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Accredited Assessors Training Course Online

TrainYouCan Accredited Training Network generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

What is an Assessor?

An assessor is a person with the required knowledge and skills that determines whether a candidate is capable of doing the job at hand in their own particular field of expertise by collecting evidence. Assessors assess people, not things.

How is evidence collected?

An assessor makes use of different tools and systems to determine if a candidate is competent or not yet competent.

Who should attend this assessor course?

  • Lecturers, teachers and facilitators currently facilitating.
  • Any person with the intention to become a certified assessor.
  • Education & Training Practitioners.
  • Sales and marketing personnel.
  • HR and HRD practitioners.
  • Line Managers & Supervisors.
  • Subject Matter Experts in Education.
  • Workplace Coaches & Mentors.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

ASSESSOR AND MODERATOR COURSES

 

If you already have a relevant diploma, degree, or occupational qualification, and you want to study further to become a qualified assessor or moderator, these courses are for you.

Purpose of this Assessor Course

This assessor course 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 successfully complete this assessor training, will be able to conduct assessments within their fields of expertise.

SAQA regulations stipulate that prospective assessors who wish to register and be accredited as Assessors, must be competent and need a certificate against the unit standard: Conduct Outcomes-Based Assessment

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Trainer ETDP SETA Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

The broad learning objective of this course is to develop the awareness, knowledge, skills and attitudes of participants needed to deliver professional facilitation. This course will ensure any facilitator learns how to present a lesson or a training facilitation in a highly professional, entertaining, dynamic, impactful and interactive manner. This course is designed so that the participants understand the theory of good communication prior to preparing, delivering and evaluating facilitation within a stimulated context. The course is divided between what good communication is, how to prepare an effective facilitation, and delivering it so that you have a persuasive audience impact.

Facilitating Online provides a solid foundation for facilitating online events and courses.

For booking visit coursesdirect.co.za online.

Is there work for Facilitators?

Yes, in all industries!
Options may include: A work related area / client service / health and safety / leadership/sales / management / finance / legal / hospitality/ life skills / HIV / Aids / gender based study areas / advocacy / ethics /personal growth / goal setting / spiritual / entrepreneurship / animals / volunteerism / wildlife / guiding / community gardening / food security / team building / make up / dressing professionally / food / cooking / a trade, etc.)

Educators and trainers are increasingly using online resources and interaction to support learning across blended and online courses. The shift online emphasises the importance of  sound online facilitation skills to facilitate engaged participants in debate, group work and shared knowledge construction across a range of online conversational spaces.

Trained online facilitators are also able to make good choices about the use of online communication when designing learning activities. Facilitating Online provides opportunities for educational technologists, educators and trainers to develop the necessary orientation to become an effective online facilitator. Several past participants have reported that Facilitating Online unlocked new employment opportunities for them.

Purpose of this Facilitator Course

This facilitation training course will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

Who should attend this facilitator course?

  • Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
  • Any person with the intention to become a certified facilitator.
  • Certified Assessors and/or Moderators with an interest in facilitation.
  • Sales and marketing personnel.
  • HR and HRD practitioners.

What is the entry requirements?

  • Numeracy and Literacy Skills on NQF 4 Level
  • Basic English Communication Skills on NQF Level 4

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

  • Analysis of learer and learning needs
  • Plans cater for needs of learners and stakeholders
  • Resources, locations, and personnel are arranged to suit intended delivery
  • Learning material preparation
  • Learning material content
  • Facilitation methods
  • Facilitation process
  • Learning environment
  • Review criteria

Lesson 2: Facilitate learning

  • Learning facilitated in a coherent manner
  • Learning environment and facilitation approach promotes open interaction
  • Development of concepts through participation
  • Groups managed in line with facilitation principles
  • Questioning techniques consistency
  • Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

  • Learner and stakeholder feedback on facilitated learning
  • Strength and weaknesses of the planning, preparation and facilitating of learning
  • Review and recommendation

Unit Standard Alignment:

  • US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

TrainYouCan Accredited Training Network generic Facilitator training course will equip learners with the required knowledge and skills to facilitate learning using a variety of given methodologies in their field of expertise. The Facilitator training course will help you better understand the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices.

The Facilitator has to determine the needs of the learners, possible learning barriers, previous learning experience, different learning styles, etc. It is also the responsibility of the Facilitator to ensure that the learning methods selected are appropriate for the learning outcomes to be achieved. Facilitation must promote open interaction and ensure that learners have an active role in their own learning. Facilitation must enable learners to draw from their own experience in their working environment and apply the concepts for themselves. The responsibility of the Facilitator is great and thus they need to meet a high standard of criteria.

