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Assessor

115753 Assessor Course

115753 Assessor Course

  • ETDP SETA registered and accredited. Click here to confirm our accreditation.
  • NQF Level 5, total of 15 Credits.
  • US 115753
  • Minimum requirements by the SETA for registration.
  • Minimum requirements for Training Provider Accreditation.
  • Generic course that can be used in any SETA or sector.
  • On completion learners will be registered with SAQA on the NRLD database.
  • Duration of 3 days + FORUM Support.
  • Manned helpdesk 7 days a week.
  • Assist with FREE SETA registration support to members worth R1600.
  • Only make use of leading edge facilitators with years of expertise in this field.
  • We members of  the Association for Skills Development in South Africa.
  • We regret that support is limited to individuals who successfully completed the course with TRAINYOUCANonly.

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.

115753 Assessor Course

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.

SPECIFIC OUTCOME 2
Prepare for assessments.

SPECIFIC OUTCOME 3
Conduct assessments.

SPECIFIC OUTCOME 4
Provide feedback on assessments.

SPECIFIC OUTCOME 5
Review assessments.

Bookings www.coursesdirect.co.za 

PURPOSE OF THE ASSESSORS COURSE

TRAINYOUCAN (ETDP SETA) Accredited Training Network and its members is committed to follow all the ETQA requirements as stipulated by SAQA. Read more about TRAINING Fraud and Scam alerts here!

PURPOSE OF THE ASSESSORS 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.

Those who achieve this unit standard through doing the assessors course you will be able to conduct assessments within their fields of expertise. The assessors course will contribute towards the achievement of a variety of qualifications and jobs, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with the assessors course 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.

QCTO Policy on qualification development facilitators

1. POLICY STATEMENT

1.1 The purpose of this policy is to outline the functions of and requirements for
Qualification Development Facilitators.
1.2 This policy shall apply to those aspiring to register as Qualification Development
Facilitators (QDFs) as well as to those already registered as QDFs.

2. ObJECTIVES OF THE QDF POLICY

2.1 This policy formalizes the work of Qualification Development Facilitators (QDFs)
and aligns it to the overall objectives and other policies of the QCTO.
2.2 This policy aims to ensure that through the QDFs role quality qualifications are designed.

3. PRINCIPLES FOR QDF

3.1 QDFs and learner QDFs must commit to honouring the principles to which the
QCTO itself is committed as listed below: (a) Innovation and excellence;
(b) Empowerment and recognition; (c) Respect and dignity;
(d) Ethics and integrity;
(e) Ownership and accountability; (f ) Authenticity;
3.2 QDFs and learner QDFs must signal this commitment by signing a Code of
Conduct, attached to as Annexure A.
3.3 The enhancement of equity is a fundamental principle of the QCTO and will be actively promoted.

4. LEGISLATIVE AND REGULATORY FRAMEWORK

4.1 The Policy on QDFs is developed and guided by the following: (a) National Qualifications Framework Act (Act 67 of 2008);
(b) Skills Development Act (Act 97 of 1998 as amended in 2008);
(c) The sub framework for Trades and Occupations, (once approved by the
Minister of Higher Education and Training);

(d) The QCTO Curriculum and Assessment Policy;
(e) The QCTO Policy on Delegation of Qualifications Design and Assessment to
DQPs and AQPs;
5. FUNCTIONS OF A QUALIFICATION DEVELOPMENT FACILITATOR
5.1 The Qualification Development Facilitator (QDF ) may in accordance with QCTO
model:
(a) Facilitate the process of obtaining an agreement on the occupational qualification scope.
5.2 The Qualification Development Facilitator (QDF ) must in accordance with QCTO
model:
(a) Facilitate the development of occupational qualifications using QCTO qualification development processes leading to the development of an occupational profile; knowledge, practical and work experience curricula and assessment specifications ;
(b) Conduct occupationally relevant research to enhance the quality of the occupational qualification developed;
(c) Capture inputs developed under (a) onto the prescribed QCTO qualifications development IT system;
(d) Deliver, in the QCTO format, the following four documents per occupational qualification to the DQP:
i. Qualification document;
ii. Curriculum document;
iii. Assessment specifications document;
iv. Process report;
(e) Train and mentor learner Qualification Development Facilitator/s on the occupational qualification development process, if assigned to by the QCTO through an SLA with the DQP.

