Conduct Outcomes-Based Assessment

Transcription

1 Conduct Outcomes-Based Assessment LEARNER GUIDE SAQA US ID US TITLE NQF LEVEL CREDITS Conduct Outcomes-Based Assessment NQF 5 15

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3 Table of Contents INTRODUCTION... 6 OVERVIEW... 8 INTRODUCTION MODULE OUTCOMES-BASED TRAINING Three pillars of outcomes based education Comparison of outcomes-based education to contents-based education Advantages of OBE Recognition of Prior Learning (RPL) Purpose of RPL Principles of RPL Process of RPL Benefits of RPL Diagnostic RPL Assessments Assessment Method Assessment Method Comparison Advantages and Disadvantages of Assessment Methods Key Principles of Assessment Authentic Valid Sufficient Current Appropriate Fair Manageable Integrated Giving Feedback on Results MODULE PREPARE FOR ASSESSMENT Assessment assignment Assessment requirements PREPARE CANDIDATES FOR ASSESSMENT Assessment details Moderation Pre-assessment meeting Accommodating Special Needs Candidate Readiness MODULE CONDUCT ASSESSMENT AND DOCUMENT EVIDENCE Environment and assessment practices Conduct the assessment Conduct Outcomes-Based Assessment - LG 3

4 3.2.1 Unforeseen circumstances Language Questioning Tips for asking questions Tips for answering questions Sufficient evidence The Good Assessment Checklist Evaluate Evidence and make Assessment Judgements Evaluate evidence Considering contingencies Final Assessment Judgement Storing of assessment documentation MODULE PROVIDE FEEDBACK ON ASSESSMENTS Parties Timeframe Manner of giving feedback Constructive feedback Negative feedback Feedback from the candidate Candidate participation Explanation and clarification Further development Disputes Appeal Procedure Stage Stage Stage Checklist for providing feedback: MODULE REVIEW ASSESSMENT Good and bad practice Feedback Quality Moderation Internal moderation External moderation (Verification) Resources APPENDIX A: MEMO FOR U/S FORMATIVE ASSESSMENTS SUMMATIVE ASSESSMENTS QUESTION QUESTION Conduct Outcomes-Based Assessment - LG 4

5 QUESTION QUESTION QUESTION QUESTION QUESTION QUESTION QUESTION Workplace Assignment Observation Checklist Workplace Logbook: Skills Programme Workplace Logbook Conduct Outcomes-Based Assessment - LG 5

6 INTRODUCTION Dear Learner, Welcome to Unit Standard Conduct outcomes-based assessment. The level of the Unit Standard is Level TBA: Pre-2009 was L5, and the Credit Value is 15 credits, therefore you should spend approximately 150 notional hours on this Unit, 40% of the time in instructional learning and 60% in the workplace. There are Five (5) Specific Outcomes for this Unit Standard: 1. Demonstrate understanding of outcomes-based assessment. 2. Prepare for assessments. 3. Conduct assessments. 4. Provide feedback on assessments. 5. Review assessments. Remember that an outcome can also be referred to as an exit goal, so by mastering an outcome you are equipping yourself to progress through a learning programme. Your facilitator will guide you through each module with its Specific Outcomes so that you will understand what is expected of you. Your facilitator will also guide you to the back of this learner guide and go through the Alignment Matrix. Target Audience This Learning Programme is intended for: Individuals who are learning towards obtaining a national qualification or are working within an environment to assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments, and where acquisition of competence against this unit standard will add value to learner s job or chances of finding employment. PURPOSE of the 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 are able to 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 Conduct Outcomes-Based Assessment - LG 6

7 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. The Learning Assumed to be in place Preentry requirements The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-assessors have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of "evaluative expertise") Conduct Outcomes-Based Assessment - LG 7

8 OVERVIEW The UNIT STANDARD used in this learning module: All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. SOUTH AFRICAN QUALIFICATIONS AUTHORITY REGISTERED UNIT STANDARD: Conduct outcomes-based assessment SAQA US ID UNIT STANDARD TITLE Conduct outcomes-based assessment ORIGINATOR SGB Assessor Standards QUALITY ASSURING BODY ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority FIELD Field 05 - Education, Training and Development ABET BAND UNIT STANDARD TYPE SUBFIELD Higher Education and Training PRE-2009 NQF LEVEL NQF LEVEL CREDITS Undefined Regular Level 5 Level TBA: Pre-2009 was L5 REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE 15 SAQA DECISION NUMBER Reregistered SAQA 10105/14 LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT This unit standard replaces: US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status 9927 Conduct an assessment Level 4 NQF Level Complete 7978 Plan and conduct assessment of learning outcomes Level 5 Level TBA: Pre 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 Conduct Outcomes-Based Assessment - LG 8

9 Learning Time It will take you approximately 150 hours to master the outcomes of this Learning Programme. What is expected of you? To 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/facilitator Conduct Outcomes-Based Assessment - LG 9

10 INTRODUCTION What is the South African Qualifications Authority? The objectives of SAQA are to The South African Qualifications Authority (SAQA) is a juristic person - that is an entity given a legal personality by the law. The South African Qualifications Authority Board is a body of 12 members appointed by the Minister of Higher Education and Training. advance the objectives of the NQF; oversee the further development and implementation of the NQF; and Co-ordinate the sub-frameworks. SAQA must advise the Minister of Higher Education and Training on NQF matters in terms of the NQF Act. SAQA must also perform its functions subject to the NQF Act 67 of 2008 and oversee the implementation 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 the development, registration and publication of qualifications and part-qualifications, which must include the following requirements: The relevant sub-framework must be identified on any document relating to the registration and publication of a qualification or part-qualification; Each sub-framework must have a distinct nomenclature for its qualification types which is appropriate 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 the relevant 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 and provided for the accreditation of Education and Training Quality Assurance bodies. These bodies are responsible for accrediting providers of education and training standards and qualifications registered on the NQF, monitoring provision, evaluating assessment and facilitating moderation across providers, and registering assessors. The ETQA responsibilities of SETAs will remain according to the mentioned SAQA regulations, until such time as the Minister Higher Education and Training publishes new regulations replacing the existing regulations, thereafter the responsibilities will reside with 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 and registering a professional designation for the purposes of this Act, after consultation with statutory and non-statutory bodies of expert practitioners in occupational fields and with the QCs; Recognise a professional body and register its professional designation if the relevant criteria have been met Conduct Outcomes-Based Assessment - LG 10

11 What is a National Qualifications Framework? The National Qualifications Framework (NQF) is a comprehensive system approved by the Minister for 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 are registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-long learning Conduct Outcomes-Based Assessment - LG 11

12 Finding a Unit Standard Follow the instructions, and choose a unit standard from the SAQA website: 1. Through Internet Explorer, search for the website: 2. Click on the tab, on the left of your computer screen that say: Qualifications and Unit Standards. 3. Click on the top blue line that says: Registered qualifications and unit standards. 4. Click on Search for a Unit Standard Conduct Outcomes-Based Assessment - LG 12

13 5. 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 Conduct Outcomes-Based Assessment - LG 13

14 7. And magically you have a unit standard. Do this exercise until you find a suitable unit standard for your student s assessment. MODULE Learning Outcomes At 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 highlight key 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 and the workplace. (AC2) A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations. (AC3) 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. (AC4) The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment. (AC5) OUTCOMES-BASED TRAINING In outcome based learning, all programs and instructional efforts are designed to produce specific, lasting results in learners by the time they leave the training intervention. Outcomes based training can also be referred to as learner-centered training rather than teacher-centered training Conduct Outcomes-Based Assessment - LG 14