CONDUCT OUTCOMES BASED ASSESSMENT
Overview
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.
Objective
At end
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of the 3 day training session learners will be able to :
Provide an overview of the NQF and related legislation in South Africa
Provide a comparative overview of outcomes based practice and principles
Explain the general context of assessment in terms of the principles and mechanisms of the
NQF, as applicable to the situation and assessment context
Provide an overview of assessment approaches, its related advantages, disadvantages and
impact
Discuss the principles of assessment (authenticity, validity, sufficiency and currency) and its
impact on the overall assessment process, practice and judgements
Identify the application of the assessment principles to special needs and possible sources of
evidence that could contribute to valid assessment, including RPL opportunities
Differentiate between types of competence (foundational, practical and reflexive)
Define types and sources of evidence as related to competence of a candidate
Identify methods of gathering of sufficient evidence, including evidence generated over time,
to enable valid, consistent, reliable and fair assessment judgements to be made
Define evidence principles of authenticity, validity, sufficiency and currency
Analyze a unit standard to establish evidence requirements and assessment approaches and
methods
Describe a variety of assessment methods
Explain RPL in terms of its purpose, processes and related benefits and challenge
Describe preparation for assessments (organizing and preparing resources, people,
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schedules, venues, assessment instruments and documentation for a particular assessment
and/or related assessments for an individual or a number of assessment candidates/learners
Prepare assessment resources, logistics, documentation and environment to meet
requirements of the assessment
Show preparation required from organizational policy of assessment & moderation,
assessment guide & instruments
Carry out pre-assessment moderation requirements in accordance with relevant assessment
policies, moderation plans and ETQA requirements.
Prepare candidate through notification, explaining assessment details clearly and
constructively, and allowing opportunity for clarification
Prepare candidates on assessment details that cover the specific purpose, process,
expectations, roles, responsibilities and appeals procedures related to the assessment at
hand
Show assessment practices that promote effective, manageable, fair and safe assessment,
and that is in line with quality assurance requirements, a code of recognized practice and
learning-site or work-site standard operating procedures where applicable.
Conduct assessment according to the assessment design and in line with the assessment plan
Ask a question that are appropriate, have the potential to successfully elicit appropriate
responses, is non-leading, and suits the language ability of the candidate.
Conduct at least 2 assessments and make assessment judgements using diverse sources of
evidence , including cases where candidates have special needs and where evidence arises
through RPL situations
Show 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, More evidence is required in order to make a judgement of competence
Record assessments to clearly show assessment judgements, meaningful feedback, and in
line with the requirements of the organization’s quality assurance system
Maintain assessment records that will support internal and external moderation, and address
possible appeals.
Describe methods of giving feedback in a written and oral manner.
Give feedback that is constructive, culturally sensitive and related to the relevant party’s
needs, and provide sufficient information to enable the purpose of the assessment to be met,
and to enable parties to make further decisions.
Provide feedback 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, More evidence is required in order to make a judgement of competence
Review assessments
Workshop Format
Learners
3 days classroom based – Level 5 – Credits: 15
Notional Hours: 150
Possible learners.
Any person in Training and Development
US ID#115753 Outcome based Assessment
Outcomes based training methodologies used
experiential learning exercises, role plays,
individual exercises.
Number of learners: maximum 15 minimum 10.
Entry requirements
None
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