6. CRITERIA FOR THE EVALUATION OF APPLICATIONS TO REGISTER AS A QUALIFICATION DEVELOPMENT FACILITATOR

6.1 The criteria for evaluation of applications to register as Qualification Development
Facilitator are :
(a) An applicant must have participated as a learner Qualification Development
Facilitator appointed through the SLA process;
(b) An applicant must have successfully completed QCTO’s training for
Qualification Development Facilitators;
(c) An applicant as a learner QDF must have developed all documents as stipulated under 5.2(d) and the said documents must have been accepted by QCTO as meeting the required standards;
(d) An applicant learner QDF must have a recommendation for registration from the mentor QDF.

7. APPLICATION FOR REGISTRATION AS A QUALIFICATION DEVELOPMENT FACILITATOR

7.1 A person applying to be registered as a Qualification Development Facilitator
must submit a completed application form (Attached hereto as Annexure B) to the
QCTO.
7.2 Upon receipt of all required documentation specified in the registration criteria, the QCTO will evaluate the application:
7.2.1 If approved, the applicant will proceed to registration.
7.2.2 If not approved, the QCTO must provide reasons for its decision in writing.
7.3 Where a candidate is not approved , they may:
7.3.1 re-apply once they have facilitated a further qualification development process as a learner.
7.3.2 appeal to the QCTO Appeals Committee if they believe the evaluation was not fair.

8. REGISTRATION OF QUALIFICATION DEVELOPMENT FACILITATOR

8.1 Qualification Development Facilitators approved by the QCTO must sign the QCTO Code of Conduct attached hereto as Annexure A.

8.2 The QCTO will register approved Qualification Development Facilitators onto the
QCTO database on receipt of a signed code of conduct.
8.3 Registered QDFs will be required to remain up to date with changes to the QCTO
facilitation model effected over time.

9. CHARGING OF FEES bY THE QCTO

9.1 The QCTO may charge fees for :
(a) registration of qualifications development facilitators;
(b) any other fees as the QCTO, after consultation, determines.

10. DE-REGISTRATION OF QUALIFICATION DEVELOPMENT FACILITATOR

10.1 The QCTO may terminate the registration of a Qualification Development
Facilitator (QDF) on reasonable grounds including on the grounds that a QDF: (a) has breached the Code of Conduct;
(b) has failed to adhere to QCTO quality standards despite remedial intervention.

11. DISPUTE RESOLUTION

11.1 In the event of a dispute arising out of this policy, the parties must endeavor to negotiate in good faith with a view to settling the dispute amicably.
11.2 If the negotiations fail, the dispute must be referred to the QCTO Appeals
Committee for resolution.
11.3 The QCTO Appeals Committee may determine any additional procedure needed to adjudicate the dispute in a fair manner and communicate these procedures to the parties.
11.4 The decision arrived at as a result of QCTO Appeals Committee determination is final.

12. TRANSITIONAL PERIOD

12.1 The QCTO reserves the right to waive certain conditions during the transitional period to enable implementation of this policy.

Annexure A

THE CODE OF CONDUCT FOR THE QUALIFICATION DEVELOPMENT FACILITATORS

We, the undersigned, hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows:
1.1 promoting the objectives of the NQF
1.2 dealing fairly, professionally and equitably with stakeholders whilst accelerating the redress of past unfair discrimination.
1.3 consulting with all relevant stakeholders that have an interest in the development and assessment of occupational qualifications and sharing of best practice.
1.4 executing our responsibilities and accountabilities timeously and with due regard to the accountability to our constituents that we are committed to serve.
1.5 seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds.
1.6 declaring conflict of interest that infringe on the execution of our delegated responsibilities.
1.7 recusing ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO.
1.8 recognising the public’s rights of access to information, excluding information that is specifically protected by the law.
1.9 acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family.

Assessor Job opportunities and freelancers

TRAINYOUCAN (ETDP SETA) Accredited Training Network and its members is committed to follow all the ETQA requirements as stipulated by SAQA. Read more about TRAINING Fraud and Scam alerts here!

Search freelancer trainers and assessors with www.trainingdirect.co.za

We offer the Assessors course in Durban, Cape Town, Johannesburg and Pretoria.

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.

Freelancer Trainers, Assessors and Moderators JOBS

Freelancer Trainers, Assessors and ModeratorsSkills Jobs is a free platform where all freelancers in the education and training field such as SETA accredited freelancer trainers or facilitators, assessors, moderators and SDF’s also known as Skills Development Facilitators can list themselves in any of our free categories such as freelancer facilitators, assessors, moderators or freelance SDF’s or Skills Development Facilitators for any job opportunities in South Africa.

