MODULE GUIDE

PLAN AND CONDUCT ASSESSMENT

LEARNING OUTCOMES

NQF LEVEL 7

20 CREDITS

TOWARDS

PGCHET 120 CREDITS

ASSESSOR ACCREDITATION

DEVELOPED BY

Dr RE Gerber

Dr H Boshoff

Mr LA Bezuidenhout

Bureau for Educational Support

COPY RIGHT RESERVED

TABLE OF CONTENTS

1 PURPOSE OF THE MODULE

2 NQF LEVEL OF THE MODULE

3 NUMBER OF CREDITS ALLOCATED TO THE MODULE

4 EXIT LEVEL OUTCOMES

5 LEARNING TO BE IN PLACE FOR THIS MODULE

6 ASSESSMENT PRACTICE

7 RECOGNITION OF PRIOR LEARNING POLICY FOR THIS MODULE

8 MODULE MAP

9 UNITS OF LEARNING, UNIT OF LEARNING OUTCOMES AND ASSESSMENT CRITERIA

10 CRITICAL CROSS-FIELD OUTCOMES (CCFOs) EMBEDDED IN THIS MODULE

11 EMBEDDED KNOWLEDGE IN THIS MODULE

12 ASSESSMENT OPPORTUNITY SCHEDULE

13 CONTACT SESSION SCHEDULE AND INFORMATION

1 PURPOSE OF THE MODULE

This module is for HET practitioners who are required to design, develop and implement assessment for any instructional offering which is part of an accredited HET programme. It is integral to the achievement of a qualification as a HET practitioner.

Practitioners credited with this module and the unit standard linked to this module are able to:

· determine the purpose(s) of assessment and articulate the competences to be assessed;

· determine an assessment strategy and plan assessment activities;

· interact with moderators;

· implement assessment;

· evaluate and judge evidence;

· record and report assessment results;

· provide feedback to candidates;

· reflect on and evaluate the assessment process and competences against which assessment was made.

Practitioners credited with this module and the unit standard linked to this module are competent to carry out assessment in HET.

2 NQF LEVEL OF THE MODULE

3 NUMBER OF CREDITS ALLOCATED TO THE MODULE

4 EXIT LEVEL OUTCOMES

Determine the purpose(s) of assessment and articulate the competences to be assessed
Determine an assessment strategy and plan assessment activities
Interact with moderators
Implement assessment
Evaluate and judge evidence
Record and report assessment results
Provide feedback to candidates
Reflect on and evaluate the assessment process and competences against which assessment was made

5 LEARNING TO BE IN PLACE FOR THIS MODULE

The credit value is based on the assumption that Higher Education and Training (HET) practitioners being assessed against the assessment criteria of this module have a prior qualification on at least level 6 in their main academic fields of expertise and concurrent experience in mediating/facilitating learning in HE.

Persons wishing to pursue this module are assumed to have:

· Sufficient knowledge of their discipline to enable them to teach in a HET institution

· Proficiency in the language(s) of instruction

6 ASSESSMENT PRACTICE

Assessors of candidates for this module will adhere to the following principles:

The assessment activities will be focused on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, assessment will be focused around each unit of learning outcome, or unit of learning outcomes organized into groups.
Evidence will be gathered across the entire range, wherever it applies. Assessment activities will be as close to the real performance as possible, and where simulations or role-plays are used, there will be supporting evidence to show the candidate is able to perform in the real situation.
The assessment activities will not be focused on each assessment criterion. The assessment activities will rather focus on outcomes and will be sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements will be made. In most cases, knowledge will be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence (of the prescribed type and quality specified in this module) that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriate, fair, manageable, integrated into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent.

Apart from formative assessment opportunities supplied during contact sessions and self-study tasks integrated formative assessment opportunities will be scheduled (see Assessment Opportunity Schedule) for feedback purposes. A final integrated summative assessment opportunity is scheduled to determine the candidate’s level of competence mastery and outcome demonstration for accreditation and reporting purposes.

7 RECOGNITION OF PRIOR LEARNING POLICY FOR THIS MODULE

This module may be obtained through the recognition of relevant prior learning and/or experience. For the purpose of recognising prior learning, structured means for the assessment of individual candidates on a case-by-case basis will be provided. Such procedures and the assessment of individual candidates will be subject to moderation. Information on the procedure for recognition of prior learning can be obtained from the learning programme coordinator for this module.

8 MODULE MAP

Integrated Summative Assessment

9 UNITS OF LEARNING, UNIT OF LEARNING OUTCOMES AND ASSESSMENT CRITERIA

MODULE ON

PLAN AND CONDUCT ASSESSMENT

LEARNING OUTCOMES

MODULE

20 credits

UNIT OF LEARNING (UoL) NO and CREDITS

UoL TITLE (Specific Outcome) [SOs]

UoL OUTCOMES (UoLOs)

Assessment Criteria (ACs)

Plan and conduct assessment of learning outcomes

1 credit

Purpose of assessment and the articulation of competences to be assessed

1.1 Explain the NQF

1.2 Select competences and assessment criteria in accordance with the purpose of the assessment

1.3 Demonstrate the purpose through the assessment practice

1.1.1 To what extent was the following explained to the learners:

· the purpose of the NQF

· implications of the NQF

· the purpose of the national bodies

· functions of the national bodies

· the relationship of education and training and the NQF.

