Assessor ppt

Slide 1: 

Assessor Training (115753) Module 1 Demonstrate an understanding of OBE 1

Step 1 of 5: : 

Step 1 of 5: 2

Some Important Terminology: : 

Some Important Terminology: Assessment is a process of making judgements about an individuals competence through matching evidence collected to the appropriate standards. Authentic assessment assess knowledge, skills, values and attitudes in contexts that closely resemble actual situations Continuous assessment means an ongoing process that measures a learner’s achievement, providing information that is used to support a learner’s development and enable improvements to be made. 3

Slide 4: 

Criterion-referenced assessment measures how well a learner performs against a standard or criterion Moderation means the process of verifying the results of the continuous and external assessment. Moderation plan means a plan drawn by the provider to match the assessment plan for each learning programme and given to the moderator with the request for moderation, so that the moderator knows what plan the assessor should be following School Assessment Plan means a plan of assessment that includes the formal tasks for all Learning Programmes or Learning Areas to be covered during the school year. Some Important Terminology 2: 4

Some Important Terminology 4: : 

Some Important Terminology 4: Learner refers to the person that the ETD Practitioner is teaching, training, tutoring, mentoring and so forth Candidate refers to a learner who wish to achieve ETD standards or qualifications, including RPL and who has applied to be assessed for that purpose Teacher Portfolio means a collection of all planning for assessment. 5

Important Acronyms: : 

Important Acronyms: CASS—Continuous Assessment ETD—Education, Training and Development ETQA—Education Training Quality Assurer FET—Further Education and Training GET—General Education and Training GETC—General Education and Training Certificate HET—Higher Education and Training NSC-National Senior Certificate NQF—National Qualifications Framework OBE-Outcomes-based Education SAQA—South African Qualifications Authority SETA—Sector Education and Training Authority SGB—Standard Generating Body 6

Slide 7: 

SAQA: The South African Qualification Authority is a body of 28 members appointed by the Ministers of Education and Labour. The SAQA Act, 1995 ensures the removal of unnecessary constraints to entry into and progress within the learning system and creates measures for quality control. 7

SAQA Principles: : 

SAQA Principles: to create an integrated national framework for learning achievements. to allow access to, and mobility and progression within education, training and career paths. to improve the quality. to accelerate the remedial actions against past discrimination most importantly—to contribute to the full personal development of each learner and the social and economic development of the nation at large. 8

What does SAQA mean by a Qualification? : 

What does SAQA mean by a Qualification? 9

Core, Fundamental & Elective : 

Core, Fundamental & Elective 10

Slide 11: 

Notional Hours: A CREDIT IS THE VALUE ASSIGNED TO A NUMBER OF NOTIONAL HOURS. In the NQF system 1 credit = 10 notional hours. A notional hour of learning means the learning time that it would take an average learner to meet the defined outcomes for audit of work. It includes time spend in the class, at home and at work mastering the prescribed outcomes.   This means, for instance that 4 credits takes 4 x 10 hours = 40 notional hours to take an average learner to become competent 11

Slide 12: 

National Qualifications Framework (NQF): Organises and classifies qualifications and competencies in South Africa. Consists of registered standards, units and qualifications at ten levels of learning. Curriculum 2005, outlined in the Revised National Curriculum Statements (RNCS). This curriculum is outcomes-based and has been phased in over several years. 12

Slide 13: 

13

COMPETENCE : 

14 COMPETENCE This is referred to “knowledge, ability, skills and attitudes” that a learner displays in the environment that is realistically close to the field that sets the standards

COMPETENCE cont… : 

15 COMPETENCE cont… Three types of competences are discussed:- Applied The demonstrated ability to perform a set of tasks in an authentic context. A range of actions or possibilities is considered, and decisions are made about which actions to follow.

COMPETENCE cont… : 

COMPETENCE cont… Foundational The demonstrated understanding of what the candidate is doing and why. This underpins the practical competence and therefore the actions taken. 16

COMPETENCE cont… : 

COMPETENCE cont… Reflexive The demonstrated ability to integrate performance with understanding, so as to show that the candidate is able to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind an action. 17

Purpose of NQF: : 

Purpose of NQF: Easy access for learners Recognise learning through informal and formal means Nationally recognised and portable (transferable) skills Identifying capabilities needed to do work Identifying current skills gaps Overview of capabilities needed in a profession Access to a career path Better integration of on– and off-the-job learning Improve recognition of prior learning 18

Principles of NQF: : 

Principles of NQF: Integration Relevance Credibility Flexibility Standards Portability Recognition of Prior Learning Guidance of learners 19