SETA accredited Trainers, Assessors and Moderators

Here you can search our free job adverts or qualified SETA accredited trainers, assessors, moderators and developers including SETAprogramme developers or Training companies in any region. Listing is totally free for all jobs and online listings of freelancer trainers, assessors and moderators including SDF’s. All freelancer assessors and moderators including the SDF’s or Skills DevelopmentFacilitators is required to be SETA Accredited before registering on the website to comply with the SAQA policies.

Freelancer Trainer Job Opportunities

Search for SETA accredited facilitators, assessors, moderators, SDF’s or also knows as Skills Development Facilitators per region in South Africa or by field and instantly getting access to personal information such as qualifications, scope and contact details.

Skills Jobs the only free and open source jobs and freelancer listing website in South Africa for SETA accredited facilitators, assessors, moderators and SDF’s including SETA or learning programme developers.

Register today on www.skillsjobs.co.za and connect with job opportunities directly and remember our service is totally free.

 

What is verification?

Verification is a process of validating learner achievements and ensuring compliance to SAQA certification criteria. It is a means of ensuring that two or more providers delivering the same unit standards and/or qualifications are assessing and moderating consistently to the same standard, using valid and approved assessment instruments, and meeting the national standard as registered on the National Qualifications Framework (NQF). Verification is sometimes referred to as “external moderation”.

During the course of verification the verifier checks on the processes and procedures used by the assessor and moderator while at the same time verifying the provider’s adherence to quality management principles in relation to training, assessment and moderation. The onus is on the provider to ensure compliance with legislative requirements for the assessment, moderation, verification and certification of learners and to ensure all unit standards and qualifications being used are up to date and current.

Verification is a means of checking and validating the accuracy of information on learner results before certification of results is authorised. Verification of learner achievements for individual unit standards and full qualifications is conducted and managed by the various Sector Education and Training Authorities (SETA’s).
During verification a provider will be required to produce some quality management documents or other forms of evidence as a means of verification of the information provided.

The verification may differ between SETA’s but will usually include the following

    Review, evaluate and verify the implementation of policies and procedures

 

    Evaluate implementation by comparing actual evidence provided to ensure it meets the requirements of the rules of evidence

 

    Review and evaluate moderation and assessment policies and procedures

 

    Ensure the assessment instruments meet the unit standards and/or qualification outcomes and assessment criteria as originally approved by the ETQA

 

    Check on the delivery mode and notional hours

 

    Ensure entry level requirements are met and adhered

 

    Verify process of integration and that rules of combination are applied

 

    Validate the assessment decisions against the evidence requirements

 

    Check on the validity and currency of assessor and moderator registration

 

    Check on learner registrations and sufficiency of learner records

 

    Observe assessment and moderation where and when applicable

 

    Review and evaluate record systems

The SETA’s appoint registered constituent verifiers to conduct verifications on their behalf. The verifier will normally conduct the verification visit at the provider’s premises. During this visit the verifier will want to have access to all completed assessments and or POE’s for all learners assessed and not just those who have been moderated. The verifier may do spot checks to ensure compliance and not just check those POE’s moderated. In addition the verifier will require access to various quality management documents and systems as outlined previously.

The SETA’s have a responsibility to ensure the verification is conducted within an acceptable time period and without unnecessary delays. Similarly the certification window should be opened as soon as possible following receipt of the verification report so that final results of all learner achievements can be uploaded and recorded. In this regard the provider must ensure that only results for learners included in the verification report are uploaded.
In this regard the SETA’s must ensure the have systems in place to upload endorsed learner achievements for qualifications to the National Learner Record Database (NLRD) at the intervals stipulated by SAQA.

In addition to conducting the verification the verifier carries a responsibility to provide support to providers where necessary. The support given should be both constructive and developmental and negative feedback should be avoided at all costs.

Verification is intended to be constructive and every effort must be made by verifiers to ensure open communication in relation to all aspects of the verification. Where problems are identified the verifier should discuss these with the provider and where possible propose possible solutions. The provider should feel comfortable enough to be able to discuss any problems or areas of concern with the verifier.

Verification should be seen to be developmental, especially in regard to emerging and Small Medium Micro Enterprise providers (SMME), who should be given advice and an opportunity to improve. For this reason verifiers should be qualified as such and should be in a position to offer such advice where necessary.
Following a verification visit the verifier will make a recommendation to the SETA to either endorse the learner results without conditions or to endorse with conditions which may need to be met by a specific date. The alternative decision of the verifier is not to endorse the learner results.
On completion of the verification visit the provider will be issued with a full report and feedback and this should include informing the provider of his or her right to appeal should he or she be unhappy with the outcome.

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