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    The PSETA (Public Service Sector Education & Training Authority) together with TRAINYOUCAN sponsor the following programmes that meets the requirements as stipulated by the PSETA target groups/sector. […]


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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

SETA Assessors Training Course

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115753 Conduct outcomes-based assessment 

This generic Assessors course or Assessor Unit Standard 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.

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 course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

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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 course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard 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 Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard 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.

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The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards 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 course or Assessor Unit Standards 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 course or Assessor Unit Standards 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-Assessors course or Assessor Unit Standard 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 course or Assessor Unit Standards 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.

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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