MALUTI TVET COLLEGE
ASSESSMENT POLICY
This document has been issued on the authority of
the College Council Chairperson
MLT- CUR - Assessment Policy - 2015 - R0
09/14/2015
Page 1 of 20
MET/klm
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 2 of 20
MET/klm
Table of Contents
1
Background ................................................................................................................................... 3
2
Purpose......................................................................................................................................... 5
3
Scope of Application ..................................................................................................................... 5
4
Acronyms and Definitions ............................................................................................................. 5
5
4.1
Acronyms ................................................................................................................................ 5
4.2
Definitions ............................................................................................................................... 6
Governing prescripts ..................................................................................................................... 9
5.1
Legislation ............................................................................................................................... 9
5.2
Transverse directives (transfer these directives from Vocational Programmes Policy) ......... 10
5.3
College prescripts (transfer these prescripts from Vocational Programmes Policy) .............. 11
6 LEARNING OUTCOMES, TESTING, EVALUATION, EXAMINATION AND UNIT STANDARD
ASSESSMENT................................................................................................................................... 11
6.1
Objectives of assessment ..................................................................................................... 11
6.2
Introduction to assessment ................................................................................................... 11
6.3 Purpose of internal continuous assessment (numbering to be corrected below 6.3.1 is a
subsection of b) .............................................................................................................................. 12
6.4
Methods of assessment ........................................................................................................ 12
6.5
Instruments of assessment ................................................................................................... 12
6.6
Tools for assessing student performance ............................................................................. 13
6.7
Principles of assessment ...................................................................................................... 14
6.8
Assessments contributing to a competency decision ............................................................ 14
6.9
Assessment framework ......................................................................................................... 14
6.10
Practical tasks.................................................................................................................... 16
6.11
Process Assessment ......................................................................................................... 16
6.12
Product Assessment .......................................................................................................... 16
6.13
Requirements for the assessment of a practical task ........................................................ 16
6.14
Professional staff development in assessment .................................................................. 16
6.15
Appointment of assessors.................................................................................................. 16
6.16
Re-scheduling and re-assessment of formal assessment tasks ........................................ 17
6.17
Moderation of ICASS ......................................................................................................... 17
6.18
Review of assessment and moderation ............................................................................. 18
6.19
Recording and reporting of formal assessment tasks ........................................................ 18
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 3 of 20
MET/klm
6.20
Appeals .............................................................................................................................. 18
6.21
Authentication of students’ work ........................................................................................ 18
6.22
Irregularities in Internal Continuous Assessment and ISAT ............................................... 18
6.23
Assessment and standardisation ....................................................................................... 18
6.24
Student’s Portfolio of Evidence (PoE) ................................................................................ 19
6.25
Lecturer’s Portfolio of Assessment (PoA) .......................................................................... 19
6.26
Assessors .......................................................................................................................... 19
6.27
Assessor Conduct .............................................................................................................. 19
6.28
Review of assessment ....................................................................................................... 19
6.29
Recognition of prior learning .............................................................................................. 19
6.30
Moderation ......................................................................................................................... 19
6.31
Verification ......................................................................................................................... 19
7
Responsibility .............................................................................................................................. 20
8
Policy Review .............................................................................................................................. 20
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 4 of 20
MET/klm
1 Background
1.1 This document provides a policy framework for Maluti TVET College to accomplish its
expectations and mandates, namely the development and implementation of a coherent and
integrated quality assurance system for assessment with particular focus on the National
Certificate (Vocational): A qualification at levels 2, 3, and 4 on the National Qualifications
Framework, Report 191 as well as skills, learnership and apprentices programmes.
1.2 Maluti TVET College aims to reach a high level of consistency amongst College sites through the
implementation of this policy, bearing in mind the diversity of the sites and their programmes, and
therefore allows for some contextual differences, but without contravening the policy framework.
1.3 This policy seeks to regulate the conduct, administration and management of the following
assessment processes:
(a) Internal Continuous Assessment (ICASS) which consists of formative informal assessment, and
formative formal assessment
(b) National Examination / Summative Assessments
(c) Monitoring of and reporting on the implementation of the assessment system
1 Purpose
The purpose of this document is to describe the policy and process to be followed when conducting
assessments. The document will also provide guidance to assessors and moderators within Maluti
TVET College for the purpose of evaluating learners against specific assessment criteria that will
further the objectives of the National Qualifications Framework
2 Scope of Application
The scope of this policy is to cover all the activities, approaches and viewpoints that Maluti TVET
College will adopt with respect to the matter of assessment, be it by making use of our own registered
assessors (internal assessors) or should the need arise to make use of external assessors.
