NATIONAL CERTIFICATE: DIAMOND PROCESSING
SPECIACIALIZATION AREA A:
FACET GIRDLE BY MACHINE
Unit Standard: 59851
Name: Learner
ID Number
Postal Address
Work:
Contact Details
Cell:
Email:
Name: Facilitator
Course Date
Name: Venue
Agreed Submission Date
Actual Submission Date
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
1
What counts
as good
evidence?
Good evidence generally complies with the following criteria:




Unit standard
requirements
Valid: The evidence submitted should relate to the questions included in the
assessments.
Current: The evidence submitted should not be outdated.
Sufficient: Guard against submitting both an insufficient and an excessive
amount of evidence; a learner should ensure that they have answered all
activities and assignments.
Authentic: A learner is required to generate their own evidence from the
information as applied to their particular workplace. Using evidence or work
produced by other people such as fellow learners or colleagues, in any manner or
form, is prohibited and unlawful. (Kindly refer to the declaration of authenticity,
in the PoE, that should be completed and signed by the learner.)
In South Africa, the body responsible for overseeing the quality of registered
qualifications is the South African Qualifications Authority (SAQA). One of the
mechanisms they use to ensure uniformity when accrediting a qualification is known
as a unit standard. A unit standard is a set level of quality used to regulate the content
and the assessments of a short course, in alignment with the relevant unit standard.
Prominent requirements that feature in a unit standard are:




Specific Outcomes: Knowledge, skills and values (demonstrated within a specific
context) which support one or more critical outcomes.
Assessment Criteria: The standards used to guide learning and the assessment
of the achievements and/or to evaluate and certify the competence of a learner.
Critical Cross-Field Outcomes (CCFO’s): CCFO’s refer to the generic outcomes
that inform all teaching and learning. CCFO’s may include, for example, working
effectively with others as a team member and collecting, analysing, organising and
evaluating information in a critical manner.
Essential Embedded Knowledge: Includes other supplementary assessment
information on the unit standard.
(Source: Adapted from: http://www.saqa.org.za, 2016)
Recognition
of Prior
Learning
(RPL)
RPL is a process whereby formal, non-formal and informal learning is measured and
mediated for recognition across different contexts and certified against the
requirements for credit, access, inclusion or advancement in the formal education and
training system or workplace.
The aim is to make it possible to obtain formal recognition for knowledge gained
informally or incidentally throughout life within a workplace or in the context of personal
reading or experiences. The RPL process also entails supporting a candidate to
ensure that knowledge is gained and reflected in terms of a relevant qualification
registered on the National Qualifications Framework (NQF).
(Source: National Policy for the Implementation of RPL, SAQA, 2013, par 30)
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
2
2
ASSESSMENT
Assessment
methods
Evaluating Products
Products refer to documents such as work-related policies or plans, or finished
products such as project plans or extended response (essay) answers, which should
be included as evidence in terms of the requirements of the PoE.
Questioning
Written questions assess the knowledge and understanding of a learner in terms of
the related subject matter. Such questions might challenge a learner to:
 Create posters.
 Develop mind maps.
 Provide comments in response to scenarios involving role-play.
 Perform class activities and assignments during contact sessions.
 Present evidence in terms of knowledge assignment questions.
 Present evidence in terms of practical workplace assignment questions.
Observation
An assessor observes a learner performing the following tasks and/or skills:
 During role-play sessions.
 While presenting class activities and assignments.
Presenting
evidence
A learner is required to submit the evidence pertaining to the assessment on the
agreed submission date as stipulated on the information page that features at the
start of the PoE. Late submissions may be subject to a fee.
Before submitting a PoE for assessment, a learner should ensure that they have
read all the instructions carefully and that the evidence presented meets all the
requirements.
Assessment
procedures
Please take note of the following about the assessment process:




A learner will receive a notification via SMS from the Assessment Department
acknowledging receipt of the PoE.
Additional evidence may be submitted for re-assessment after the initial
submission of the PoE.
If a learner is dissatisfied with the result of an assessment, an appeal may be
lodged in terms of the policy for appeals (please refer to the appeals section in
the PoE).
If a learner has a special need that might affect the outcome of the
assessment(s), such as language being a barrier, a physical or mental disability
or a personal matter, they should notify the assessor in advance. Where possible
the special needs will be accommodated.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
3
Assessment
procedures
contd.

The course fee includes one assessment and two re-assessments. An additional
fee is charged on further re-assessments.
The figure below details the assessment process.
Learner submits
PoE
PoE is assessed
by a registered assessor
FINDING:
COMPETENT
Yes
Internal moderation
Learner is informed of
COMPETENT result
Learner completes and
submits their section of the
Assessment Feedback Report
Certificate of competence is
printed and delivered/posted
Assessment results are
verified and endorsed
by the relevant SETA
FINDING:
NOT YET COMPETENT
Is the evidence
submitted valid, authentic,
current and sufficient to
prove competence?
No
Internal moderation
Learner is informed of NOT
YET COMPETENT result
and receives remedial
feedback on questions for
which evidence must
be re-submitted
Learner re-submits
evidence required in terms
of remedial feedback
Re-assessment
(only re-submitted evidence
is assessed by a registered
assessor)
Learner is uploaded to the
National Learners’ Records
Database (NLRD) for the
relevant unit standard(s)
Statement of Results is
provided to the learner
Figure 1: Assessment Process
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
4
ASSESSOR FEEDBACK REPORT TO THE LEARNER
Course name:
Unit Standard(s):
Learner
Full Name:
Learner ID No.:
Email Address:
Assessor
Full Name:
Assessment Date:
Assessment Result:
OVERALL FINDINGS:
(Comments from the assessor - for remedial action a separate form will be issued)
Assessor Signature:
Date:
LEARNER FEEDBACK TO THE ASSESSOR:
Criteria
Yes
No
1
The assessment process was followed as agreed.
2
The assessment was conducted in a fair way.
3
My special needs were accommodated during the assessment
4
I was given detailed feedback on my performance.
5
I understood the feedback that was given to me.
6
I accepted the feedback that was given to me.
Comments
Learner Signature:
Date:
Please email fully completed and signed form to: assessment@pscollege.co.za
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
5
Assessment
management
An integrated assessment approach is applied in terms of currently registered
SAQA unit standards and qualifications (when applicable), in a manner that is fair,
valid, reliable and feasible.
Moderation and verification procedures are conducted in terms of the norms,
standards and guidelines set by SAQA.
Quality assurance of the assessment management process
An assessment is conducted according to the following process:




Preparing a learner for an assessment.
Assessing a PoE upon submission.
Providing feedback to a learner after an assessment of a PoE.
Reviewing the design of an assessment.
The requirements applicable to outcomes-based assessment are adhered to
throughout the process.
Rights to a fair, valid, transparent and consistent assessment
A learner has the right to be informed when and how an assessment is conducted
during training interventions.
A learner has the right to appeal against the finding of an assessment. Kindly refer to
the section that deals with appeals in this document.
A learner may request to have an observer present during an assessment. However,
the observer may not partake, comment or interrupt the assessment.
A learner is entitled to request to view their assessed PoE in the presence of a
registered assessor, provided the request is made within normal working hours and
the viewing is scheduled during normal working hours.
General matters applicable to assessment management
Assessment results are made available as soon as possible once the final
assessment or moderation has been conducted.
Adequate measures are taken to secure the assessment results and ensure the
integrity of the assessment process.
Facilitators and/or assessors are required to initial each page where a learner has
presented evidence.
Notes
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
6
3
RE-ASSESSMENT
Purpose of reassessment
The re-assessment process offers a learner the opportunity to re-submit evidence
when the outcome of the assessment of their PoE has been deemed Not Yet
Competent (NYC).
Overview of the
re-assessment
process
The outcome of an assessment conducted on a PoE is deemed NYC when
certain evidence, which is required to prove the competence of a learner, is
missing or lacking.
A learner, who submitted a PoE which was assessed as being NYC, is required
to re-submit certain evidence.
The assessor should provide a learner with adequate feedback and appropriate
guidelines to ensure that they are properly prepared for re-submitting the
evidence that is missing or lacking.
The re-submission of the evidence provides a learner with the opportunity to
achieve the learning outcomes as specified in the assessment criteria and
specific outcomes of the relevant unit standard.
Responsibilities
and duties of an
ASSESSOR in
terms of the reassessment
process
Assessments are conducted by registered assessors who have signed the
Assessor Code of Conduct. Assessors must follow the assessment principles of
fairness, validity, transparency and consistency when conducting an assessment.
It is the duty of an assessor to determine and indicate an outcome of Competency
(C) or Not Yet Competent (NYC), based on the evidence submitted by a learner
in the PoE. In conjunction with the outcome, an assessor should provide remedial
feedback and information on any additional support or action required from a
learner. Once an assessor has compiled the aforementioned requirements in
writing, they submit it to the Assessment Office. This is to be done timeously and
submitted electronically via fax or email. Note: The remedial feedback provided
by an assessor should be comprehensive, specific, developmental, remedial
and understood.
In turn, the Assessment Department will notify a learner of the need for a reassessment. It is their responsibility to explain the process that should
subsequently be followed and to ensure that a learner understands it.
Notes
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
7
Responsibilities
and duties of a
LEARNER in
terms of the reassessment
process
The onus is upon a learner to ensure that the remedial feedback received from
the Assessment Office, as provided by the Assessor, is comprehensive, specific,
developmental, remedial and understood.
It is the duty of a learner to contact the assessor if any additional remedial
feedback is required.
The timeframe for a re-submission intended for a re-assessment is four (4) weeks
from receipt of the NYC assessment result and remedial action.
Although an assessor may liaise with a learner regarding the evidence to be resubmitted, it is the duty of a learner to submit the required evidence to the
Assessment Office.
A learner who is dissatisfied with an assessment outcome has recourse by
lodging an appeal and following the appeal process.
General matters
applicable to
the reassessment
process
The re-assessment process follows the assessment principles of fairness,
credibility, authenticity, validity, transparency and reliability.
The costs of the first two re-submissions are included in the course fee. Additional
re-assessments are performed at a cost of R 200.00, which is payable by the
learner.
The re-assessment policy of the College is learner centred and complies with the
policies of the SAQA and ETQA on continuous learning and assessment. This
approach ensures that the required skills and competencies have been inculcated
(to teach or instill something by frequent repetition) and that the learner
demonstrates that these skills and competencies can be applied practically.
Notes
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
8
4
APPEALS
Introduction
A learner may lodge an appeal if he or she is dissatisfied with an assessment
outcome or the assessment process that was followed.
Appeal
procedures
A learner who wishes to lodge an appeal should follow the steps set out below:
1.
2.
3.
4.
5.
General
matters
applicable to
appeals
The learner requests the assessor to justify the outcome of the assessment
and to reconsider the assessment outcome in accordance with the
procedures for appeals at the College.
If not resolved, a formal appeal is lodged with the Certification Manager; this
is to be done in writing by using the Appeal Form: Assessment Outcome.
The assessment will then be moderated by an internal moderator.
If the matter remains unresolved, it may be referred to a panel of moderators
(internal and/or external) and/or the Academic Board of the College to further
determine an appropriate course of action.
If the matter remains unresolved, it may be referred to an ETQA body.
A learner who lodges an appeal to the level that requires an external moderator,
will be liable for the costs incurred for external verification, regardless of the
outcome.
Notes
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
9
Appeal form
Appeal Form: Assessment Outcome
Full Name: Learner
Name: Organisation (where
learner is employed)
Course Title
Course Date
Hereby please receive the appeal against the assessment outcome conducted by:
Name: Assessor
On (Date)
Reason(s) for Appealing
Please provide comprehensive motivation.
Signature: Learner
Date
Report: Investigating an Appeal
Full Name: Moderator
Findings of Moderator
Signature: Moderator
Date
Appeal Status After Internal Moderation
Resolved
Unresolved
Follow-Up Action Required
Signature: Certification
Manager
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Date
10
5
LEARNER PREPARATION CHECKLIST AND ASSESSMENT PLAN
Full Name: Learner
Full Name: Assessor
Course Title
Registration Number: Assessor
Assessor Programme
Unit Standard Title
Conduct outcomes-based assessment
Discussion Point
NQF Level
Credits
115753
05
15
Decision/Action Taken
A learner should enter a “checkmark (√)” in the open fields
below to indicate your understanding of, and agreement
to, the assessment related requirements.
1. The purpose of an assessment is to obtain formal recognition for the unit standard(s) listed above.
2. A learner is assessed in terms of the requirements of the relevant unit standard, which are included in the
PoE. These requirements include the following:
Specific outcomes, assessment criteria and critical cross-field outcomes.