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115753 Online Assessor Course

This is an in-depth course for hard working candidates wanting to enter the professional industry of training and development. Educators in addition to facilitating learning, need to be competent assessors to understand how effective they have been in transferring learning. Our comprehensive course will provide you with all the necessary skills and understanding for a successful career in Assessment.

Purpose of this Assessor Course

This assessor course 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 successfully complete this assessor training, will be able to conduct assessments within their fields of expertise.

Who should attend this assessor course?

  • Lecturers, teachers and facilitators currently facilitating.
  • Any person with the intention to become a certified assessor.
  • Education & Training Practitioners.
  • Sales and marketing personnel.
  • HR and HRD practitioners.
  • Line Managers & Supervisors.
  • Subject Matter Experts in Education.
  • Workplace Coaches & Mentors.

ASSESSOR AND MODERATOR COURSES

 

If you already have a relevant diploma, degree, or occupational qualification, and you want to study further to become a qualified assessor or moderator, these courses are for you.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

SAQA regulations stipulate that prospective assessors who wish to register and be accredited as Assessors, must be competent and need a certificate against the unit standard: Conduct Outcomes-Based Assessment

TrainYouCan Accredited Training Network generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

What is an Assessor?

An assessor is a person with the required knowledge and skills that determines whether a candidate is capable of doing the job at hand in their own particular field of expertise by collecting evidence. Assessors assess people, not things.

How is evidence collected?

An assessor makes use of different tools and systems to determine if a candidate is competent or not yet competent.

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Assessor Training Course

Assessor Training Course

Why train as an Assessor?

Assessors do important work. They test people. When all conditions are in place, Assessors can award accredited certificates.

We are happy to answer your questions about becoming an Assessor.

Why you need an Assessor certificate:
Employers who contract people for training ask:

Are you a qualified Assessor?

If your answer is no, your application may slip down the ranking.

Q: Is there work for assessors?
Yes, in all industries!
Banking, beauty, security, IT, health and safety, hospitality, manufacturing, mining, retail, NGO’s, agriculture, insurance, call centres, transport, construction, finance, local government, etc…

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Conduct outcomes-based assessment
SAQA US ID UNIT STANDARD TITLE
115753 Conduct outcomes-based assessment
ORIGINATOR
SGB Assessor Standards
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 – Education, Training and Development Higher Education and Training
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 15
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. 
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7978 Plan and conduct assessment of learning outcomes Level 5 Level TBA: Pre-2009 was L5 15
9927 Conduct an assessment Level 4 NQF Level 04 12

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.

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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
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”).

UNIT STANDARD RANGE
1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.

2. Assessment of candidate-assessors will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-assessor are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA’s definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
The candidate-assessor demonstrates repeatability by carrying out at least two assessments :
– One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
– At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-assessors produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate assessors do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.

3. For the purposes of assessment against this unit standard, candidate-assessors should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate assessors will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-assessor also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:
Conduct outcomes-based assessments
Design and develop outcomes-based assessments

4. Candidate-assessors should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Demonstrate understanding of outcomes-based assessment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
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.

ASSESSMENT CRITERION 2
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.

ASSESSMENT CRITERION 3
A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
ASSESSMENT CRITERION RANGE
The description of methods should cover situations for gathering evidence of:
Problem solving ability,
Knowledge and understanding,
Practical and technical skills,
Attitudinal skills and values.

ASSESSMENT CRITERION 4
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.

ASSESSMENT CRITERION 5
The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.

SPECIFIC OUTCOME 2
Prepare for assessments.
OUTCOME RANGE
Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or a number of assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:
Relevant organisational assessment and moderation policies and procedures, and
Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment.

ASSESSMENT CRITERION 2
Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules.
ASSESSMENT CRITERION RANGE
Parties include assessment candidates and moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.

ASSESSMENT CRITERION 3
All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.

ASSESSMENT CRITERION 4
Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements.
ASSESSMENT CRITERION RANGE
Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context.

ASSESSMENT CRITERION 5
Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.

ASSESSMENT CRITERION 6
Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.

SPECIFIC OUTCOME 3
Conduct assessments.
OUTCOME RANGE
The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments to include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special need candidates or in RPL situations, evidence may be produced through scenarios.