3 Acronyms and Definitions
3.1
Acronyms
CD: NEAM :
Chief Directorate: National Examinations, Assessment and Measurement
CEO
:
Chief Executive Officer / Principal
DHET
:
Department of Higher Education and Training
DCES
:
Deputy Chief Education Specialist
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 5 of 20
MET/klm
ETDP SETA : Education, Training and Development Practices Sector Education and Training
Authority
ETQA
:
Education and Training Quality Assurance
FET
:
Further Education and Training
GENFETQA :
General and Further Education and Training Quality Assurance Act
HOD/SES
:
Head of Division/Senior Education Specialist
ICASS
:
Internal Continuous Assessment
ISAT
:
Integrated Summative Assessment Task
NC (V)
:
National Certificate (Vocational)
NQF
:
National Qualifications Framework
PIC
:
Provincial Irregularity Committee
PoE
:
Portfolio of Evidence – Students
PoA
:
Portfolio of Assessment – Lecturer/Assessor
OBA
:
Outcomes-Based Assessment
SAQA
:
South African Qualifications Authority
SDT
:
Staff Development Team
TVET
:
Technical, Vocational Education and Training
3.2
Definitions
Assessment:
Assessment in education and training is about collecting evidence of
students’ work so that judgements about an individual’s achievements or
non- achievements, in relation to registered national standards and
qualifications can be made and decisions arrived.
Assessment body:
A body accredited or deemed accredited by ETQA, the Council for Quality
Assurance which administers and manages its internal and/external
assessment processes.
Assessment criteria:
State the type and quality of performance against which the candidate is
assessed.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 6 of 20
MET/klm
Assessment guide:
An assessment guide contains all the information necessary to prepare the
student for the assessment.
Assessment process:
Includes the total process of assessment that commences with the
registration of students, the setting of the tasks, assessment, moderation,
the security and integrity of such assessment, internal and external, the
marking and processing of results and the certification thereof.
Assessment tools:
Refers to the assessment activity/task given to the student from which
evidence is collected.
Assessment irregularity:
Refers to any event act or omission and any alleged event, act or omission,
which may undermine or threaten to undermine the integrity or security of
the integrity of the examination/assessment, fairness of the entire
assessment process.
Assessment methods:
Refers to the activity that an assessor engages in when he/she assesses
the student’s work
Bunching:
Marks are bundled/brought together at the bottom, in the middle or at the
top of the mark range and does not follow a normal/standard distribution.
This is not an acceptable practice, unless there is evidence that those
marks are a true reflection of what the students deserve.
Candidate:
A person or student who has entered for an assessment activity.
Cluster:
Grouping of sites outside the merged College, in the case of a campus
being the sole provider of a specific programme in a College.
College Assessment Plan: A composite programme for assessment across the College containing the
assessment schedules of the college campuses.
Examination:
A component of the assessment process and refers to the culmination of
the summative process when students are subjected to a final sitting at the
end of the learning cycle.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 7 of 20
MET/klm
External assessment:
External assessment means any assessment conducted by an assessment
body the outcomes of which count towards the achievement of a
qualification.
External moderator:
A moderator appointed by the ETQA to verify moderation done by
assessment bodies and ensure credibility of assessment methods, tools
and decisions.
Extended opportunities:
Multiple opportunities awarded to students to prove their competence.
Full-time student:
A student who has enrolled for tuition and who is attending a programme in
a full-time capacity the College or any who presents all subjects as
prescribed. Such a student must fulfil all ICASS and ISAT requirements.
Focus groups (Regional): The regional focus groups should consist of moderators throughout the
province with the necessary subject expertise.
Formative assessment:
Assessment that takes place during the process of learning.
Internal Assessment:
Any internal assessment conducted by the provider, the outcomes of which
count towards the achievement of a qualification and must be displayed in
a Portfolio of Evidence containing the internal assessment component for
all subjects, conducted by the lecturer according to the requirements as
specified in the Subject Assessment Guidelines for the subjects listed in the
National Certificate (Vocational).
Integrated Summative Assessment Task: A major assessment task that draws on the student’s
cumulative learning achieved throughout the full year. The aim of the task
is to demonstrate accumulative skills and knowledge acquired by the
student and caters for professional development of the student and
employer requirements.
Internal Moderator:
A moderator appointed by an assessment body responsible for ensuring
that assessment tools are of appropriate standard and quality, and that they
are fair, valid and reliable.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 8 of 20
MET/klm
Moderation:
A process of ensuring that assessment of outcomes as set in the National
Qualifications Framework standards or qualifications, subject and
assessment guidelines, National Curriculum Statements is fair, valid and
reliable.
Monitoring:
A process of determining whether the minimum requirements of ICASS and
ISAT in a particular subject have been complied with.
