the NQF is the set of principles and guidelines by which records of learner achievement areregistered to enable national recognition of acquired skills and knowledge, thereby ensuring anintegrated system that encourages life-long learning.115753 - Conduct Outcomes-Based Assessment - Learner Guide6
Adapted Learning Material – Courtesy of INSETAFinding a Unit StandardFollow the instructions, and choose a unit standard from the SAQA website:1. Through Internet Explorer, search for the website: www.saqa.org.za.2. Click on the tab, on the left of your computer screen that say: Qualifications and UnitStandards.3. Click on the top blue line that says: Registered qualifications and unit standards.4. Click on Search for a Unit Standard.115753 - Conduct Outcomes-Based Assessment - Learner Guide7
Adapted Learning Material – Courtesy of INSETA5. This is your detailed search field; you can now search for keywords or numbers, levels,subfields etc. Type in your criteria, and then Click on GO.6. Choose one of the Unit Standards in the list.7. And magically you have a unit standard. Do this exercise until you find a suitable unit standard foryour student’s assessment.115753 - Conduct Outcomes-Based Assessment - Learner Guide8
Adapted Learning Material – Courtesy of INSETAMODULE 1---------------------------------------Learning OutcomesAt the end of the module the learner will be able to:Demonstrate understanding of outcomes-based assessment. (SO1) Comparisons between outcomes-based and another form of assessment of learning highlightkey differences in terms of the underlying philosophies and approaches to assessment,including an outline of advantages and disadvantages. (AC1) 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 andthe workplace. (AC2)A variety of assessment methods are described and compared in terms of how they could beused when conducting assessments in different situations. (AC3) Key principles of assessment are described and illustrated in practical situations. Thedescriptions highlight the importance of applying the principles in terms of the possible effecton the assessment process and results. (AC4) The approach to giving feedback on assessment results is described in terms of the possibleimpact on candidates and further learning and assessment. (AC5)----------------------------------------1. Outcome Based Training.In outcome based learning, all programs and instructional efforts aredesignedto produce specific, lasting results in learners by the time they leave the training intervention. Outcomesbased training can also be referred to as learner-centered training rather than teacher-centered training.115753 - Conduct Outcomes-Based Assessment - Learner GuideAssessmentActivitiesDefinedOutcomesThree pillars of outcomes based educationLearningProgrammes1.19
Adapted Learning Material – Courtesy of INSETA1.1.1Comparison of outcomes-based education to contents-based educationContents-Based iveThe classroom and activities are teachercenteredThe focus is on the knowledge of facts,information and syllabus contentsThe information in the syllabus is independent ofthe learner’s life and experienceNo credit is given for prior knowledge or skillsoutside the formal education situationThe subjects are rigid and compartmentalizedwith little or no cross-referenceTeaching MethodologyLearners are often expected to repeatinformation like parrots and to learn informationby rote without the necessary understandingLecturers mostly make use of “chalk and talk”methods and lecturing to impart informationLecturers are responsible for deliveringinformation and for the fact that learning shouldtake placeAll students work at the same pace, which isdictated by the syllabus and the lecturer. Thediversity of learner’s levels of ability and variouslearning styles are not taken into accountOutcomes-Based EducationTeachers are no longer seen as meretransmitters of knowledge, but as facilitators ofmeaningful learningThe classroom and activities are learnercenteredThe focus is on a wide variety of outcomes thathave to be achieved: knowledge, skills,understanding, attitudes, and values. The focusis on the application of both knowledge and skills.Learning and learning programmes are relevantto real-life situations and to the experiences oflearnersCredit is given for prior knowledge and skillsacquired over time outside the formal educationsystemKnowledge and skills are integrated across thelearning areas in order to prepare learners forreal life, where knowledge is seldomcompartmentalizedTeaching MethodologyLearners are expected to think critically, solveproblems creatively, to reason, to reflect, toresearch and to participate activelyFacilitators make use of team and othercollaborative teaching strategies and learnersengage is group/team/pair work, as well asactivities, debates, role play, etc.Learners take responsibility for their own learningby being actively involved in research, debates,experiments, group work, etc.Learners determine their own pace at which theywork. The pace is dictated by their uniquesituation, barriers to learning, level of ability andso onUse of Learning MaterialsUse of Learning MaterialsPrescribed textbooks with information that is A wide range of learning materials whichoften strange to real life and the experience of encourage an eclectic approach. A wide rangethe learnersof resources is used in order to facilitate thelearning process and relate it to the real-life worldof the learner.AssessmentAssessmentThe knowledge of students is evaluated by The outcomes reached by learners are assessedmeans of rigid, time-bound tests and end-of-year continuously to give an overall picture of anexaminationsindividual learner’s progressThe evaluation of students’ knowledge focuses Assessment of learners is comprehensive, usingon the retention of factsvarious techniques and criteria that include theassessment of knowledge, skills and dispositions115753 - Conduct Outcomes-Based Assessment - Learner Guide10
Adapted Learning Material – Courtesy of INSETAEvaluation is mostly done by individual Assessment is done by the learners themselves,facilitators who mark work and calculate a final the facilitators, peers and other significant peopleresult in numerical terms1.1.1Advantages of OBEAdvantagesAll learners can learn and must be helped todevelop to their full potential. This implies thatall learners will rise to your expectations for themFacilitators and learners are jointly responsiblefor creating the conditions under which learnerscan succeedIndividual learner’s needs are catered for bymeans of a variety of instructional strategies andassessment toolsLearner’s progress is based on theirdemonstrated achievement and not on a date onthe calendarThe responsibility for effective learning rests onthe shoulders of all the stake holders ineducation: facilitators, learners, parents,community, government1.2DisadvantagesAll learners will not be equally successful, aseach learner can only achieve to his individualpotentialLearners have to also accept responsibility of thelearning experience and not rely only on thefacilitator anymore.The system generates more paperwork than theprevious systemThis can become time-consuming, if no
Plan and conduct assessment of learning outcomes Level 5 Level TBA: Pre-2009 was L5 15 Complete OUTCOMES of this Unit Standard Those who have achieved this unit standard will be able to: Demonstrate understanding of outcomes-based assessment. Prepare for assessments. Conduct assessments. Provide feedback on assessments. Review assessments. Adapted Learning Material .