Candidate-assessors must show they can make judgements in situations where:
Candidates meet all criteria for a particular outcome,
Candidates clearly do not meet the criteria for a particular outcome,
Candidates meet some, but not all criteria, and
More evidence is required in order to make a judgement of competence.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable.
ASSESSMENT CRITERION RANGE
Professional, industry or legislated codes of practice.

ASSESSMENT CRITERION 2
The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment.

ASSESSMENT CRITERION 3
Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidate.
ASSESSMENT CRITERION RANGE
“Leading” refers to the practice of inadvertently or deliberately influencing the evidence candidates produce through the style of questioning, instructions or responses to candidates.

ASSESSMENT CRITERION 4
Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made.

ASSESSMENT CRITERION 5
Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence.

ASSESSMENT CRITERION 6
Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.

SPECIFIC OUTCOME 4
Provide feedback on assessments.
OUTCOME RANGE
Parties include candidates, educators, trainers, managers and moderators as applicable to the situation.
Evidence must be provided of the ability to give written and oral feedback.
The ability to give feedback must be demonstrated in situations where:
– Candidates meet all criteria in relation to an outcome,
– Candidates clearly do not meet the criteria in relation to an outcome,
– Candidates meet some, but not all criteria, and
– More evidence is required before a judgement is possible.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes.

ASSESSMENT CRITERION 2
Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.

ASSESSMENT CRITERION 3
The type and manner of feedback is constructive, culturally sensitive and related to the relevant party’s needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions.
ASSESSMENT CRITERION RANGE
Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.

ASSESSMENT CRITERION 4
Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment.

ASSESSMENT CRITERION 5
Disputes and/or appeals that arise are dealt with according to the assessment policy.

ASSESSMENT CRITERION 6
Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system.

SPECIFIC OUTCOME 5
Review assessments.
OUTCOME RANGE
The review should address at least the following aspects:
The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
The assessment process, and
Candidate readiness for assessment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign.

ASSESSMENT CRITERION 2
Feedback from relevant parties is analysed and used to influence future assessments positively.

ASSESSMENT CRITERION 3
Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation’s assessment policy.

ASSESSMENT CRITERION 4
Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
A candidate-assessor wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
Anyone assessing a candidate-assessor against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
Outcomes-based education, training and development
Principles of assessment – directly assessed through assessment criterion ‘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.’, and indirectly assessed via a requirement to apply the principles throughout the standard.
Principles and practices of RPL – directly assessed through assessment criteria ‘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.’, ‘Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.’ and specific outcome ‘Conduct assessments.’, as well as through application in the rest of the standard.
Methods of assessment – directly assessed through assessment criterion ‘A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.’, and indirectly assessed through application of the methods
Potential barriers to assessment – assessed when dealing with special needs.
The principles and mechanisms of the NQF – this knowledge underpins the standard
Assessment policies and ETQA requirements
Moderation requirements

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems using critical and creative thinking: preparing for contingencies, candidates with special needs, problems that arise during assessment, suggesting changes to assessment.

UNIT STANDARD CCFO WORKING
Work effectively in a team using critical and creative thinking: working with candidates and other relevant parties during assessment, as well as post-assessment.

UNIT STANDARD CCFO ORGANISING
Organize and manage oneself and ones activities: preparing, conducting and recording the assessment.

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively: prepare candidates for assessment, communicate during assessment, and provide feedback.

UNIT STANDARD CCFO DEMONSTRATING
Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations.

UNIT STANDARD CCFO CONTRIBUTING
Be culturally and aesthetically sensitive across a range of social contexts: give feedback on assessments in a culturally sensitive manner.

UNIT STANDARD ASSESSOR CRITERIA
N/A

REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES
This unit standard replaces unit standard 9927, “Conduct an assessment”, Level 4, 12 credits.

This unit standard replaces unit standard 7978, “Plan and conduct assessment of learning outcomes”, Level 5, 15 credits.