1.2.1 The purpose of the assessment was clarified

1.4 The competences identified were justified

1.5 The competences were articulated in terms of what knowledge is required, the context and criteria for assessment

1.6 Assessment criteria appropriate to the identified competences and in accordance with the assessment policy were selected

7 credits

Plan and prepare for the assessment process

2.1 Apply knowledge, skills, attitudes and values of institutional regulations in the planning and preparation of assessment

2.2 Analyse factors influencing the assessment process and procedures

2.3 Provide for a specific qualification’s/unit standard’s outcomes

2.4 Develop a map of assessment opportunities for a qualification, module and a unit of learning

2.5 Develop appropriate assessment experiences for the assessment opportunities

2.6 Select appropriate tools to assess, record, supply feedback and/or report on learning progress

2.1.1 To what extent did the planning and preparation for assessment reflect NQF, SAQA, qualification or unit standard and the institutional regulations?

2.1.2 How well were the regulations implemented?

2.2.1 Which of the following factors were considered for the process and to what extent were they considered?

the learner
the lecturer
the NQF,SAQA requirements
the qualification/unit standard requirements
the institutional requirements and infrastructure

2.2.2 Which of the following factors were considered for the procedures and to what extent were they considered?

cost-effectiveness
results of previous assessments
special needs of the candidates
assessment context
accessibility and safety of the environment and contingencies
types of evidence to be collected
timing of assessment
resources required
sequence of activities
quality assurance

2.3.1 To what extent were knowledge, skills, values and attitudes integrated and demonstrated?

2.3.2 Were assessment activities set in context?

2.4.1 To what extent is the assessment map set out logically?

2.4.2 What proof of logistical planning was supplied (dates, time, venues, etc.)?

2.5.1 To what extent were

appropriate assessment

experiences selected to suit the

demonstration of outcomes?

2.5.2 To what extent were the strengths, weaknesses and application of assessment experiences considered?

2.5.3 To what extent were appropriate methods and techniques selected?

2.5.4 To what extent is the assessment practically applicable?

2.5.5 To what extent does the assessment address the relevant set outcomes

2.5.6 To what extent were a variety of assessment experiences selected to suit the demonstration of outcomes?

2.5.7 To what extent were the assessments fair, valid, reliable, current, authentic and consistent?

2.5.8 To what extent will the assessment experiences supply evidence of problem solving ability, knowledge and understanding, practical and technical skills, personal and attitudinal skills and values?

2.5.9 To what extent were appropriate, clear and fair instructions included in the assessment experiences?

2.5.10 To what extent were

moderation options included in

the development of

assessment experiences?

2.6.1 To what extent were appropriate

tools for assessment, recording,

interpreting feedback and/or

reporting selected?

2.6.2 To what extent was a variety of tools used?

2 credit

Conduct assessment

3.1 Explain the NQF to learners

3.2 Counsel learners about the institutional and workplace assessment purpose, procedure and methods

3.3 Prepare learner for a particular assessment

3.4 Guide learners to decide whether they are ready for assessment

3.1.1 To what extent was the relationship of education and training and the NQF explained to the learners.

3.1.2 Learners confirm understanding of the NQF and national bodies.

3.2.1 Discussed the purpose of assessment and its role in the institution and workplace, including education and training with the learner.