NQF level and credit values.

Assessment instruments.

Assessment methods (questioning, observation and product evaluation).

3. A learner’s Portfolio of Evidence (PoE) will be assessed until competent. A learner who submits evidence
that does not comply with the requirements of the unit standard(s) will be assessed as Not Yet Competent
(NYC). A learner will only be re-assessed1 on those questions they were assessed as NYC.
4. Assessment arrangements:
You were informed of the agreed and actual submission dates.

You were informed that assessments are performed in the most cost-effective manner possible.

The College undertakes to maintain confidentiality of learner information.

You were informed about the College’s assessment and re-assessment policies and procedures.

You were informed about the arrangements for learner assessment feedback.

5. You have the right to lodge an appeal against the finding of an assessor. (Note: appeal procedures and
form, are included in the PoE).
1
Unit Standard ID
The course fee includes one assessment and two re-assessments. An additional fee is charged on further re-assessments.
© Pro-Active Public Services College
11
(Pty) Ltd
Version: March 2019
Decision/Action Taken
A learner should enter the phrase “None” to indicate no
special need or a description of the special need. Note:
The facilitator should provide a description on how the
special need will be accommodated
Discussion Point
6. Describe a special need (e.g. sight impairment) you may (or may not) have that may affect the
assessment.
Comments of the learner (To be made in the learner’s own handwriting):
Declaration by the learner:
I, ___________________________________________________________________ , ID Number: _____________________________________ , hereby declare that:
 I am satisfied with the preparation for assessment process
 I was afforded an opportunity to provide input.
 I received a complete PoE as part of my course material and have been informed of the Instructions on Compiling and Submitting a Portfolio of Evidence (PoE)
 All my questions related to assessment have been fully attended to, as indicated above.
I will be ready to be assessed in terms of the unit standard(s) on the agreed submission date indicated on the information page on the front of the PoE.
Signed at ____________________________________________________ on the _____ day of _____________________ 20__
Signature: Learner
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Signature: Facilitator
Signature: Assessor
12
6
PERSONAL DETAILS
Insert copies of the following important personal documents after this page.
1. Identity Document (ID)
A recently certified copy of the learner’s ID should be inserted
here – not older than 3 (three) months.
Note: Results can only be uploaded to the
National Learners’ Records Database (NLRD) once
the College has received a certified copy of the relevant ID.
2. Curriculum Vitae (CV)
A copy of your CV should be inserted here.
3. Qualifications
A certified copy of your highest national
qualification (e.g. grade 12 or B-degree) and/or any other
relevant qualifications should be inserted here.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
13
7
DECLARATION OF AUTHENTICITY
Authentic/authenticity: 1 worthy of belief as conforming to fact or reality; trustworthy
2 not imaginary, false or imitation; genuine 3 not counterfeit or copied
(The Penguin English Dictionary 2002:50)
I, _____________________________________, hereby declare that this PoE primarily consists
of my own work. I confirm that most of the work has been developed personally and compiled in
the pursuit of proving my competence. In some instances, partially or entirely, some material may
have been generated through group work, in which instance I was a dedicated participant and I
am therefore entitled to utilise it as evidence.
I hereby affirm that I have, to the best of my understanding, not committed any copyright violations.
Where I have used any information or documentation that is not my own, I have acknowledged
the use of this information or document in the appropriate manner in the list of references in the
table below. I agree that, if it is in any way determined that I have committed any fraudulent
activities in connection with the completion and compilation of my PoE, I shall forfeit the
assessment result gained. I also declare that the nature of the fraudulent activities referred to were
explained to me.
I hereby declare that I have used the following information or documentation as evidence for the
assignments in my PoE or used this information or documentation to develop evidence:
List of References
Detail pertaining to information or documentation that has been accessed by a learner to
develop the answers in the assignments required for the PoE.
Description of the
INFORMATION or
DOCUMENTATION that
was used to develop the
evidence for the
assignments in the PoE
PURPOSE for which the
information or documentation
was used such as an
assignment number or question
number
Description of the COPYRIGHT
HOLDER of the information or
documentation that was used
Note: Examples of information or documentation that may be used are: relevant Learner Guide, legislation,
organisational policies, procedures and reports as well as formal publications on the subject matter that is
related to the short course.
Signature: Learner
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Date
14
8
BUILDING A PORTFOLIO
Instructions on Compiling and Submitting a Portfolio of Evidence (PoE)
Submit a complete PoE prior to or on the agreed submission date
Ensure that the following documents are completed in full, included, attached in the correct
order and submitted as part of the PoE:
1. Cover page
8. Evidence in respect of formative
2. Table of contents
assessment activities
3. Signed Learner Preparation and
9. Evidence in respect of the knowledge
Assessment Plan
questionnaire assignment
4. Certified copy of your Identity Document 10. Evidence in respect of practical workplace
(ID)
assignments
5. A copy of your Curriculum Vitae (CV)
6. Certified copies of the highest national or
other qualifications
7. Signed Declaration of Authenticity
Initial each page
Deliver a PoE
Use only black ink to complete the
PoE and initial each page where
evidence has been added
609 Justice Mahomed,
Muckleneuk, Pretoria, 0002
Retain a copy
Mail a PoE
Remember to make a duplicate copy
of the PoE for personal safe keeping
before submitting it
Registered mail:
Pro-Active College
Private Bag x 38
Lynnwood Ridge 0040
PoE completion
Additional pages
Electronic
Font type: Arial
Font size: 12
Spacing: Single
By hand
Write legibly
Only black ink
No pencil
Additional response pages may
be included, should the space
provided be insufficient
Preferred binding
Electronic submission of
PoE
Neat file
Slide binders
File fasteners
Note: Do not staple PoE / no plastic
sleeves / flip files
No electronic PoE will be
accepted
Assessor support
Request extension
Contact the assessor if any support is
required
Email
assessment@pscollege.co.za to
request an extension for a PoE
submission date
Access
Learners may, by prior arrangement,
view their assessed PoE in the
presence of a registered assessor
Signature: Learner
Date
Signature: Facilitator
Date
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
15
Electronic
copy of
Portfolio of
Evidence
(PoE)
Learners may access a copy of the PoE to complete the assessment tasks
electronically.
How to download the PoE
The following steps outline how learners may download the required PoE in an
electronic format.
Step 1:
Visit the following website - www.connect-pscollege.co.za/e-portfolio. Type the
URL (Universal Resource Locator) into the address bar of the internet
browser (see figure 2).
Figure 2: Website page that will be displayed once URL has been entered
Steps to download the PoE are continued on the next page
Notes
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
16
Electronic
copy of
Portfolio of
Evidence
(PoE) contd.
Step 2: Type in your ID number in the indicated space (field).
Step 3: Type in the PIN number in the indicated space (field). This is the unique
eleven (11) digit PIN number that was provided by the facilitator to learners
during the contact session.
Step 4: Click the ‘Download Portfolio’ button to download the document to your
computer or device. Remember to save the document in a location, on your
computer or device, from where it may be easily retrieved in the future.
Figure 4:
The ID and PIN numbers of a learner are required in the data fields
depicted above to download an electronic copy of the PoE
General matters applicable to the electronic copy of the PoE
Learners only have three opportunities to download the required electronic PoE.
Learners are only able to download the required electronic PoE until the agreed
submission date. Thereafter they may request an electronic copy from
portfolio@pscollege.co.za.
PIN numbers may not be shared with persons who did not attend the training.
No electronic submissions are accepted. Learners who complete a PoE electronically
are still required to print a copy and submit the physical document in person or via
registered mail.
If learners experience problems with downloading the electronic version, they are
welcome to contact the help desk at helpdesk@pscollege.co.za for assistance.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
17
Portfolio of
Evidence
checklist
Use the checklist below to ensure that the PoE due for submission is completed in
its entirety before submitting it to the College for assessment.
Description of PoE evidence
1.
All the required information has been
completed on the cover page.
2.
A table of contents has been included.
3.
A completed and signed Leaner
Preparation and Assessment Plan has
been included.
4.
A certified copy of the learner’s ID
(Identity Document) has been included.
5.
A copy of the learner’s CV (Curriculum
Vitae) has been included.
6.
Certified copies of the learner’s highest
national or other qualification(s) have
been included.
7.
A completed and signed Declaration of
Authenticity has been included.
8.
The section titled Instructions on Building
a Portfolio has been signed and included.
9.
Evidence in respect of the formative
assessment activities has been included.
Yes/
No
Explanation if
specific PoE
evidence cannot be
included
10. Evidence in respect of the knowledge
questionnaire assignment has been
included.
11 Evidence in respect of the practical
workplace assignments has been
included.
Please note: If a PoE is not fully completed or if there are outstanding documents,
the process of receiving assessment results may be delayed until all requirements
have been met.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
18
Learner to initial:
FORMATIVE ASSESSMENTS
Contribute to Project Initiation, Scope definition and Scope Change control.
Activity 1
Project Initiation
1. What does Project initiation entail?
Project initiation entails the following:
(i)
Defining the project management cycle.
(ii)
Gathering project information.
(iii)
Defining project requirements.
(iv)
Identifying stakeholders and their expectations.
(v)
Creating the project charter.
2.. List the phases of the project life cycle.
(I)
(II)
(III)
(IV)
Concept and initiation phase
Design and development phase
Implementation and construction phase
Commissioning/ closing and handover phase
3.State in your own words what activities are involved (at least 3 in each) in the
Concept, design and implementation phases of the project life cycle
.
Concept phase
Identification of all stakeholders and their expectations
Clarification of stakeholder needs.
Finalise project objectives.
Define key performance indicators
Design phase.
Development of the work breakdown structure
Determining who will perform the work
Determining cost and schedule estimates
Closing phase
Making transition for the next phase
Establishing formal closure of the project.
Reviewing project successes and failures.
4. Projects emerge when a perceived need or opportunity results in
Organisational sponsorship to take action. Identify three points why the
organisation should consider this particular project.
(I) To solve a current problem
(ii)To respond to a stated request.
(iii)To meet or create a market demand
(iv)To comply with shifting legal requirements
(v)To improve a process
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
19
Learner to initial:
(vi) To exploit a technical advance or perform basic research.
(vii) To pursue a business strategy.
5.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
20
Learner to initial:
Activity 2
Project Stakeholders
1. What is the definition of Project Management as defined by the Project Management
Body of Knowledge (PMBOK)?
It is the application of knowledge, skills, tools and techniques to project activities in order
to meet stakeholder’s needs and expectations from a project.
2. Who are Project Stakeholders?
A stakeholder is anyone who has something to gain or lose as a result of the project. It
includes all the people who have something to gain or lose by either the doing of the
project or the delivered results delivered by the project.
3. List at least three stake holders relevant to the project.
(i)
All members of the project team.
(ii)
Suppliers to the project.
(iii)
Outside contractors.
(iv)
The client
(v)
The project management.
4.Who are the key stakeholders?
(i)
(ii)
(iii)
(iv)
Project manager.
The customer or user
The sponsor
Management of the organization.
5 List four steps to Stakeholder management
(i)
Identify and gather information about stakeholders
(ii)
Analyze each stakeholder’ probable behavior and potential impact
(iii)
Develop stakeholder strategies.
(iv)
Implement and maintain the strategies.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
21
Learner to initial:
Activity 3
Scope definition
1. Name the three project baselines.
(i)
The scope baseline.
(ii)
The time/ schedule baseline.
(iii)
The cost baseline.
2. What are the project baselines used for?
The scope baselines are used for project performance and progress
measurement.
3.Define scope.
It is all the work, and only the required work, that the project must complete
In order for the project to be done. This mainly refers to the deliverables the
Project team will create.
4. What is scope statement?
It is the document that defines the project and is the basis for making
decisions about the project. It includes the goal statement, project justification,
the products or services the project will produce, deliverables, and the
success criteria of the project. It also includes exclusions. It also describes
the functional requirements of the project deliverables.
5.Define project deliverables.
Project deliverables are customer’s expectations of the product, services and
end tangible results the project will create.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
22
Learner to initial:
Summative assessments
Assignment 1: knowledge questionnaire
Instruction to candidates