Supplementary information

Definition of Terms

The following terms are defined as used within this and related unit standards:
Assessment: – a process in which evidence is gathered and evaluated against agreed criteria in order to make a judgement of competence for developmental and/or recognition purposes.
Assessment activities: – what a candidate does or is involved in as a means of producing evidence e.g. designing things, making things, repairing things, reporting on something, answering questions, solving problems, demonstrating techniques.
Assessment criteria: – descriptions of the required type and quality of evidence against which candidates are to be assessed.
Assessment design: – the analysis of defined outcomes and criteria to produce a detailed description of how an assessment should take place, including all instructions and information regarding the assessment activities and assessment methods. The product of assessment design could be termed an Assessment Guide (see definition below).
Assessment facilitator (or evidence facilitator): – a person who works within particular contexts, under the supervision of registered assessors, to help candidates/learners gather, produce and organise evidence for assessment.
Assessment Guide: – this is a complete package based on a thorough analysis of specified outcomes and criteria, assessment requirements and a particular assessment context. Assessment Guides are designed primarily for use by assessors to conduct an assessment (or possibly a series of related assessments) in terms of a significant and coherent outcome of learning e.g. a unit standard. Assessment Guides address the following key aspects in detail:
– How will the assessment take place?
– What is needed to make the assessment happen?
– How will evidence be gathered, recorded and judged?
In general, Assessment Guides include descriptions of the approach to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assessment methods, assessment instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements, guidance for contextualising assessments, relevant standard operating procedures, administrative procedures, moderation requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda or rubrics.
Assessment instruments: – those items that an assessor uses or a candidate uses as part of the assessment e.g. scenarios with questions, case studies, description of tasks to be performed, descriptions of role play situations.
Assessment method: – for the most part, assessment methods relate to what an assessor does to gather and evaluate evidence. Assessment methods include observing candidates, questioning candidates, interviewing supervisors/colleagues/managers of candidates, listening to candidates, reviewing written material, testing products.
Assessment plan: – this is produced at provider level, and gives an overview of the timeframes and responsibilities for assessment and moderation for the agreed delivery period. The plan addresses practical implementation details, including, for example, decisions about the clustering of certain outcomes or unit standards/outcomes for integrated assessment, any planned RPL, and the relation of assessment and moderation to delivery of modules/ programmes in terms of timeframes.
Assessment principles: – see more detailed definitions in next section.
Candidate/learner: – person whose performance is being assessed by an assessor. Such people include those who may already be competent, but who seek assessment for formal recognition (candidates), as well as those who may have completed or are in the process of completing learning programmes (learners).
Candidate-assessor: – the person who is being assessed against this particular unit standard.
Evaluative expertise: – the ability to judge the quality of a performance in relation to specified criteria consistently, reliably and with insight. Evaluative expertise implies deep subject matter understanding and knowledge about the outcomes being assessed at a theoretical and practical level, but does not necessarily include practical ability in the outcome.
Evidence: – tangible proof produced by or about individuals, that can be perceived with the senses, bearing a direct relationship to defined outcomes and criteria, based on which judgements are made concerning the competence of individuals. Evidence includes plans, products, reports, answers to questions, testimonials, certificates, descriptions of observed performances, peer review reports.
Evidence facilitator: – see assessment facilitator
Moderation: – a process that supports and evaluates the assessment environment, process and instruments with a view to confirming the reliability and authenticity of assessment results and improving the quality of assessments and assessors.
Performance: – includes demonstration of skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
Portfolio of evidence: – a carefully organised and complete collection of evidence compiled by candidates/learners to prove competence in relation to defined outcomes.
RPL – Recognition of Prior Learning means the comparison of the previous learning and experience of a learner against specified learning outcomes required for:
– The award of credits for a specified unit standard or qualification,
– Access to further learning,
– Recognition in terms of meeting minimum requirements for a specific job,
– Placement at a particular level in an organisation or institution, or
– Advanced standing or status.
This means that regardless of where, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, evaluating and judging evidence in relation to defined criteria, giving feedback and reporting results. Given that the all candidates are assessed against the same criteria, credits awarded through RPL are therefore just as valid as credits awarded through any other assessment process.
Outcomes-based assessment: – a planned process for gathering and judging evidence of competence, in relation to pre-determined criteria within an outcomes-based paradigm, for various purposes including further development and recognition of learning achievements.
Verifier: – those who operate at systems level to monitor assessment and moderation practices, trends and results.

Principles of assessment

Methods of Assessment:
Appropriate: The method of assessment is suited to the outcome being assessed i.e. is capable of gathering evidence in relation to the intended outcome, and not something else.
Fair: The method of assessment does not present any barriers to achievements, which are not related to the achievement of the outcome at hand.
Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. (Often referred to as naturally occurring evidence).

Evidence
Valid: The evidence focuses on the requirements laid down in the relevant standard and matches the evidence requirements of the outcome/s at hand under conditions that mirror the conditions of actual performance as closely as possible
Current: The evidence is sufficient proof that the candidate is able to perform the assessment outcomes at the time the assessor declares the candidate competent.
Authentic: The assessor is satisfied that the evidence is attributable to the person being assessed.
Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently in the future i.e. the performance to standard is not a “once-off”.

