Pre-Assessment Policy


It is the Institute’s purpose to ensure that all learners entering a course, do so with the aim of graduating successfully.  Further to this, the Institute’s will ensure that all learners are adequately prepared for the assessment to take place.

Pre-Assessment Procedure

  • Learners are required to complete a registration form before attending each course.
  • Every course has a Curriculum Outline/Assessment Strategy which states what the SAQA prescribed learner entry requirements are.
  • This registration form will be reviewed by the Director in conjunction with the Curriculum Outline and the Director will check to see whether the learner meets these requirements
  • If the learner does not meet the stipulated learner entry requirements, the learner will be sent an email stating this.
  • The learner may motivate by means of a return email as to why they believe they will have entry to the course.
  • The Director may discuss this with the Moderator and the final decision will be awarded by the Moderator.

Pre-Assessment Procedure

  • Learners are required to complete a registration form before attending each course.
  • Every course has a Curriculum Outline/Assessment Strategy which states what the SAQA prescribed learner entry requirements are.
  • This registration form will be reviewed by the Director in conjunction with the Curriculum Outline and the Director will check to see whether the learner meets these requirements
  • If the learner does not meet the stipulated learner entry requirements, the learner will be sent an email stating this.
  • The learner may motivate by means of a return email as to why they believe they will have entry to the course.
  • The Director may discuss this with the Moderator and the final decision will be awarded by the Moderator.

Pre-Assessment Process Flow

 

 

Assessment Policy

It is our Institute’s Policy to strive to ensure that Learners achieve the outcomes of and gain credits by giving evidence of their competence regardless whether it is a single Unit Standard, a skills programme or a full qualification registered on the NQF, and to this end will ensure that fair and equitable assessment procedures are implemented.  All assessment procedures will be followed according to the latest Quality Council requirements (this includes Umalusi, CHE and QCTO)

The Design, Implementation and Maintenance of the Assessment System will take into consideration the following guiding principles: –

  • Assessment strategies will be in keeping with the aims and outcomes of Learning Programmes and Standards;
  • Certificates will be issued in accordance with NQF requirements;
  • Assessment of Learners will include all parties appropriate to context and outcome, e.g. self, peers, assessors and moderators;
  • There will be a structured assessment appeals procedure implemented;
  • There will be an internal moderation procedure implemented to ensure consistent assessment across all assessors for a unit standard or qualification;
  • Learners and Assessors will be provided with all relevant information regarding assessments, e.g. required learning outcomes, assessment methods, assessment criteria, appeals procedures, dates, times and venues;
  • Learners will receive comprehensive, detailed and accurate feedback on Learning progress, performance and results;
  • Learner’s records, including a database, will be maintained, compatible with the relevant QAP and SAQA requirements.

Assessment Procedure

Assessment procedures are aimed at determining current learning achievements and learning achievement gaps from the onset of learning and in an on-going fashion to provide meaningful feedback to learners.  (Refer to Forms 30-35).

Assessments are done by the learners (self-assessment), facilitators (formative assessment) and assessors (summative assessment).

 

The assessment will therefore focus on the extent to which a learner can demonstrate applied knowledge or competence. Applied competence, in terms of the National Qualifications Framework (NQF) is evidenced through the learners’ ability to integrate concepts, ideas and actions in authentic, real life contexts and is expressed as practical, foundational and reflexive competence, namely:

  • Practical competence – the demonstrated ability to perform a set of tasks and actions in authentic contexts;
  • Foundational competence – the demonstrated understanding of what we are doing and why we are doing it;
  • Reflexive competence – the demonstrated ability to integrate our performances with our understanding so that we can adapt to changed circumstances and explain the reason behind these adaptations.

Assessment Forms may differ as the Institute may at times purchase aligned material which comes with its own Assessment Instruments. If the external forms cover all the content criteria of the various forms listed underneath they will be accepted by the Institute.

The Principles of the Assessment Practice requires one to ask one’s-self, when conducting an assessment, whether the assessment was:

  • Appropriate
  • Fair
  • Manageable
  • Integrated into work or learning
  • Valid
  • Direct
  • Authentic
  • Sufficient
  • Systematic
  • Open
  • Consistent

Assessor Contracting Procedure

  • Name of accredited assessors are obtained from the QAP.
  • Once identified they will sign the under-mentioned Service Level Agreement form where they undertake to do the assessment per the Assessor unit standard as registered on the NQF.
  • The unit standards or qualification title, duration and cost for the assessment will be contracted.
  • Assessors sign a Service Level Agreement which states that confidentiality and security will be upheld during the Assessment procedure stating they will not divulge any information or make use of any documents found in the learners Portfolio of Evidence.