Please read the question carefully. The questions are designed to test your insight and
understanding.
1. What is the significance of scope management?
The significance of scope management is to ensure.
2. Explain in your own words what is scope creep.
Scope creep is the tendency of the project to expand over time resulting in
Changing of the requirements, specifications and priorities.
3. What are the consequences of the scope creep?
The consequences of scope creep are that costs and schedules estimates may
Go out of control thereby rendering the project unachievable.
4.What are project constraints?
What is scope management?
5.A well- defined project scope must have a checklist, list 3 items in the
checklist.
(i) Project objectives.
(II) Project deliverables
(iii) Milestones
(iv) Technical requirements
(v) Limits and exclusions
(vi) Reviews with customers.
7. List the three steps to develop a work breakdown structure
8. Project deliverables are the tangible results, the products or services of the
Project.
.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
23
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
24
Learner to initial:
Scope Change Control
Activity 4.
1.What is the work breakdown structure (WBS)?
The work breakdown structure is the process of successively subdividing the project
Scope into smaller work elements called work packages or tasks.
2. What are the consequences of not using the Work breakdown structure?
The consequences are that it is very likely that many tasks of the project will be missed
3.Scope change control is critical process in project management, providing a
process to manage the implementation of scope changes.
. List 3 three causes of project scope changes
Changes in project scope can be caused by the following: changes in government
regulations, changes in technology, changes in the market place, badly defined scope
of work, suggestions from customers, owners, project managers, team members,
bad workmanship, and risk occurrence event.
4.If the project scope needs to change, it is critical to have a sound change control
process in place that records the change and keeps log of all the project changes.
There are several steps to be followed
List only3 steps to be followed to implement changes in an orderly way.
(i) Document the proposed change.
(ii) Justify the change
(iii) Identify the impact of change.
(iv)Review, evaluate and approve or disapprove the changes formally.
(v)Assign responsibilities for implementing change.
(vi)Adjust the master schedule and budget.
(vii)Track all changes that are to be implemented.
(viii)Communicate changes to all parties affected,
5.There are seven key management principles for effective project scope control,
list only three.
(I) Plan for change
(ii) Set up a change control system
(iii) Educate stakeholders.
(iv)Use the system
(v)Minimize scope changes
(vi)Communicate
(vii)Be a watchdog.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
25
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
26
Learner to initial:
THE NQF
Complete the puzzle below
[
Activity 1
13.
5.
1.
10.
8.
3.
12.
15.
6.
7.
9.
14.
11.
2.
4.
Across:
1. Acronym for the framework of qualifications that organises and classifies qualifications and
competencies in South Africa.
2. One of the main functions of SAQA is to create __________.
3. The National Qualifications Framework has a number of __________ representing a progression of
learning and of increasing complexity.
4. __________ assurance refers to the monitoring and auditing of achievements in terms of standards
or qualifications registered on the NQF.
5. The SETA of the manufacturing, engineering and related services sector.
6. The ________ is responsible for evaluating and recognising professional bodies.
7. A body that administrates education and training within a particular sector of industry.
Down:
1. An electronic information system based at the SAQA head office. Its purpose is to provide information
on qualifications, standards, learner achievements and on SAQA itself.
8. The principle of the NAF of having different routes or pathways that leads to the same learning ends.
9. The value of the NQF that refers to human dignity.
10. Credit to be given to learning that has already been acquired, e.g. through life experience or nonformal training courses.
11. Acronym for the main body responsible for the implementation of the NQF.
12. The body responsible for collecting levies from levy-paying organisations.
13. Responsible for generating the skills development legislation and regulations and for the publication
of guidelines to help promote the implementation of the Skills Development Act and the Skills
Development Levy Act.
14. A body that is responsible for quality assurance and reports to SAQA.
15. The body that oversees the work of the SETAs with regards to skills development.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
27
Learner to initial:
Matching exercise
The facilitator will provide the matching columns for this activity. You need
to match column A with column B
:
[
Activity 2
A
B
1
2
3
4
5
6
7
8
9
10
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
28
Learner to initial:
THE UNIT STANDARD
Study the unit standard 14348 (Process incoming and outgoing telephone
calls ) and answer the questions below:
Activity 3
1. State the unit standard’s title.
2. What is the unit standard’s purpose?
3. Learners need to be assessed against the specific outcomes and the assessment criteria
of the unit standard in order to be declared “competent”. “Competence” is a combination of
practical competence (skills), foundational competence (knowledge) and Reflective
competence (understanding). Consider each specific outcome and its supporting assessment
criteria and fill in the table below to indicate what needs to be assessed.
Specific outcome 1: Employing effective telephone etiquette
Practical competence
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Foundational competence
Reflexive competence
29
Learner to initial:
Specific Outcome 2: Answering the telephone according to organisational standards
Practical competence
Foundational competence
Reflexive competence
4. What learning is assumed to be in place when the candidate starts learning towards the
unit standard?
5. Define what the term “unit standard range” means and what implication will this have on
the assessment of a candidate?
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
30
Learner to initial:
6. What is the essential embedded knowledge for this unit standard? Do you need to assess
the essential embedded knowledge?
7. How long will it take the average learner to meet the outcomes defined in this unit standard?
What is the implication of this on the assessment that needs to be conducted?
8. What type of unit standard is this? What does this mean?
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
31
Learner to initial:
9. Explain the level of difficulty that is attached to this unit standard and what influence this will
have on your assessment.
10. Until what date can learners be trained against this unit standard? Until what date can
learners be assessed against this unit standard? Why?
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
32
Learner to initial:
PLANNING THE ASSESSMENT
[
Activity 4
Refer to the unit standard: Process incoming and outgoing telephone calls
(NLRD 14348) and answer the questions below.
1. Fill in the table on the following page to indicate the most appropriate
assessment methods and tools for the assessment of this unit standard.
Assessment methods are:



Observation.
Questioning.
Product evaluation.
Assessment tools are summarised in the table below:
INSTRUMENT
DESCRIPTION
Problem solving exercises with guidelines. An
assignment sheet and rubric are usually included.
Description of a real or simulated situation and written
questions.
Activity to show manual (product or process checklist)
and/or behavioural skills (observation checklist).
Consist of a range of questions to be answered, often
in a specified time period; questions can be of various
types including multiple choice, true/false, short
answer, essay, etc.
Combines observation and questioning. Structured
format.
Assignment
Case study
Checklist
Examinations and
tests
Interview
Log books
Actual book with instructions for use.
Oral exam
Portfolio
Practical exercises /
demonstrations
Questionnaire
Role play
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Can be useful in assessing the candidates listening and
communication abilities; also useful in situations where
the candidate may not be able to demonstrate
competence in a written format. Written descriptions
and rubrics are usually included.
A collection of work produced by the candidate; can
include work sample. Clear instructions need to be
included on what is needed, how the evidence should
be collected and the standard that the evidence will be
assessed against.
List of expected activities and tick list of observations to
be made.
A structured written interview, consisting of a list of
questions.
Often used in conjunction with simulation in which the
candidate is required to respond by assuming a
particular role in the scenario. Clear instructions and
outcomes to be achieved need to be included.
33
Learner to initial:
INSTRUMENT
Reflexive journal
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
DESCRIPTION
Gives the candidate the opportunity to critically reflect
on his or her knowledge and learning; provides a
valuable means for candidate self-assessment. Before
deciding upon a specific assessment methods and
instruments, you need to be aware of the criteria that
these should satisfy.
34
Learner to initial:
Specific Outcome 1: Contributing to project initiation , scope definition and scope change control.
EVALUATION
Assessment methods
and instruments
Problem Solving
Knowledge and
Understanding
Practical and technical
skills
Attitudes and Values
Assessment methods
(E.g., Observation,
questioning or product
evaluation).
Assessment instruments
(E.g., Written
assessment/tests,
questionnaires, observation
checklists, role plays, etc.).
Specific Outcome 2: Answering telephone according to organisational standards
EVALUATION
Assessment methods
and instruments
Problem Solving
Knowledge and
Understanding
Practical and technical
skills
Assessment methods
(E.g., Observation,
questioning or product
evaluation).
Assessment instruments
(E.g., Written
assessment/tests,
questionnaires, observation
checklists, role plays, etc.).
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
35
Learner to initial:
Attitudes and Values
2. Explain when formative and summative assessments should be conducted?
3. Who are the role players in this assessment? What are they responsible for?
Role players
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Responsibilities
36
Learner to initial:
4. What assessment documentation do you require for this assessment and why?
Assessment
documentation
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Purpose
37
Learner to initial:
PREPARE CANDIDATES FOR ASSESSMENT
[
In this activity you will prepare a candidate for assessment against Unit
Standard 14348: Process incoming and outgoing telephone calls.
Activity 5
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
38
Learner to initial:
Learner Preparation Checklist and Assessment Plan
Full Name: Learner
Full Name: Assessor
Unit Standard Title
Discussion Point
Decision/Action
Taken
A learner should enter
a “checkmark (√)” in
the open fields below to
indicate your
understanding of, and
agreement to, the
assessment related
requirements.
Unit Standard ID
NQF Level
Credits
Explanation on how the assessor will prepare the learner on the discussion point
1. The purpose of an assessment is
to obtain formal recognition for
the unit standard(s) listed above.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
39
2. A learner is assessed in terms of
the requirements of the relevant
unit standard, which are included
in the PoE. These requirements
include the following:
Specific outcomes,

assessment criteria and
critical cross-field
outcomes.
NQF level and credit

values.
Assessment instruments.

Assessment methods

(questioning, observation
and product evaluation).
3. A learner’s Portfolio of Evidence
(PoE) will be assessed until
competent. A learner who
submits evidence that does not
comply with the requirements of
the unit standard will be
assessed as not yet competent
(NYC). A learner will only be reassessed2 on those questions
they were assessed as NYC.
2
The course fee includes one assessment and two re-assessments. An additional fee is charged on further re-assessments.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
40
4. Assessment arrangements:
You were informed of the

agreed and actual
submission dates.
You were informed that

assessments are performed
in the most cost-effective
manner possible.
The College undertakes to

maintain confidentiality of
learner information.
You reviewed the College’s

assessment and reassessment policies and
procedures.
You reviewed the

arrangements for learner
assessment feedback.
5. You have the right to lodge an
appeal against the finding of an
assessor. (Note: appeal
procedures and form, are
included in the PoE).
6. Describe a special need (e.g.
sight impairment) you may (or
may not) have that may affect
the assessment
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
41
Comments of the learner (To be made in the learner’s own handwriting):
Declaration by the learner:
I, ___________________________________________________________________ , ID Number: _____________________________________ , hereby declare that:
 I am satisfied with the pre-assessment process.
 I was afforded an opportunity to provide input and influence the manner in which the assessment is conducted.
 I received a complete PoE.
 All my questions related to assessment have been fully attended to, as indicated above.
I will be ready to be assessed in terms of the unit standard(s) on the agreed submission date indicated on the information page on the front of the PoE.
Signed at ____________________________________________________ on the _____ day of _____________________ 20__
Signature: Learner
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Signature: Assessor
42
CONDUCT THE ASSESSMENT AND RECORD THE EVIDENCE
This activity requires you to conduct an assessment, using a predesigned
instrument to record the evidence.
Activity 6
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
OBSERVATION CHECKLIST
Specific Outcome 2: Answer telephone according to organisational standards
Name of learner:
__________________________________________________
Date: __________________________
Name of assessor: _______________________________________________
Criteria
1.
2.
3.
4.
5.
Comments
The telephone was answered within five (5) rings.
The telephone was answered according to standard operating procedures:
 The caller was greeted in one of the following ways: “Good morning”;
“Good afternoon”, or “Good evening”.
 The name of the organisation was stated.
 The candidate identified himself / herself.
 The candidate asked how s/he could assist the caller.
The candidate smiled while talking on the telephone.
The candidate had a pen and message pad handy when s/he answered
the telephone.
Relevant caller information was acquired, namely:
 The name of the caller.
 The caller’s number.
 The caller’s organisation (if applicable).
 A detailed message.
 The date and time on which the call was received.
ADDITIONAL COMMENTS
Assessor Signature:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
44
Learner to initial:
PROVIDE FEEDBACK ON ASSESSMENTS
[
Activity 7
In the previous activity you were required to conduct an assessment and
record the evidence.
For this activity you need to give feedback to your candidate.
Name of Programme
Name of Learner
Name of Assessor
Date
Rating indicate with an X
Competent
Not yet competent
Feedback to learner:
Comments from learner:
Signature assessor
Signature learner
Date
Date
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
45
Learner to initial:
Process of giving feedback
Describe step by step how you would give face to face feedback to this learner.
DESCRIPTION
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
46
Learner to initial:
ASSESSMENT REVIEW
[
Use the format on the following pages to review the assessment that you
conducted in the previous activities.
Activity 8
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
47
Learner to initial:
Assessment Review Report
Programme/Workshop Title:
Unit Standard ID(s):
Learner Initials and
Surname:
Learner ID:
Method of Obtaining Credits:
Class Attendance and Completion of
PoE
Recognition of Prior Learning (RPL)
Assessment Outcome:
Competent (C)
Not Yet Competent (NYC)
Evidence Used
Assessment Methods Used
Direct
Observation
Indirect (e.g. PoE)
Questioning
Historical
Product Evaluation
Comments
Was the following criteria sufficiently met?
Credibility
Good Evidence
Comments
Fairness:
Yes
No
Valid:
Yes
No
Practicability:
Yes
No
Authentic:
Yes
No
Reliability:
Yes
No
Current:
Yes
No
Validity:
Yes
No
Sufficient:
Yes
No
Description of special
need(s):
Special Need(s) Support
Only complete if special need(s) was communicated by learner.
Comments and Recommendations
Accommodation
measures agreed
upon:
Was the special need(s) sufficiently addressed?
Yes
No
Assessor’s Self Assessment
General Comments
Does the assessment relate closely to the relevant
unit standard, outcomes and/or assessment criteria?
Yes
No
Were all the principles of assessment applied?
Yes
No
Was the final judgement reliable?
Yes
No
Was the assessment fair towards the learner?
Yes
No
Assessor Initials and Surname:
Assessor Signature:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Date:
48
Learner to initial:
Matching exercise
The facilitator will provide the matching columns for this activity. You need
to match column A with column B
:
[
Activity 9
A
B
1
2
3
4
5
6
7
8
9
10
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
49
Learner to initial:
Matching exercise
The facilitator will provide the matching columns for this activity. You need
to match column A with column B
:
[
Activity 10
A
B
1
2
3
4
5
6
7
8
9
10
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
50
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
51
Learner to initial:
SECTION 2:
SUMMATIVE ASSESSMENT ASSIGNMENTS
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
52
Learner to initial:
KNOWLEDGE ASSIGNMENT
Question 1
Explain the difference between traditional assessment and standards-based (outcomes
based) assessments.
Question 2
2a. Explain RPL in terms of its purpose
2b.Explain the RPL process that should be followed when carrying out an RPL-related
assessment
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
53
Learner to initial:
Question 3
3a. List and describe the 3 methods of assessment.
3b. Indicate the MOST appropriate assessment method and tool / instrument to gather
evidence in the following situations:
Assessment of:
Assessment method
Assessment tool /
instrument
Problem solving
Knowledge and
understanding
Practical and technical skills
Attitudinal skills and values
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
54
Learner to initial:
Question 4
List and describe the 4 key assessment principles that you will apply during the entire
assessment process
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
55
Learner to initial:
Question 5
Describe the feedback procedure that you should follow when giving feedback to the
candidate.
Question 6
Explain how you would deal with the following potential barriers to gather evidence.
Blindness:
Deafness:
Language:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
56
Learner to initial:
Question 7
Explain outcomes-based learning.
Question 8
Which categories forms competence?
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
57
Learner to initial:
SECTION A AND B
Instructions to Candidates



Section A and B each consist of 4 Assignments. The assignments for the two sections
are exactly the same.
You are required to identify one (1) learning programme that you will use to assess
both your learners against. This learning programme cannot be the same as the one
that was used for the formative section of this portfolio (Unit standard 14348 – Process
incoming and outgoing telephone calls).
You also need to identify two people who will be your learners; one learner for Section
A and one learner for Section B.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
58
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
59
Learner to initial:
SECTION A
Candidate assessor and learner 1 in a simulation
environment
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
60
Learner to initial:
ASSIGNMENT 1
PREPARE FOR ASSESSMENT
INSTRUCTIONS:
1.
2.
3.
4.
Select an appropriate learning programme to assess your learner against.
Prepare all documents necessary for the assessment.
Arrange the pre-assessment meeting with the learner.
Conduct the pre-assessment meeting with the learner. (Complete all relevant
documentation, i.e. the Learner Preparation and Assessment Plan – see template on
the next page
Insert the following documentation after this page:
1. A copy of the certified identification document of your learner.
2. The relevant unit standard or module documents. These documents must illustrate
significant outcome statements with assessment criteria.
3. Assessment policy of your organization. If your organization does not have an
assessment policy, please submit a copy of the assessment policy of the relevant
ETQA such as the SETAs or QCTO.
4. Evidence of the arrangements with all relevant role players (such as emails or
memoranda).
5. The Learner Preparation Checklist and Assessment Plan document completed during
the pre-assessment meeting (See template on the next page)
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
61
Learner to initial:
5
LEARNER PREPARATION CHECKLIST AND ASSESSMENT PLAN
Full Name: Learner
Full Name: Assessor
Course Title
Unit Standard /
Module ID
Unit Standard / ModuleTitle
Discussion Point
Credits
Decision/Action Taken
A learner should enter a “checkmark (√)” in the open fields
below to indicate your understanding of, and agreement
to, the assessment related requirements.
1. The purpose of an assessment is to obtain formal recognition for the unit standard(s) listed above.
2. A learner is assessed in terms of the requirements of the relevant unit standard, which are included in the
PoE. These requirements include the following:
Specific outcomes, assessment criteria and critical cross-field outcomes.