SAQA Infrastructure : 

SAQA Infrastructure 20

Outcomes Based Education 1: : 

Outcomes Based Education 1: Outcomes-Based Education (OBE) is based on the following: Practical Learner centred Transformation Competence 21

Outcomes Based Education 2: : 

Outcomes Based Education 2: 22

Outcomes Based Education 3 : 

Outcomes Based Education 3 Memorandum is usually kept secret Those at the top of the ranking are awarded the scarce resources of society - such as university places or plum jobs Assessment usually comes at the end of a course of learning Criteria given before assessment The intention is that every learner’s competence levels should be improved through the learning and assessment process - a Human resource development approach. Assessment is continuous: baseline assessment before; formative assessment during, summative assessment at the end of the learning process. 23

Outcomes Based Education 4 : 

Usually only one further attempt at improving one’s marks / symbols - the supplementary examination If a learner still has not made the grade after this one re-attempt, s/he fails - has to do the whole course over. Often, no communication between assessor and learner after the assessment task is completed - particularly after a “final” examination. Learners continue to work at improving their competence until criteria are met. The learner only re-submits those parts of the assessment task that have not yet met the criteria set. Assessor communicates with learner before, during and after assessment to give constructive advice on improving performance Outcomes Based Education 4 APPROACHES (3) - Continue: Norm-referenced assessment Outcomes-based assessment 24

Outcomes Based Education 5 : 

Examinations are usually samples of the content in a course - allowing for “spotting” and for “limiting the scope” of the exam This approach says that there is a difference between the way in which children learn and are assessed and the way in which older learners and adults learn and are assessed. Here the learner has to fit into what the curriculum requires (or the facilitator requires) All assessment criteria to be met by learner — wide range of methods of assessment to ensure learner meets all the criteria to be competent. Essentially the approach that has been used by pre-school teachers over many years in all societies Approach based on the needs of individual learner - a learner-centered approach, that adapts the learning process to the learner APPROACHES (4) - Continue: Norm-referenced assessment Outcomes-based assessment Outcomes Based Education 5 25

Outcomes Based Education 6 : 

Assumption is that those who “work hard” should pick the best fruits of society and those who don’t meet the externally set requirements are excluded The view is that competition is good for people when they learn - having people compete against one another brings out the best in everyone Society is highly competitive - and learners should learn to compete from an early age System is based on the Normal Distribution or Bell Curve and results are manipulated statistically in final assessments so that the group average is maintained each year Assumption here is that those with God-given talents will probably come out at the top, with or without the facilitator’s aid. You need to assist all learners to develop their competence. View is that co-operative learning brings out the best in everyone - we all bring our special talents to the table so that we all benefit from one another The top companies are successful because the value team work within the company. There is no statistical manipulation of results as this system is not based on averages, but rather on growing competence in every learner Outcomes Based Education 6 Underlying principles: Norm-referenced assessment Outcomes-based assessment 26

Outcomes Based Education 7 : 

By challenging learners and by pitting them against one other, the assessor assumes a very powerful position. An ideal system for those who would naturally come out at the top of the ranking: they are well rewarded by society with the scarce resources of that society Approach ideal for the factory system in which worker on a production line need to be silent, not talk with one another , and also accept that there are “secrets” in other parts of the production process Institutions of higher leaning have always based their admissions procedures on this norm-references system of assessment as they believe it is a good indicator of tertiary success By using a co-operative learning approach in which the fear of assessment is taken away, the assessor becomes more equal with the learners, modeling an egalitarian society The overall skills level of the country is improved through the development of the skills level of every individual in society This approach is ideal for our communications-based world in which knowledge can be gained from a range of sources, including the internet, and in which there is a freer flow on information Sixty-seven countries in the world now use an outcomes-based approach to assessment - and the number grows every year Outcomes Based Education 7 Advantages: Norm-referenced assessment Outcomes-based assessment 27

Outcomes Based Education 8 : 

Many learners cannot cope with the fear of assessment and opt out or even commit suicide This approach does not address the huge skills shortage of a developing country like South Africa, where we have a 40%+ unemployment rate This is an outdated system that fitted well with the industrial revolution in the early 1900’s. It no longer applies in the knowledge revolution of the 21st century. Developing every learner’s competence is very time-consuming process for the facilitator / assessor - and many facilitators opt out under the workload Just as the learners need to work co-operatively, so do facilitators / assessors. Having come through the competitive curriculum, facilitator / assessors are not well equipped for team work Since this is a great shift from the learning and assessment system that we have all been used to in the past, there is a great challenge to communicate this approach to employers, parents of learners, learners themselves, institutions of higher learning, etc. Outcomes Based Education 8 Disadvantages: Norm-referenced assessment Outcomes-based assessment 28