Overall Assessment Process
Systematic: The overall process ensures assessment is fair, effective, repeatable and manageable.
Open: The process is transparent i.e. assessment candidates understand the assessment process and the criteria that apply and can contribute to the planning and accumulation of evidence.
Reliable/Consistent: The same assessor would make the same judgement again in similar circumstances and judgements match judgements made on similar evidence.

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Assessor Accredited Course 115753

About this Assessors Course

Become a ETDP SETA registered trainer, assessor, moderator, developer, SDF, coach/mentor. ETDP SETA Accredited courses.

The Assessor Skills Programme is a comprehensive SAQA unit standard-based course that covers best practice standards of assessing outcomes-based learning. Learn how to conduct assessments in your own area of expertise. 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.

This course is accredited with ETDP SETA upon successful completion of your Portfolio of Evidence (PoE) for Unit Standard US115753.

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.

Becoming an Assessor for your company can save external training costs to your company or earn your own income by doing assessments for external parties.

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.

  • 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.

Click here to view more details about this ETDP SETA Accredited Assessors Course

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Accredited Assessor Training Course

Accredited Assessor Training Course

What is an Assessor?

An assessor is a person with the required knowledge and skills that determines whether a candidate is capable of doing the job at hand in their own particular field of expertise by collecting evidence. Assessors assess people, not things.

Is it important to be registered?

Yes! The responsibility of the assessor is great and thus they need to meet a high standard of criteria and have to be registered before they are allowed to assess.

Accreditation and Training Services’ generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

It is the responsibility of the Assessor to determine whether a candidate is competent or not yet competent. An Assessor makes use of different tools and systems to determine if a candidate is capable of doing the job at hand. The responsibility of the Assessor is great and thus they need to meet a high standard of criteria and have to be registered before they are allowed to assess.

PURPOSE OF THE UNIT STANDARD
This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

People credited with this unit standard are able to:
Plan and prepare for facilitation;
Facilitate learning; and
Evaluate learning and facilitation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.

UNIT STANDARD RANGE
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established approach for facilitating learning using a variety of methodologies. At this level practitioners should be able to describe two alternative facilitation methodologies, to explain how their performance would differ when using the different methodologies, and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

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TRAINYOUCAN Accredited Training provider for Trainer, Assessor and Moderator

What is Odetdp? ODETDP stands for occupationally directed education, training and development practitioner. This National Certificate is an entry-level qualification in the field of corporate training, skills development, assessment and curriculum design. It articulates seamlessly into the National Diploma with the same name. Accredited Facilitator, Assessora and Moderator in South Africa How do I become an assessor and moderator? Career information for assessors and moderators. Assessors and moderators are hired by skills development providers to assess unit standards and qualifications that are registered on the NQF. Skills development providers can include organisations that provide training to their employees in the workplace. Accredited Facilitator, Assessora and Moderator in South Africa How do I become a skills development facilitator? The Skills Development Facilitator also know as SDF Training Course is aimed to certify individuals as internal or external SDF’s or freelancer Skills Development Facilitators. This become minimum requirement in order to register with a SETAs as SDF also known as the Skills Development Facilitator. SDF or Skills Development Facilitators act between organisations and the SETA with training plans, reporting and grants. Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified. Accredited Facilitator, Assessora and Moderator in South Africa How do I become a skills development facilitator? Train the Trainer Training Course also known as Facilitator Training is aimed to accredit you as the Trainer or Facilitator to be SETA certified that is also nationally and internationally recognised by most countries. During the Train the Trainer Training Course or Facilitator Training individuals will deal with OBE and adult learning principles. Train the Trainer Training course or Facilitator Course can open possibilities for individuals to become training freelancers or add certified skills to your resume. Invest in your future and attend our Train the Trainer training course also knows as Facilitator training course today. Accredited Facilitator, Assessora and Moderator in South Africa What is the role and responsibilities of the assessor? 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. Accredited Facilitator, Assessora and Moderator in South Africa What is an assessor qualification? Assessor course that goes hand in hand with the Trainer the Trainer or Facilitator Training course that enable an individual to works with the SETA’s and assess outcome based learning programmes. Both the Train the Trainer or Facilitator Training Course and the Conduct Assessment Training course is target at Training Managers, Training Providers, Lecturers, Teachers and people who want to work abroad. Invest in your future and attend our Train the Trainer training course also knows as Facilitator training course, assessor training course today. Accredited Facilitator, Assessora and Moderator in South Africa TRAINYOUCAN Accredited Training Provider Enrollment and Course Dates