NQF level and credit values.

Assessment instruments.

Assessment methods (questioning, observation and product evaluation).

3. A learner’s Portfolio of Evidence (PoE) will be assessed until competent. A learner who submits evidence
that does not comply with the requirements of the unit standard(s) will be assessed as Not Yet Competent
(NYC). A learner will only be re-assessed3 on those questions they were assessed as NYC.
4. Assessment arrangements:
You were informed of the agreed and actual submission dates.

You were informed that assessments are performed in the most cost-effective manner possible.

The College undertakes to maintain confidentiality of learner information.

You were informed about the College’s assessment and re-assessment policies and procedures.

You were informed about the arrangements for learner assessment feedback.

5. You have the right to lodge an appeal against the finding of an assessor. (Note: appeal procedures and
form, are included in the PoE).
3
NQF Level
The course fee includes one assessment and two re-assessments. An additional fee is charged on further re-assessments.
© Pro-Active Public Services College
62
(Pty) Ltd
Learner to initial:
Version: March 2019
Decision/Action Taken
A learner should enter the phrase “None” to indicate no
special need or a description of the special need. Note:
The facilitator should provide a description on how the
special need will be accommodated
Discussion Point
6. Describe a special need (e.g. sight impairment) you may (or may not) have that may affect the
assessment.
Comments of the learner (To be made in the learner’s own handwriting):
Declaration by the learner:
I, ___________________________________________________________________ , ID Number: _____________________________________ , hereby declare that:
 I am satisfied with the preparation for assessment process
 I was afforded an opportunity to provide input.
 I received a complete PoE as part of my course material and have been informed of the Instructions on Compiling and Submitting a Portfolio of Evidence (PoE)
 All my questions related to assessment have been fully attended to, as indicated above.
I will be ready to be assessed in terms of the unit standard(s) on the agreed submission date indicated on the information page on the front of the PoE.
Signed at ____________________________________________________ on the _____ day of _____________________ 20__
Signature: Learner
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Signature: Assessor
63
Learner to initial:
ASSIGNMENT 2
CONDUCT ASSESSMENT
INSTRUCTIONS
1. Arrange the assessment meeting / session with the learner.
2. On the day of the assessment:
 The learner has to complete the assessment tools provided by the assessor.
 The candidate assessor needs to assess the assessment tools completed by the
learner and decide on competency.
Insert the following documentation after this page:
1. Evidence of the arrangements with all relevant role players (such as emails or
memoranda).
2. The assessment instruments completed by the learner and assessed by the candidate
assessor.
3. Answering memorandum or assessment guidelines for the assessment instruments
that will be used to assess the learner.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
64
Learner to initial:
ASSIGNMENT 3
PROVIDE FEEDBACK ON ASSESSMENT
INSTRUCTIONS
On the day of the assessment:
1. The candidate assessor provides feedback to the learner about the completed
assessment – See template on the next page
2. The learner provide feedback to the candidate assessor about the completed
assessment – See template on the next page
Insert the following documentation after this page:
1. The completed Assessor Feedback to Learner form that was used by the
assessor to provide feedback to the learner – See template on next page
2. The completed Learner Feedback to Assessor form that was used by the learner
to provide feedback to the assessor – See template on next page
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
65
Learner to initial:
ASSESSOR FEEDBACK REPORT TO THE LEARNER
Course name:
Unit Standard(s) /
Module ID:
Learner
Full Name:
Learner ID No.:
Assessor
Full Name:
Assessment Date:
Assessment Result:
OVERALL FINDINGS:
(Comments from the assessor - for remedial action a separate form will be issued)
Assessor Signature:
Date:
LEARNER FEEDBACK TO THE ASSESSOR:
Criteria
1
2
3
4
5
6
Yes
No
The assessment process was followed as agreed.
The assessment was conducted in a fair way.
My special needs were accommodated during the assessment
I was given detailed feedback on my performance.
I understood the feedback that was given to me.
I accepted the feedback that was given to me.
Comments
Learner Signature:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Date:
66
Learner to initial:
ASSIGNMENT 4
REVIEW ASSESSMENT
INSTRUCTIONS
Once the assessment has been completed and feedback was provided to the learner the
candidate assessor has to review the assessment process as well as the assessment itself.
The following documentation will be completed on the day of assessment and should be
inserted after this page:

Completed Assessment Review Report – see template on the next page
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
67
Learner to initial:
Assessment Review Report
Programme/Workshop Title:
Unit Standard / Module
ID(s):
Learner Initials and
Surname:
Learner ID:
Method of Obtaining Credits:
Class Attendance and Completion of
PoE
Recognition of Prior Learning (RPL)
Assessment Outcome:
Competent (C)
Not Yet Competent (NYC)
Evidence Used
Assessment Methods Used
Direct
Observation
Indirect (e.g. PoE)
Questioning
Historical
Product Evaluation
Comments
Was the following criteria sufficiently met?
Credibility
Good Evidence
Comments
Fairness:
Yes
No
Valid:
Yes
No
Practicability:
Yes
No
Authentic:
Yes
No
Reliability:
Yes
No
Current:
Yes
No
Validity:
Yes
No
Sufficient:
Yes
No
Description of special
need(s):
Special Need(s) Support
Only complete if special need(s) was communicated by learner.
Comments and Recommendations
Accommodation
measures agreed
upon:
Was the special need(s) sufficiently addressed?
Yes
No
Assessor’s Self Assessment
General Comments
Does the assessment relate closely to the relevant
unit standard, outcomes and/or assessment criteria?
Yes
No
Were all the principles of assessment applied?
Yes
No
Was the final judgement reliable?
Yes
No
Was the assessment fair towards the learner?
Yes
No
Assessor Initials and Surname:
Assessor Reg No:
Assessor Signature:
Date:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
68
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
69
Learner to initial:
SECTION B
Candidate assessor and learner 2 in a real
environment
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
70
Learner to initial:
ASSIGNMENT 1
PREPARE FOR ASSESSMENT
INSTRUCTIONS:
1.
2.
3.
4.
Select an appropriate learning programme to assess your learner against.
Prepare all documents necessary for the assessment.
Arrange the pre-assessment meeting with the learner.
Conduct the pre-assessment meeting with the learner. (Complete all relevant
documentation, i.e. the Learner Preparation and Assessment Plan – see template on
the next page
Insert the following documentation after this page:
1. A copy of the certified identification document of your learner.
2. The relevant unit standard or module documents. These documents must illustrate
significant outcome statements with assessment criteria.
3. Assessment policy of your organization. If your organization does not have an
assessment policy, please submit a copy of the assessment policy of the relevant
ETQA such as the SETAs or QCTO.
4. Evidence of the arrangements with all relevant role players (such as emails or
memoranda).
5. The Learner Preparation Checklist and Assessment Plan document completed during
the pre-assessment meeting (See template on the next page)
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
71
Learner to initial:
5
LEARNER PREPARATION CHECKLIST AND ASSESSMENT PLAN
Full Name: Learner
Full Name: Assessor
Course Title
Unit Standard /
Module ID
Unit Standard / ModuleTitle
Discussion Point
Credits
Decision/Action Taken
A learner should enter a “checkmark (√)” in the open fields
below to indicate your understanding of, and agreement
to, the assessment related requirements.
1. The purpose of an assessment is to obtain formal recognition for the unit standard(s) listed above.
2. A learner is assessed in terms of the requirements of the relevant unit standard, which are included in the
PoE. These requirements include the following:
Specific outcomes, assessment criteria and critical cross-field outcomes.

NQF level and credit values.

Assessment instruments.

Assessment methods (questioning, observation and product evaluation).

3. A learner’s Portfolio of Evidence (PoE) will be assessed until competent. A learner who submits evidence
that does not comply with the requirements of the unit standard(s) will be assessed as Not Yet Competent
(NYC). A learner will only be re-assessed4 on those questions they were assessed as NYC.
4. Assessment arrangements:
You were informed of the agreed and actual submission dates.

You were informed that assessments are performed in the most cost-effective manner possible.

The College undertakes to maintain confidentiality of learner information.

You were informed about the College’s assessment and re-assessment policies and procedures.

You were informed about the arrangements for learner assessment feedback.