Assessment Procedures

  • It is the responsibility of learners to provide assessment evidence. Assessments are not forced upon learners.
  • Assessment takes place per the assessment guidelines, which are provided, to learners.
  • Learner Communication:
    • Confirm with Learner that they want to be assessed;
    • Explain the NQF and that they may obtain credits towards HET;
    • Explain Competent/Not yet Competent;
    • Explain Unit standard that Learner will be assessed against;
    • Explain Appeals Procedure if found not yet competent;
    • Give Learner any additional resources necessary;
    • Get Learner to complete Application for Assessment Form;
    • Look at CCF outcomes to see what assessment methods are going to be used (get list of questions organised and typed);
    • Find out from Learner and Institute when best time would be that does not disturb them;
    • Ensure I have all necessary stationery;
    • Ensure I have Learners Institute information and whereabouts and that everyone knows I am coming;
    • Make Learner as comfortable as possible.
  • Formative assessment is a continuous process to support learners and to provide feedback.
  • Learners fill in an assessment application form to apply for assessment by an assessor.

Assessment Procedures for E-Learning (Pending QAP Approval)

  • To ensure the Assessments for E-Learning meets the above Assessment criteria learners are issued with a unique username and password which validates the above criteria
  • Learners are also required to upload a current photo (taken on the day of them registering their username and password – this will have a date stamp on)
  • Learners are required to video themselves performing a practical activity which the Assessor and Moderator will validate their profile picture against the video to ensure the learner is actually the learner

Assessment Management Procedure

  • Assessment starts by learners filling in an assessment request application. An assessor is appointed.
  • Assessment is arranged.
  • Learner is informed by the assessor about the outcome of the assessment.
  • Learner is awarded a certificate.
  • If learner is not comfortable with the outcome, he/she can request to be:
    • Re-assessed;
    • Moderated by an external assessor.

Procedures to Store and Record Assessment Information

  • All information will be stored on hard copies and electronically.
  • Internal assessment record information will be stored alphabetically per course or per unit standard in an internal assessment record.
  • External assessment record information will be stored alphabetically per course or per unit standard in an external assessment record.
  • A record of moderations will be kept of learners applying for moderation, stating the reasons for the request as well as the outcome of the moderation.

Procedures for the colour of pens that are used for Assessments

  • It is a requirement that the pen that is used for the compilation of POEs by the learners and the assessing by Assessments are different colours
  • This is so that the assessor and moderator can see clearly which role player has been involved in the assessment and moderation procedure
  • It is our Institute’s policy to ensure that in the event that a learner uses 1 colour pen, that the assessor will use a different colour pen and that the moderator will use a different colour pen.
  • In most instances the pen colours are as follows:
    • Learner (black)
    • Assessor (red)
    • Moderator (green)

Post Assessment Management Procedure

  • The Assessor will record the findings of the assessments
  • Learners will be issued with a Feedback Report regarding the assessment procedure
  • The Learner will give feedback to the Assessor of their experience of the Assessment process
  • The Assessor will complete an Assessor Review, and this will be handed to the training manager for analysis.

Assessment Process Flow

Re-Assessment Policy

It is the goal of the Institute to ensure that all learners are awarded sufficient opportunity to gain credits towards SAQA Qualifications as list on the National Qualifications Framework.

The Institute is aware that on first attempt, the learner may not necessarily provide sufficient evidence to be deemed competent.

Therefor it is the Institute’s policy to award the learner 3 (three) attempts at providing sufficient evidence to the Assessor.

Re-Assessment Procedure

  • On completion of assessing a learners POE, the Assessor will complete the necessary feedback form to the learner and will refer to any assignments that need to be done
  • The Institute will then contact the learner and advise them of the Assessors feedback and request for additional evidence
  • The learner will then arrange a suitable time with the Institute to collect their POE and will then re-do the necessary assignment
  • The learner will then hand in the completed POE to the Institute
  • The Institute will contact the Assessor and arrange with the Assessor to re-assess the POE using the Assessor Feedback Form for 2nd Assessment
  • If the learner still has not completed the assignment, the assessor will give the learner a third opportunity to redo the assignment
  • The assessor will then assess the learner’s POE using the Assessor Feedback Form for 3rd Assessment
  • If the learner is still not deemed competent, the Director will then offer the learner an opportunity to attend another training session.  This will be for the learner’s expense.
  • Irregularities during assessment:
    • The learner is informed about the alleged irregularity.
    • The learner is provided with the opportunity to respond.
    • Will the learner confess, suitable measures are agreed with the learner?
    • If applicable, the employer is informed.
    • Measures are agreed on with the employer to address the matter, considering the in-house policies of the employer.

Re-Assessment Process Flow