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Assessor Course Accredited 3871

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. Assessor Course 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. Assessor Course Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable. Assessor Course The courses listed below are credit-bearing courses that are registered on the NQF, and they can articulate to full national qualifications and are verified and certified by the ETDP SETA: Assessor Course This course is designed to prepare you for a variety of challenges faced when dealing with learners in a school or the workplace environment. Knowing how to handle difficult situations objectively, and with tact, is as important as being knowledgeable about the training and development of workplace skills. Assessor Course 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. Assessor Course TRAINYOUCAN SETA Accredited Training Network

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115753 Assessor Course

ABOUT THIS COURSE

Train the Trainer

TRAINYOUCAN (ETDP SETA) Accredited Training Network and its members is committed to follow all the ETQA requirements as stipulated by SAQA. 

Assessor course that goes hand in hand with the Trainer the Trainer or Facilitator Training course that enable an individual to works with the SETA’s and assess outcome based learning programmes. Both the Train the Trainer or Facilitator Training Course and the Conduct Assessment Training course is target at Training Managers, Training Providers, Lecturers, Teachers and people who want to work abroad. Invest in your future and attend our Train the Trainer training course also knows as Facilitator training course, assessor training course today.

COURSE SUMMARY

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.

  • 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.
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa, Department of Labour and Microsoft Certified courses.
  • Success rate of learner: Currently we have a very high success rate due to the “one-price-policy” that include additional support at no additional cost.

Note: Any person who wants to offer their services as an accredited individual, company or a training provider can only do so with a valid SOR (Statement of Results) from the ETDP SETA. No other document/certificate can be used, even if it reflects the same unit standard.

ENROLLMENT 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”).
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Metric Level))

BOOKINGS

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

WHO SHOULD ATTEND THIS COURSE

WHO SHOULD ATTEND the Conduct Assessment Training Course

  • Become an Accredited Assessor
  • Want to work with outcome based education.
  • Freelance Assessors
  • People who want to work with the SETA’s
  • People who want to open their own Training Companies
  • Training Companies who want to be Accredited with the SETA.
  • People who want to assess learners on unit standards.
  • People who want to assess learners on qualifications.
  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Training Administrators
  • Training Providers or newly registered Training Providers
  • Accredited and NON-Accredited Employee/Training Providers
  • Lecturers at Technicons, Private Colleges or Universities.
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships.
  • Learners studying towards their ETDP Qualification
  • People who want to work internationally, as my countries accept this certificate in Africa and internationally.

BONUS DISCUSSIONS

BONUS DISCUSSIONS AND HANDOUTS DURING THIS COURSE

As a valued customer the following is included as standard practices in TRAINYOUCAN induction of accredited course, namely:

  1. Detailed induction of the SETA, SAQA, NQF and Credits.
  2. Detailed explanation on the types of accreditation found, namely individual, training provider and programme accreditation.
  3. Difference between unit standards and qualifications with detailed explanation.
  4. FREE templates and resources on this topic, ready to be downloaded to use from our members forum.
  5. FREE resources on compiling your personal CV and registration with the SETA for Assessors and Moderators.
  6. Learners will create during the contact session their own Training Checklist, Training Venue Checklist and Training Evaluation, ready to be used in the workplace.
  7. Two complete learning programmes, namely “Fire Fighting” will be provided to each learner in the class to assist them with their presentations. We provide you will all the documents and templates required.

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JOB OPPORTUNITIES

  • The following types of JOB opportunities exist in the Educational Industry;
    • Qualified Trainers and Assessors who offer their services as FREELANCERS. (People who are contracted-in by companies to perform training functions).
    • Permanent employment opportunities for individuals with Training Providers as qualified Trainers, Assessors and Training Administrators.
    • Appointed Training Managers in Corporate Companies.
    • Lecturers at both public and private colleges.
    • Microsoft Certified and Department of Labour Special Projects  (Qualified Trainer Certificate as entry level requirement)
    • Developers of course material for both short and NQF aligned courses.
    • International JOB opportunities in the Education Field, based on the Outcomes Based Education or Common Core principles.
    • SETA Project Managers, both internally and externally.
    • HR related vacancies – becoming industry requirement with recruitment agencies.
    • Industry specialist who want a change in career.
    • Individuals who retire and want to generate additional income in their spare time.
    • Self motivated individuals who offer part time courses on weekends or in their spare time.

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