5. You have the right to lodge an appeal against the finding of an assessor. (Note: appeal procedures and
form, are included in the PoE).
4
NQF Level
The course fee includes one assessment and two re-assessments. An additional fee is charged on further re-assessments.
© Pro-Active Public Services College
72
(Pty) Ltd
Learner to initial:
Version: March 2019
Decision/Action Taken
A learner should enter the phrase “None” to indicate no
special need or a description of the special need. Note:
The facilitator should provide a description on how the
special need will be accommodated
Discussion Point
6. Describe a special need (e.g. sight impairment) you may (or may not) have that may affect the
assessment.
Comments of the learner (To be made in the learner’s own handwriting):
Declaration by the learner:
I, ___________________________________________________________________ , ID Number: _____________________________________ , hereby declare that:
 I am satisfied with the preparation for assessment process
 I was afforded an opportunity to provide input.
 I received a complete PoE as part of my course material and have been informed of the Instructions on Compiling and Submitting a Portfolio of Evidence (PoE)
 All my questions related to assessment have been fully attended to, as indicated above.
I will be ready to be assessed in terms of the unit standard(s) on the agreed submission date indicated on the information page on the front of the PoE.
Signed at ____________________________________________________ on the _____ day of _____________________ 20__
Signature: Learner
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Signature: Assessor
73
Learner to initial:
ASSIGNMENT 2
CONDUCT ASSESSMENT
INSTRUCTIONS
1. Arrange the assessment meeting / session with the learner.
2. On the day of the assessment:
 The learner has to complete the assessment tools provided by the assessor.
 The candidate assessor needs to assess the assessment tools completed by the
learner and decide on competency.
Insert the following documentation after this page:
1. Evidence of the arrangements with all relevant role players (such as emails or
memoranda).
2. The assessment instruments completed by the learner and assessed by the candidate
assessor.
3. Answering memorandum or assessment guidelines for the assessment instruments
that will be used to assess the learner.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
74
Learner to initial:
ASSIGNMENT 3
PROVIDE FEEDBACK ON ASSESSMENT
INSTRUCTIONS
On the day of the assessment:
1. The candidate assessor provides feedback to the learner about the completed
assessment – See template on the next page
2. The learner provide feedback to the candidate assessor about the completed
assessment – See template on the next page
Insert the following documentation after this page:
1. The completed Assessor Feedback to Learner form that was used by the
assessor to provide feedback to the learner – See template on next page
2. The completed Learner Feedback to Assessor form that was used by the learner
to provide feedback to the assessor – See template on next page
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
75
Learner to initial:
ASSESSOR FEEDBACK REPORT TO THE LEARNER
Course name:
Unit Standard(s) /
Module ID:
Learner
Full Name:
Learner ID No.:
Assessor
Full Name:
Assessment Date:
Assessment Result:
OVERALL FINDINGS:
(Comments from the assessor - for remedial action a separate form will be issued)
Assessor Signature:
Date:
LEARNER FEEDBACK TO THE ASSESSOR:
Criteria
1
2
3
4
5
6
Yes
No
The assessment process was followed as agreed.
The assessment was conducted in a fair way.
My special needs were accommodated during the assessment
I was given detailed feedback on my performance.
I understood the feedback that was given to me.
I accepted the feedback that was given to me.
Comments
Learner Signature:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Date:
76
Learner to initial:
ASSIGNMENT 4
REVIEW ASSESSMENT
INSTRUCTIONS
Once the assessment has been completed and feedback was provided to the learner the
candidate assessor has to review the assessment process as well as the assessment itself.
The following documentation will be completed on the day of assessment and should be
inserted after this page:

Completed Assessment Review Report – see template on the next page
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
77
Learner to initial:
Assessment Review Report
Programme/Workshop Title:
Unit Standard / Module
ID(s):
Learner Initials and
Surname:
Learner ID:
Method of Obtaining Credits:
Class Attendance and Completion of
PoE
Recognition of Prior Learning (RPL)
Assessment Outcome:
Competent (C)
Not Yet Competent (NYC)
Evidence Used
Assessment Methods Used
Direct
Observation
Indirect (e.g. PoE)
Questioning
Historical
Product Evaluation
Comments
Was the following criteria sufficiently met?
Credibility
Good Evidence
Comments
Fairness:
Yes
No
Valid:
Yes
No
Practicability:
Yes
No
Authentic:
Yes
No
Reliability:
Yes
No
Current:
Yes
No
Validity:
Yes
No
Sufficient:
Yes
No
Description of special
need(s):
Special Need(s) Support
Only complete if special need(s) was communicated by learner.
Comments and Recommendations
Accommodation
measures agreed
upon:
Was the special need(s) sufficiently addressed?
Yes
No
Assessor’s Self Assessment
General Comments
Does the assessment relate closely to the relevant
unit standard, outcomes and/or assessment criteria?
Yes
No
Were all the principles of assessment applied?
Yes
No
Was the final judgement reliable?
Yes
No
Was the assessment fair towards the learner?
Yes
No
Assessor Initials and Surname:
Assessor Reg No:
Assessor Signature:
Date:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
78
Learner to initial:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
79
Learner to initial:
Unit standards
All qualifications and part qualifications registered on the National Qualifications
Framework are public property. Thus the only payment that can be made for them is for
service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be
acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Process incoming and outgoing telephone calls
SAQA US
ID
UNIT STANDARD TITLE
Process incoming and outgoing telephone calls
ORIGINATOR
SGB Administration
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
FIELD
SUBFIELD
Field 03 - Business, Commerce and Management Studies
Office Administration
ABET
BAND
UNIT STANDARD
TYPE
PRE-2009 NQF LEVEL
NQF LEVEL
CREDITS
Undefined
RegularFundamental
Level 2
NQF Level 02
3
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 does not replace any other unit standard and is not replaced by any other unit standard.
PURPOSE OF THE UNIT STANDARD
Learners will be learning towards obtaining a national qualification at level 2 or are working in an
administrative environment, including SMME`s (Small, Medium and Micro Enterprises), where the acquisition
of competence against this standard will add value to the learner`s job, or chances of finding employment.
Learners will be well positioned to extend their learning and practice into other areas in the business
environment, or to strive towards professional standards and improved performance.
The qualifying learner is capable of:
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
80
Learner to initial:
ational standards
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Learners accessing this unit standard will have demonstrated competence in numeracy and literacy at NQF
Level 1 or equivalent.
UNIT STANDARD RANGE
onal standards will include tonality, volume, pronunciation, annunciation, vocabulary, timeous
response, choice of greeting and clarity.
caller.
guidelines, policies, procedures and systems.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Employ effective telephone etiquette
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Telephone etiquette and answering procedures are explained.
ASSESSMENT CRITERION 2
2. The factors that hinder communication process are identified and explained.
ASSESSMENT CRITERION 3
3. Calls are handled with discretion and confidentiality.
ASSESSMENT CRITERION 4
4. Caller is put on hold when not conversing directly with the caller.
ASSESSMENT CRITERION 5
5. A caller on hold is frequently consulted to establish whether he or she wishes to remain on hold.
SPECIFIC OUTCOME 2
Answer telephone according to organisational standards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Telephone is answered promptly.
ASSESSMENT CRITERION 2
2. Telephone is answered according to standard operating procedures.
ASSESSMENT CRITERION 3
3. Caller is greeted according to organisational requirements.
ASSESSMENT CRITERION 4
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
81
Learner to initial:
4. Relevant caller information is acquired during initial interaction.
SPECIFIC OUTCOME 3
Process incoming calls according to organisational standards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Call is redirected as appropriate.
ASSESSMENT CRITERION 2
2. Multiple lines and holding techniques are handled using correct technique.
ASSESSMENT CRITERION 3
3. Calls are screened as per standard operating procedures.
ASSESSMENT CRITERION 4
4. Message is taken and transmitted if required / requested according to organisational requirements.
ASSESSMENT CRITERION 5
5. Further assistance is obtained from an appropriate source, if required.
SPECIFIC OUTCOME 4
Process outgoing calls in accordance with organisational requirements
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Information and documentation required for the call are obtained and prepared.
ASSESSMENT CRITERION 2
2. Outgoing call is dialed using the correct number.
ASSESSMENT CRITERION 3
3. Purpose of the call is stated clearly and according to organisational procedures.
ASSESSMENT CRITERION 4
4. Resulting actions from calls are recorded.
ASSESSMENT CRITERION 5
5. Messages are left, if required / requested according to organisational requirements.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation and Moderation:
The Services Educational Training Quality Assurance Body (ETQA) will accredit providers offering learning
towards this standard and register assessors.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
82
Learner to initial:
ng procedures for handling incoming and outgoing calls.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems which are related to the processing of calls, so that, all calls reach their
destination.
UNIT STANDARD CCFO WORKING
Work effectively with others within the workplace in order to process incoming and outgoing calls in the most
efficient and effective way.
UNIT STANDARD CCFO ORGANISING
Organise oneself and one`s activities responsibly and effectively at all times to ensure no interruptions to
switchboard operations occur.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information during the processing of all incoming and
outgoing calls.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively with all telephone callers to maintain or enhance company image and provide
required information to callers.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically when processing caller information and incoming and
outgoing calls.
UNIT STANDARD CCFO CONTRIBUTING
Understand the world as a set of related systems in that the poor processing of telephone calls has an impact
which can affect the company`s image.
In order to contribute to the full personal development of each learner and the social and economic
development of society at large, it must be the intention underlying any programme of learning to make an
individual aware of the importance of: being culturally and aesthetically sensitive across a range of social
contexts when handling callers.
REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
ID
QUALIFICATION
TITLE
PRE2009
NQF
LEVEL
NQF
LEVEL
Core
23833
National Certificate:
Business
Administration
Services
Level 2
NQF Level
02
Core
64652
National Certificate:
Hairdressing
Level 2
2009NQF Level Passed the End
As per Learning
0402
Date Programmes
08
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
STATUS
Reregistered
PRIMARY OR
END
DELEGATED QA
DATE
FUNCTIONARY
202306SERVICES
30
83
Learner to initial:
Status was
"Reregistered"
80786
National Certificate:
Home-Care Practices
65111
National Certificate:
Beauty Technology
Core
Core
recorded against
this Qual
202306SERVICES
30
Level 2
NQF Level
02
Level 3
NQF Level
03
Passed the End
As per Learning
2011Date Programmes
02Status was
recorded against
16
"Reregistered"
this Qual
93997
National Certificate:
Contact Centre and
Business Process
Outsourcing Support
Level 3
NQF Level
03
Reregistered
As per Learning
2021Programmes
06recorded against
30
this Qual
48887
National Certificate:
Hiring Services and
Support
Level 3
NQF Level
03
Reregistered
202306SERVICES
30
Core
48513
National Certificate:
Public Administration
Level 3
NQF Level
03
Core
57804
National Certificate:
Public Administration
Level 3
NQF Level
03
Level 2
NQF Level
02
Core
Core
Fundamental 20415
National Certificate:
Conservation
Resource
Guardianship
Reregistered
Passed the End
2006- Was PSETA until
Date 11Last Date for
Status was
16
Achievement
"Registered"
Reregistered
202306PSETA
30
Passed the End
2008- Was CATHSSETA
Date 02until Last Date for
Status was
06
Achievement
"Reregistered"
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the
most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance
Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in
notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well
as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary
should be notified if a record appears to be missing from here.
1.
PRODUCTION MANAGEMENT INSTITUTE OF SOUTHERN AFRICA PTY LTD
All qualifications and part qualifications registered on the National Qualifications Framework are public property.
Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for
profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be
acknowledged as the source.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
84
Learner to initial:
All qualifications and part qualifications registered on the National Qualifications Framework are public
property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell
this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority
(SAQA) should be acknowledged as the source.
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 PRE-2009 NQF LEVEL
TYPE
NQF LEVEL
CREDITS
Undefined
Regular
Level TBA: Pre-2009
was L5
15
Level 5
REGISTRATION STATUS
REGISTRATION START REGISTRATION END
DATE
DATE
SAQA DECISION
NUMBER
Reregistered
2018-07-01
SAQA 06120/18
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2024-06-30
2027-06-30
2023-06-30
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
NQF Level
Level
7978
Plan and conduct assessment of
learning outcomes
Level 5
Level 4
9927 Conduct an assessment
Credits
Replacement
Status
Level TBA: Pre2009 was L5
15
Complete
NQF Level 04
12
Complete
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.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
85
Learner to initial:
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.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
86
Learner to initial:
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
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
87
Learner to initial:
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
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
88
Learner to initial:
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
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
89
Learner to initial:
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.
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
90
Learner to initial:
 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
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
91
Learner to initial:
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?
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
92
Learner to initial:
- 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
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
93
Learner to initial:
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 "onceoff".
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.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
PRE2009
NQF
LEVEL
65030
National Certificate: Arts
and Culture Development Level 5
Management
Level
TBA: Pre2009 was
L5
Reregistered
2023CATHSSETA
06-30
Core
50334
National Certificate:
Occupationally Directed
Education Training and
Development Practices
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
2023ETDP SETA
06-30
Core
49277
National Diploma: Braille
Level 5
Practice
NQF Level
05
Reregistered
2023ETDP SETA
06-30
Core
49710
National Diploma:
Development Practice
Level 5
NQF Level
05
Reregistered
2023ETDP SETA
06-30
61592
National Diploma: Human
Resources Management Level 5
and Practices
NQF Level
05
Reregistered
As per Learning
2023- Programmes
06-30 recorded against
this Qual
Core
Core
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
NQF
LEVEL
PRIMARY OR
END
DELEGATED QA
DATE
FUNCTIONARY
ID
QUALIFICATION
TITLE
STATUS
94
Learner to initial:
Core
50333
National Diploma:
Occupationally Directed
Education, Training and
Development Practices
Core
67373
National Diploma:
Orientation and Mobility
Practice
Level 5
NQF Level
05
Reregistered
2023ETDP SETA
06-30
Core
61570
National Diploma: Power
Plant Process Control
Level 5
Operations
NQF Level
05
Reregistered
2023EWSETA
06-30
63689
Bachelor of Arts:
Geographical Information Level 6
Science
Level
Passed the End
TBA: PreDate 20182009 was
Status was
06-30
L6
"Reregistered"
50330
Bachelor: Occupationally
Directed Education
Level 6
Training and
Development Practices
NQF Level
07
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
50331
National Certificate:
Occupationally Directed
Education, Training and
Development Practices
Level 6
Level
TBA: Pre2009 was
L6
Reregistered
2023ETDP SETA
06-30
Elective 78529
Further Education and
Training Certificate:
Chemical Operations
Level 4
NQF Level
04
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
Elective 61669
Further Education and
Training Certificate:
Community Water,
Health and Sanitation
Facilitation
Level 4
NQF Level
04
Reregistered
2023EWSETA
06-30
Elective 50480
Further Education and
Training Certificate:
Firearm Training
Level 4
NQF Level
04
Reregistered
2023SAPFTC
06-30
Elective 66489
Further Education and
Training Certificate:
Foundry Operations
Level 4
NQF Level
04
Elective 49092
Further Education and
Training Certificate:
Furniture Making
Level 4
NQF Level
04
Elective 64950
Further Education and
Training Certificate:
Laboratory Analysis
Level 4
NQF Level
04
Elective 58952
Further Education and
Training Certificate:
Laboratory Analysis
Level 4
NQF Level
04
Passed the End
As per Learning
Date 2008- Programmes
Status was
08-05 recorded against
"Registered"
this Qual
Elective 49049
Further Education and
Training Certificate:
Lump Ore Beneficiation
Level 4
NQF Level
04
Passed the End
Was MQA until Last
Date 2009Date for
Status was
02-18
Achievement
"Reregistered"
Elective 48915
Further Education and
Training Certificate:
Manufacturing and
Assembly Operations
Supervision
Level 4
NQF Level
04
Reregistered
2023MERSETA
06-30
Elective 50040
Further Education and
Training Certificate:
Level 4
NQF Level
04
Reregistered
2023MERSETA
06-30
Core
Core
Core
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Level 5
NQF Level
05
Reregistered
2023ETDP SETA
06-30
Passed the End
Date 2013MERSETA
Status was
11-07
"Reregistered"
Reregistered
2023FPMSETA
06-30
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
95
Learner to initial:
Optical Manufacturing
Processes
Passed the End
Date 2013CETA
Status was
11-07
"Reregistered"
Elective 58782
Further Education and
Training Certificate:
Plumbing
Level 4
NQF Level
04
Elective 58779
Further Education and
Training Certificate:
Production Technology
Level 4
NQF Level
04
Elective 61949
Further Education and
Training Certificate: Pulp Level 4
and Paper Operations
NQF Level
04
Passed the End
Date 2015FPMSETA
Status was
06-30
"Reregistered"
Elective 50560
Further Education and
Training Certificate:
Small Craft Construction
Level 4
NQF Level
04
Passed the End
Was MERSETA until
Date 2009Last Date for
Status was
08-31
Achievement
"Registered"
Elective 60189
Further Education and
Training Certificate:
Wastewater and Water
Reticulation Services
Level 4
NQF Level
04
Elective 64649
Higher Certificate: Early
Childhood Development
Level 5
NQF Level
05
Elective 58580
National Certificate:
Aerodrome Control
Level 5
Level
Passed the End
TBA: PreDate 2016TETA
2009 was
Status was
12-31
L5
"Reregistered"
Elective 58581
National Certificate: Air
Traffic Support
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
2023TETA
06-30
Elective 63309
National Certificate:
Defensive Mission
Control
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
2023SAS SETA
06-30
Elective 22901
National Certificate:
Environmental Education,
Level 5
Training and
Development Practice
Level
TBA: Pre2009 was
L5
Reregistered
2023ETDP SETA
06-30
Elective 59201
National Certificate:
Generic Management
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
As per Learning
2023- Programmes
06-30 recorded against
this Qual
Elective 59429
National Certificate:
Inclusive Education
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
2023ETDP SETA
06-30
Elective 49743
National Certificate:
Manufacturing
Management
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
2023FOODBEV
06-30
Elective 58625
National Certificate:
Occupational Safety
Level 5
Level
TBA: Pre2009 was
L5
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
Elective 80047
National Certificate: Road
Level 5
Safety Development
NQF Level
05
Reregistered
2023SAS SETA
06-30
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Reregistered
2023MERSETA
06-30
Reregistered
2023EWSETA
06-30
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
96
Learner to initial:
Elective 49852
National Diploma:
Applied Military
Intelligence
Elective 57450
National Diploma:
Automotive Diagnostics
and Repair
Elective 49853
National Diploma:
Defensive Mission
Control
Level 5
NQF Level
05
Level 5
Level
Passed the End
Was MERSETA until
TBA: PreDate 2009Last Date for
2009 was
Status was
02-18
Achievement
L5
"Registered"
Level 5
Level
Passed the End
Was SAS SETA until
TBA: PreDate 2008Last Date for
2009 was
Status was
09-17
Achievement
L5
"Registered"
Elective 64650
National Diploma: Early
Childhood Development
Level 5
NQF Level
05
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
Elective 50500
National Diploma:
Electronic Warfare
Level 5
NQF Level
05
Reregistered
2023SAS SETA
06-30
Elective 63589
National Diploma:
Geographical Information Level 5
Science
NQF Level
05
Reregistered
2023CETA
06-30
Elective 58784
National Diploma:
Geospatial Image
Analysis
Level 5
NQF Level
05
Reregistered
As per Learning
2023- Programmes
06-30 recorded against
this Qual
Elective 49023
National Diploma: Liaison
Level 5
Interpreting
NQF Level
05
Reregistered
2023QCTO
06-30
Elective 49059
National Diploma: Master
Craftsmanship
Level 5
(Electrical)
NQF Level
05
Reregistered
2023EWSETA
06-30
Elective 73529
Advanced Certificate:
Education: School
Management and
Leadership
Level 6
NQF Level
06
Reregistered
As per Learning
2021- Programmes
06-30 recorded against
this Qual
Elective 61729
National Diploma:
Policing
Level 6
NQF Level
06
Reregistered
2023SAS SETA
06-30
Elective 20485
National First Degree:
ABET Practice
Level 6
Level
TBA: Pre2009 was
L6
Reregistered
2021ETDP SETA
06-30
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
Reregistered
2023SAS SETA
06-30
97
Learner to initial:
ASSESSOR DOCUMENTS
© Pro-Active Public Services College
(Pty) Ltd
Version: March 2019
98
Learner to initial:
ASSESSMENT REPORT
Name of Skills
Programme
US No.
59851
Assessor Programme
NQF
Level
3
Credit
Value
72
US Title
NQF
Level
3
No of
Credits
72
Conduct outcomes-based assessment.
CCFO Identifying
Identify and solve problems by using critical and creative thinking.
CCFO Organising
Organise and manage oneself and one`s activities.
CCFO Collecting
Collect, analyse, organise and critically evaluate information.
CCFO Communicating
Critical Cross-field
Outcomes
Communicate effectively.
CCFO Science
Use science and technology effectively and critically.
CCFO Working
Work effectively with others and in teams.
CCFO Demonstrating
Understand the world as a set of inter-related parts of a system.
The assessment of the Critical Cross - field outcomes is integrated into the assessment of the specific outcomes and assessment criteria.
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
99
ASSESSMENT REPORT
National Certificate: Diamond Processing: Specialization/Subfield A
Specific Outcomes
SO1: Knowledge of
procedures and
steps of preparing
the diamond
gemstones for
processing/polishing
Assessment
Criteria
Assessment
Methods
Assessment
Instruments/tasks
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements

AC1: State the procedure
and steps of faceting the
girdle by machine
Questioning
Knowledge assignment
question 1
Knowledge assignment,
activity 1
AC2: State the procedure
and steps of opening
windows on diamond
gemstone
Questioning
Knowledge assignment
Knowledge assignment,
activity2