Outcomes Based Education 9: : 

Outcomes Based Education 9: 29

Outcomes Based Education 10: : 

Outcomes Based Education 10: 30

Assessment: : 

Assessment: SAQA defines assessment as: ‘a structured process for gathering evidence and making judgements about an individual’s performance in relation to registered national standards and qualifications’. 31

Characteristics of Assessment: : 

Characteristics of Assessment: It is clearly specified Emphasis placed on the outcomes (results) Assessment is integrated It is varied in terms of methods, techniques, tools and contexts. It is contextualised learning: knowledge, skills, attitudes and values are assessed It is learner-centred and learner-paced 32

Unit Standards & Learning Outcomes : 

Unit Standards & Learning Outcomes In the education & training system , beyond school, learning is organised around Unit Standards In the school system learning is organised around Learning Outcomes   An Outcome is the result of the learning process. 33

Outcomes on unit standards andfull qualifications: : 

Outcomes on unit standards andfull qualifications: Exit level outcomes: (On full qualifications only) Outcomes to be achieved at the point at which the learner leaves the programme. Specific outcomes: (On unit standards) Is the ability to use knowledge, skills and values specific to a particular learning field or occupation. Critical (cross-field) outcomes: (On unit standards) These are broad generic and cross-curricular outcomes. Developmental outcomes: (On unit standards) Five critical outcomes that relate specifically to personal development. 34

Structures of Outcomes: : 

Structures of Outcomes: OBE goes beyond knowledge to the application of knowledge. An outcome always results in a product, a service or a decision. Consequently an outcome consists of an (i) action verb, an (ii) object or noun and a (iii) qualifier, for instance:   Action verb Noun/Object Qualifier   Run (a) 100 meter (in) 12 seconds Sew (a) dress (from a) pattern Change (a) wheel (according to) specifications 35

Purpose of Assessment: : 

Purpose of Assessment: The ultimate purpose of assessment is the gathering of information, which can be used in various ways. Some of these are:   selection for access into higher job levels; placement at a level in a learning programme; diagnosis of progress and problems; measurement of potential or performance recognition of prior learning award of credits or qualifications monitoring and control of quality 36

Principles of Good Assessment: : 

Principles of Good Assessment: Fairness relates mainly to the assessment process. Validity relates mainly to the assessment design. Reliability relates mainly to the conduct of the assessment. Practicability relates mainly to the financial and time implications of assessment FAIRNESS + VALIDITY + RELIABILITY + PRACTICABILITY = CREDIBILITY 37

When and where to apply Principles of Assessment: : 

When and where to apply Principles of Assessment: 38

Assessment Methods: : 

Assessment Methods: 39

Recognition of Prior Learning (RPL): : 

Recognition of Prior Learning (RPL): Many candidates who intend to register for formal qualifications have already gained much working experience and skills. The NQF recognizes this as prior learning (RPL). Recognition of prior learning means the comparison of the previous learning and experience of a learner how so ever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements. 40

RPL PROCESS : 

RPL PROCESS Identify what the candidate knows and can do Match the candidate’ skills, knowledge and experience to unit standards… Assess the candidate against those standards/qualification Credit the candidate for skills, knowledge, and attitude built up through formal, informal and non-formal learning that occurred in the past Certify the candidate through the relevant ETQA 41

Assessor Training (115753) : 

Assessor Training (115753) Module 2 Introduction to Unit Standards Unpacking and Analysis of Unit Standards 42

Unit standards : 

Unit standards Definition They are nationally agreed and comparable statements of competence which are supported by specific outcome statements and their associated criteria together with other relevant and needed information. They can be packaged in a way that they interrelate with and support each other in establishing one or more qualifications 43

Unit Standards cont… : 

Unit Standards cont… They are like bricks with which you build a wall. A unit standard is the smallest part for which you can gain one or more credits. They tell what Knowledge, Skills, Attitudes or Behaviour (Competencies) must be assessed. They also tell the learner what to expect during and assessment. 44

Unit standards cont... : 

Unit standards cont... Components of Unit Standards. Unit standard title Unit standard level on the NQF Credits attached to the unit standard Purpose Learning assumed to be in place Specific outcomes and related Assessment criteria Range statements Critical Cross-Field outcomes Essential Embedded Knowledge Developmental outcomes 45

Components of Unit standards : 

Components of Unit standards 46

Components of unit standards cont... : 

Components of unit standards cont... 47