LIFE ORIENTATION SCHOOL BASED ASSESSMENT _ LEARNER GUIDELINE 2016 NAME OF LEARNER NAME OF SCHOOL GRADE 12 . 2 _ DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE NAME SCHOOL CENTRE NUMBER DISTRICT Declaration by the Teacher: I declare that all the work done in this learner collection of evidence is the sole work of this File Size: 693KB
assessment of Speaking, Listening and Communication where BSL is the learner’s normal way of communicating in the contexts described by the standards. Practical Assistants A practical assistant is required to help a learner in practical assessments, to carry out tasks at the learner’s instruction and ensure the safety of the learner. This
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Gauteng Department of Education Life Orientation Gr 12 TG 2017 _ DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE NAME SCHOOL CENTRE NUMBER DISTRICT Declaration by the Teacher: I declare that all the work done in this learner collection of evidence is the sole work of this learner.
within the programs of study for language arts, mathematics, science and social studies. Selected ICT outcomes are blended with core learner outcomes within a common context, such as a project, lesson or activity. The long-range goal is for ICT learner outcomes to be included an
5. English Language Learner interviews. This report concerns the English Language Learner Interviews, which were a series of qualitative interviews conducted with English language learner adults currently in classes at a variety of educational, community-based, and non-profit training organizations in San Mateo and Santa Clara Counties. From these
Gauteng Dept of Education Life Orientation Gr 12 LG - 2020 NAME OF LEARNER NAME OF SCHOOL GRADE 12 SCHOOL BASED ASSESSMENT LEARNER GUIDELINE TASK 2: PROJECT 2020 . 2 Gauteng Dept of Education Life Orientation Gr 12 LG - 2020 DECLARATIO
SCHOOL BASED ASSESSMENT LEARNER GUIDELINE - TASK 2: PROJECT- 2020 . 2 Gauteng Dept of Education Life Orientation Gr 12 LG - 2020 DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE . NAME OF SCHOOL Activity Teacher’s mark HOD/School
Student Learning Outcomes . Purpose of Student Learning Outcomes . 1. Student learning outcomes communicate to students what they will be able to do after completing an activity, course, or program (course outcomes are specific and department/program outcomes are general). 2.
Market Assessment and Analysis: Learner’s Notes This document presents the “Learner’s Notes” that accompany a distance learning course on Market Assessment and Analysis. The course illustrates how markets operate and how they relate to and affect food security and vulnerable households.
The Adult Learner The GED Student As an adult educator, it is important that you have a basic understanding of the adult learner. If you understand the adult learner, you will be able to develop a learning environment that is supportive and yields the greatest measure of success for your students. Set the right tone in your GED classroom.
Pearson LCCI Learner name Please check the examination details above before entering your learner information Total Marks L - Centre/Learning Provider ID Pearson Learner ID Learner National/Passport ID (if required) L P - P64560RA 2019 Pearson Education Ltd. 1/
level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness. RANGE ALDs Beginning Learner Developing Learner Proficient Learner Distinguished Learner A student who
5. The learner will describe and perform different musical forms. 6. The learner will perform and/or create instrumental accompaniments to simple songs. 7. The learner will listen to a variety of different musical styles both vocal and instrumental. 6th Grade 1. The learner will demonstrate knowledge of basic music notation including: a.
Do not debate or negotiate with the learner(s) about the time out. The teacher decides when the learner is ready to participate. (Spicklemier et al, 1995) Important Notes: Ensure that the learner(s) understands that it is the behaviour being punished, not the person. Deal with the learner(s) that is misbehaving while the other children are engaged
OVERVIEW GRADE 7 TERM 1 TERM 2 TERM 3 TERM 4 LEARNING OUTCOMES AND ASSESSMENT STANDARDS LEARNING OUTCOMES AND ASSESSMENT STANDARDS LEARNING OUTCOMES AND ASSESSMENT STANDARDS LEARNING OUTCOMES AND ASSESSMENT STANDARDS LO 1 : ECONOMIC CYCLE CLUSTER 1 AS 1:
2 SPSS Statistics for better outcomes Contents 2 Introduction 3 Better outcomes for academia 4 Better outcomes for market research 5 Better outcomes for government 6 Better outcomes for healthcare 7 Better outcomes for retail 8 Conclusion Introduction IBM SPSS Statistics is a fast and powerful soluti
Contents 1. Introduction and Commentary 3 2. Assignment Brief 4 3. Learner work 5 4. Learner Assessment Submission and Declaration Sheet 6 5. Assessment Record Sheet 12 You will need to refer to the appropriate specification for Unit 3 Handling Money
Cortland AMP Lab is tasked with helping to collect data and to assist with ongoing development of outcomes-based content. . Standard Outcomes Percentage of Outcomes Addressed Standard 1 Outcomes 88% by content and assessment Standard 2 Outcomes 100% by content
harnesses used for automotive EMC testing, each is typically used for a different test type (table 1). The effect of these different harness lengths is to increase the complexity and expense of performing automotive EMC tests, particularly as many engineers become familiar with one test harness length and forget that a different harness is required when changing tests. The most popular test .