Questioning
Knowledge assignment
Knowledge assignment,
activity3

AC3: State the procedure
and steps of setting bench
and levelling a scaif for
polishing diamond
gemstone
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
100
ASSESSMENT REPORT
Specific Outcomes
Assessment
Criteria
AC4: State the procedure
and steps of preparing scaif
for polishing diamond
gemstone
AC5: State the procedure
and steps of levelling tangs
for polishing diamond
gemstones
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
Assessment
Methods
Assessment
Instruments/tasks
Questioning
Knowledge assignment
Questioning
Knowledge assignment
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements
Knowledge assignment
activity 4

Knowledge assignment,
activity 5

101
ASSESSMENT REPORT
Questioning
Knowledge assignment
Knowledge assignment
activity6

Questioning
Knowledge assignment
Knowledge assignment:
question 7

AC6: State the procedure
and steps of preparing
sawn diamond gemstone
for polishing
.AC7: State the procedure
and steps of preparing
makeable diamond
gemstones for processing
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
102
ASSESSMENT REPORT
Specific Outcomes
SO2: General
knowledge of the
diamond
environment
workplace
.
Assessment
Criteria
Assessment
Methods
Assessment
Instruments/tasks
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements
AC1: Knowledge and
understanding of the
diamond work environment
and safety.
Questioning
Knowledge assignment:
Knowledge assignment 1:
question 1

AC2: Knowledge and
understanding of the
diamond work environment
and safety.
Questioning
Knowledge assignment
Knowledge assignment
1:question 2

© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
103
ASSESSMENT REPORT
Specific Outcomes
Assessment
Criteria
Assessment
Methods
Assessment
Instruments/tasks
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements
AC3: Knowledge and
understanding of the
diamond work environment
and safety.
Questioning
Knowledge assignment
Knowledge assignment 1:
question 3

AC4: Knowledge and
understanding of the
diamond work environment
and safety.
Questioning
Knowledge assignment
Knowledge assignment:
1:question 4

AC5: Knowledge and
understanding of the
diamond work environment
and safety.
Questioning
Knowledge assignment:
Knowledge assignment 1:
question 5

© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
104
ASSESSMENT REPORT
Assessment
Criteria
Specific Outcomes
SO3: Knowledge
and understanding
of the formation of
diamonds and the
shapes and
characteristics of
diamond
gemstones.
AC1: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Assessment
Methods
Questioning
Assessment
Instruments/tasks
Knowledge assignment
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements
Knowledge assignment 2
question 1

Knowledge assignment 2:

.
AC2: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Product evaluation
Portfolio, workplace
assignment
AC3: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Questioning
Knowledge assignment
C4: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Questioning
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
question 2
Knowledge assignment 3:
question 3
Knowledge assignment
Knowledge assignment 2:
question 4


105
ASSESSMENT REPORT
.
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
106
ASSESSMENT REPORT
Specific Outcomes
.
Assessment
Criteria
Assessment
Methods
Assessment
Instruments/tasks
AC5: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Questioning
Knowledge assignment
AC6: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Questioning
Knowledge assignment
AC7: Knowledge of the
structure and understanding
of the diamond properties
and diamond gemstones
structure.
Questioning
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
Evidence checklist
Specifics to measure
achievement & Nonachievement
Knowledge assignment 2:
question 5
Knowledge assignment 2:
question 6
Knowledge assignment
Knowledge assignment 2:
question 7
Achievements



107
ASSESSMENT REPORT
Specific Outcomes
Assessment
Criteria
AC4: Feedback on the
assessment process is
obtained from the candidate
and opportunities are
provided for clarification and
explanations concerning the
entire assessment.
AC5: Disputes and/or
appeals that arise are dealt
with according to the
assessment policy.
SO5
Review assessments.
AC6: Agreements reached
and key elements of the
feedback are recorded in
line with the requirements of
the organisation`s quality
assurance system.
AC1: The review identifies
strengths and weaknesses
in the instruments and
process and records these
for incorporation in
assessment redesign.
AC2: Feedback from
relevant parties is analysed
and used to influence future
assessments positively.
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
Assessment
Methods
Assessment
Instruments/tasks
Evidence checklist
Specifics to measure
achievement & Nonachievement
Product evaluation
Portfolio, workplace
assignment
Assignment 3
Product evaluation
Portfolio, workplace
assignment
Assignment 3
Product evaluation
Portfolio, workplace
assignment
Assignment 3
Product evaluation
Portfolio, workplace
assignment
Product evaluation
Portfolio, workplace
assignment
Achievements
Assignment 4
Assignment 4
108
ASSESSMENT REPORT
Specific Outcomes
Assessment
Criteria
AC3: 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.
AC4: Weaknesses in the
assessment arising from
poorly defined outcomes
and criteria are identified
and effective steps are
taken to inform relevant
bodies.
Assessment
Methods
Product evaluation
Assessment
Instruments/tasks
Portfolio, workplace
assignment
Evidence checklist
Specifics to measure
achievement & Nonachievement
Achievements
Assignment 4
Assignment 4
Product evaluation
Portfolio, workplace
assignment
COMMENTS
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
109
ASSESSMENT REPORT
Unit
Standard
code
115753
Conduct
outcomesbased
assessment
Assessment Activity
Assignment 2: Conduct assessment.
Assignment 1: Prepare for assessment.
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
CCFO to be addressed
Communicate effectively using visual, mathematical and/or language skills.
Understand the world as a set of inter-related parts of a system. Application of this
outcome will be revealed through the quality of the descriptions and explanations of
the NQF, which is an inter-related system.
Assessment
Method
Product
evaluation
Product
evaluation
110
ASSESSMENT REPORT
Date of assessment
Assessor
Date of communication
Mode of communication
(e.g. Phone call or e-mail)
Tshidiso Edwin Malebo
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
111
ASSESSOR FEEDBACK REPORT TO THE LEARNER
Course name:
Unit Standard(s):
Learner
Full Name:
Learner ID No.:
Email Address:
Assessor
Full Name:
Assessment Date:
Assessment Result:
OVERALL FINDINGS:
(Comments from the assessor - for remedial action a separate form will be issued)
Assessor Signature:
Date:
LEARNER FEEDBACK TO THE ASSESSOR:
Criteria
Yes
No
1
The assessment process was followed as agreed.
2
The assessment was conducted in a fair way.
3
My special needs were accommodated during the assessment
4
I was given detailed feedback on my performance.
5
I understood the feedback that was given to me.
6
I accepted the feedback that was given to me.
Comments
Learner Signature:
Date:
Please email fully completed and signed form to: assessment@pscollege.co.za
© Pro-Active Public Services College (Pty) Ltd
Version: March 2019
112
GUIDELINES FOR ASSESSORS:
Assessors Name
and Registration
No.
List of Learners
assessed
C
NYC
Did you
complete the
Learner
Preparation
Form?
Did the Learner
sign the
Declaration of
Authenticity
Form
Did you
Complete the
Assessor
Review
Report?
Tshidiso
Malebo
Edwin Ambrose
Matlala
Tebogo C
Yes
Yes
Yes
Tshidiso
Malebo
Edwin Johannes
MMolawa
Ntumo C
Yes
Yes
Yes
© Pro-Active Public Services
College (Pty) Ltd
Version: March 2019
Comments on
your meeting
with the
Moderator
113
Assessors Name
and Registration
No.
© Pro-Active Public Services
College (Pty) Ltd
Version: March 2019
List of Learners
assessed
C
NYC
Did you
complete the
Learner
Preparation
Form?
Did the Learner
sign the
Declaration of
Authenticity
Form
Did you
Complete the
Assessor
Review
Report?
Comments on
your meeting
with the
Moderator
114
Assessment Review Report
Programme/Workshop Title:
Unit Standard ID(s):
Learner Initials and Surname:
Learner ID:
Method of Obtaining Credits:
Class Attendance and Completion of PoE
Recognition of Prior Learning (RPL)
Assessment Outcome:
Competent (C)
Not Yet Competent (NYC)
Evidence Used
Assessment Methods Used
Direct
Observation
Indirect (e.g. PoE)
Questioning
Historical
Product Evaluation
Comments
Was the following criteria sufficiently met?
Credibility
Good Evidence
Comments
Fairness:
Yes
No
Valid:
Yes
No
Practicability:
Yes
No
Authentic:
Yes
No
Reliability:
Yes
No
Current:
Yes
No
Validity:
Yes
No
Sufficient:
Yes
No
Special Need(s) Support
Only complete if special need(s) was communicated by learner.
Comments and Recommendations
Description of special
need(s):
Accommodation
measures agreed upon:
Was the special need(s) sufficiently addressed?
Yes
No
Assessor’s Self Assessment
General Comments
Does the assessment relate closely to the relevant unit
standard, outcomes and/or assessment criteria?
Yes
No
Were all the principles of assessment applied?
Yes
No
Was the final judgement reliable?
Yes
No
Was the assessment fair towards the learner?
Yes
No
Assessor Initials and Surname:
Assessor Reg No:
Assessor Signature:
Date:
Moderator Initials and Surname:
Moderator Reg No:
Moderator Signature:
Date:
© Pro-Active Public Services
College (Pty) Ltd
Version: March 2019
115
PORTFOLIO OF EVIDENCE:
LATE SUBMISSION FEE
Please complete, attach proof of payment and fax/email back to the Assessment Department
Fax: 086 619 1194 or Email: submit@pscollege.co.za
Name
Surname
ID Number
Contact
number
Email
Course name
Course
date
Facilitator
Please select one of the following:
R250 - Late Submission (after 2 months)
R500 - Late Submission (after 6 months)
R750 - Late Submission (after 1 year)
R 300 - Late Resubmission
(after allowed 3 weeks)
BANKING DETAILS
ACCOUNT NAME:
Pro-Active Public Services College (Pty) Ltd
BANK: Nedbank
BRANCH: Business Pretoria
BRANCH NUMBER: 149 745
ACCOUNT NUMBER: 149 721 7709
Reference: Kindly use your name and
surname as reference
R400 - 3rd Resubmission
Notes:
You have 2 months after your course to submit your PoE
 Fees for late submissions (after 2 months): R 250 per PoE
 Fees for late submissions (after 6 months): R 500 per PoE
 Fees for late submissions (after 12 months): R 750 per PoE
Please ensure that your Portfolio is fully completed and that all sections and supporting
documents are submitted correctly. If you need to re-submit any documents, you have 3
weeks to do so.
 Re-submission: Submit after 3 weeks: R 300 per PoE
 3rd Submission (within a year) R 400 per PoE
Request for extension can be done via email: assessment@pscollege.co.za
© Pro-Active Public Services
College (Pty) Ltd
Version: March 2019
116