3.2.2 Discussed instructions, assessment plan and qualification/unit standard with the learner.

3.2.3 Discussed monotoring process with the learner.

3.2.4 Explained appeal procedures to the learner.

3.3.1 Discussed prior learning experience with learner.

3.3.2 Explained content and structure of the relevant assessment to learner.

3.3.3 Discussed evidence required to prove competency and ways this will be collected with learner.

3.3.4 Agreed on date, time, place, language and resources needed with learner.

3.3.5 Learners are able to explain assessment process and what they will be expected to perform.

3.3.6 Learners confirm readiness for assessment.

3.4.1 Discuss prior learning and experience to make decisions about whether learners are ready for assessment event.

3.4.2 Decide jointly with learner whether to go ahead with the assessment.

3.4.3 Provide constructive advice if learners are not ready for assessment.

3.4.4 Check contexts within which the evidence will be gathered with the learner.

3.4.5 Discussed the option of having a monitor present at the assessment.

1 credits

Interaction between assessor and moderator

4.1 Collaborate with moderator

4.2 Negotiate an agreement with moderator

4.1.1 Relate the role of the moderator to the assessment process.

4.1.2 Interact with moderator

4.1.3 Apply responsibilities of the assessor pertaining to moderation

4.2.1 Reach agreements with moderator(s) on the appropriateness of all aspects of the assessment

2 credits

Evaluate and make assessment judgements

5.1 Evaluated assessment outcomes

5.2 Made appropriate assessment judgements

5.1.1 Different kinds of evidence were considered

5.1.2 Evidence was evaluated fairly for authenticity, validity and sufficiency

5.2.1 Assessment judgements were justified explicitly in terms of assessment protocols

2 credits

Record evidence and report to relevant parties

6.1 Recorded evidence in the most appropriate way

6.2 Reported assessment judgements to the relevant parties

6.1.1 Results were recorded accurately

6.2.2 Reports were prepared in the required format

6.2.3 Reports were submitted to the appropriate authorities

6.2.4 Reporting was done timeously

6.2.5 Reporting was done with integrity

3 credits

Provide feedback to candidates

7.1 Select appropriate feedback methods

7.2 Give feedback to relevant parties

7.3 Obtain feedback on the assessment process from learner

7.4 Deal with disputes that arise

7.5 Record agreements reached and key elements of feedback

7.6 Describe feedback processes and models

7.1.1 Feedback methods reflecting learner needs and the following principles were selected:

· Criterion-referenced

· Purpose-oriented

· Objective

· Set in clear language

· Explanatory

· Positively inclined

· To the point

· Motivational

· Indicate difference between attained level and set outcome

· Supply guidelines for improvement

7.1.2 Clear distinction was made between feedback and reporting.

7.2.1 Feedback is given in accordance with confidentiality requirements, in an appropriate sequence and within agreed time frames.

7.2.2 Feedback focuses on the quality and sufficiency of the candidate's performance in relation to the agreed outcomes and criteria.

7.2.3 The type of feedback and manner of giving feedback is constructive and related to the relevant party's needs.

7.2.4 Sufficient information is provided to realise the purpose of the assessment to be met, and to enable parties to make further decisions.

7.3.1 The learners are asked for feedback on the assessment process.

7.3.2 Opportunities are provided for clarification and explanations concerning the entire assessment.

7.4.1 Disputes are dealt with in accordance with the assessment policy.

7.5.1 Agreements and key elements are recorded in line with organisational quality assurance systems.

7.6.1 Described in terms of the potential impact on learners and further learning and assessment.

2 credits

Review assessment

8.1 Reflect on assessment process

8.2 Evaluate assessment process and competences

8.1.1 Significant issues arising from the assessment practice are observed and selected with acumen.

8.1.2 Moderator’s report are taken into account.

8.1.3 Outcomes or significanrt issues arising from the assessment process are carefully analysed.

8.2.1 Decisions are made on viable improvements to the assessment process.

8.2.2 Issues and decisions arising from the assessment process are appropriately communicated.

10 CRITICAL CROSS-FIELD OUTCOMES (CCFOs) EMBEDDED IN THIS MODULE

The following critical cross-field outcomes are addressed by this module:

· Identify and solve assessment problems using critical and creative thinking;

· Organize and manage oneself responsibly and effectively in ways that contribute positively to being a successful assessor;

· Engage effectively with mediators and other colleagues and learners in teamwork to deal with assessment tasks;

· Collect, analyze, organize and critically evaluate assessment information;

· Behave ethically throughout the assessment process;

· Communicate effectively using language skills in oral and/or written modes;

· Use technology to enhance/assist assessment;

· Be culturally sensitive throughout the assessment process.

11 EMBEDDED KNOWLEDGE IN THIS MODULE

Knowledge and understanding of:

· Principles of assessment and assessment design;

· Factors affecting assessment design and implementation;

· Quality assurance requirements;

· National / institutional policies and guidelines on assessment;

· Procedures for the evaluation of assessment;

· Integrated assessment systems;

· RPL assessment;

· Ethics appropriate to the practitioner’s field.

12 ASSESSMENT OPPORTUNITY SCHEDULE

	Assessment Opportunity	Due Date	Tutorial Date
1	Integrated Formative Assessment Task 1	08/04/2003	15/04/2003
2	Integrated Formative Assessment Task 2	20/05/2003	27/05/2003
3	Formative Assessment Task: Review of assessment process	10/06/2003	17/06/2003
4	Integrated Summative Assessment Portfolio	21/07/2003	na

13 CONTACT SESSION SCHEDULE AND INFORMATION

NO	DATE	CONTACT SESSION INFO	VENUE	TIME
1	28/01/2003	Info session and OLESP training	M218	16:00 -
2	04/02/2003	Introduction to Phase 1(UoL1-4)	M218	16:00 -
3	18/02/2003	Question and Answer Session: Phase 1	M218	16:00 -
5	15/04/2003	Assessment Task 1 Tutorial	M218	16:00 -
6	22/04/2003	Introduction to Phase 2 (UoL5-7)	M218	16:00 -
7	06/05/2003	Question and Answer Session: Phase 2	M218	16:00 -
8	27/05/2003	Assessment Task 2 Tutorial	M218	16:00 -
9	03/06/2003	Introduction to Phase 3 (UoL8)	M218	16:00 -
10	17/06/2003	Assessment Task 3 Tutorial	M218	16:00 -
11	24/06/2003	Final Summative Assessment Task Introduction	M218	16:00 -