Part-time student:
A person who does not receive full-time tuition, and spreads his/her
programme over a longer period than prescribed. A part-time student who
is attached to the College must fulfil all ICASS and ISAT requirements.
Portfolio of Evidence:
A collection of evidence of the student and lecturer for the purpose of
providing proof of the student’s progress, growth and achievements against
learning outcomes to the parent, education officials and any other
interested party.
Rank order:
The order in which the marks are captured, namely from the highest to the
lowest score.
Schedule of Assessment: Gives an overview of the timeframes and identifies the assessment
processes to be followed.
Summative assessment:
Assessment that is done for making judgement about achievement. It is
usually done at the end of a learning program
UMALUSI:
Council for General and Further Education and Training Assurance,
meaning Shepherd.
Verification:
A process for gathering information and obtaining findings relative to
moderation processes. Verification findings are used to support
moderation and validate or overturn moderation findings.
4 Governing prescripts
4.1
Legislation
a) Policy for the National Certificate (Vocational): Qualifications at Level 2,3 and 4 on the
National Qualification Framework (NQF), Gazette No 28677, March 2006
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 9 of 20
MET/klm
b) Subject Guidelines for the National Certificate (Vocational)
c) Assessment Guidelines for the National Certificate (Vocational
d) UMALUSI document on Quality Assurance of Internal Assessment: Policies, Directives and
Requirements, July 2006
e) National Education Policy: Formal Further Education and Training College Programmes in
which all the Nationally Approved Programmes offered by TVET Colleges are listed
f) Continuing Education and Training Act, Act 16 of 2006
g) GENFETQA Act No 58 of 2001
h) National Policy on the Conduct, Administration and Management of the Assessment of the
National Certificate (Vocational), Gazette No 30287, September 2007
i) Guidelines for the Implementation of the Internal Continuous Assessment and National
Examinations for NC(V) Programmes at FET Colleges
j) Generic Guideline for the Assessment of the ISAT
k) National Policy regarding Further Education and Training Programmes; Approval of the
Amendment to the Certification Requirements of the National Certificate (Vocational),
Volume 507, Gazette No 30266, September 2007
4.2
Transverse directives













National Policy on the Conduct, Administration and Management of the Common
Assessment of the National Certificate (Vocational)
Government Gazette, Vol 507, No. 30287 of 12 September 2007
National Certificate (Vocational ) National Qualifications Framework Implementation date
2007
Guidelines for the Implementation of ICASS and National examinations for NCV
Programmes
Guidelines for the Implementation of ICASS and National examinations for Report
191Programmes
Generic Guideline for the Common Assessment of ICASS
All Examination Instructions and Memorandums
National Certificates (Vocational): Subject Guidelines
National Certificates (Vocational): Common Assessment Guidelines
Revised ICASS Guidelines
Revised Report 191 Guidelines
Code of Good Practice (Schedule 8 of the Labour Relations Act, 1995)
Code of Conduct for Educators
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 10 of 20
MET/klm
4.3
College prescripts
• Quality Management System
• Strategic plan
5 LEARNING OUTCOMES, TESTING, EVALUATION, EXAMINATION AND UNIT
STANDARD ASSESSMENT
It should be noted that whilst credits are awarded against specific registered unit standards, which
culminate in a recognized Skills Programme and/or Qualification, this policy makes provision to
assess against current outcomes in the absence of registered unit standards. This is done so as to
ensure that training will continue to take place and not be stopped until such time as registered unit
standards become available.
5.1
Objectives of assessment
The following will be the objectives of assessment and will be measured via the assessment and
moderation report:
(a) To declare a learner competent against unit standards
(b) To ensure that learners obtain qualifications that are registered on the NQF
(c) To ensure that the principles of assessment are adhered to
(d) To ensure that the requirements of SAQA, NQF and the ETQAs are met
(e) To generate monthly assessment report for:
5.2
i.
Assessor and moderator committee
ii.
Management review committee
Introduction to assessment
(a) Assessment is an integral part of teaching and learning and is done in an outcomes-based
way – Outcomes-Based Assessment (OBA). For this reason, informal assessment should be
part of every lesson and lecturers should plan all assessment activities to complement
learning activities, by always starting with the outcomes.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 11 of 20
MET/klm
(b) In addition, lecturers should plan a formal, annual Schedule of Assessment.
(c) The informal assessment and the formal, annual Schedule of Assessment should both be
used to monitor student progress throughout the respective year.
(d) ICASS is conducted for both the Fundamental and Vocational subjects and must consist of a
combination of the theory and the practical components.
(e) Internal Continuous Assessment (ICASS) consists of two different, but related activities
Informal assessment and Formal Schedule of Assessment
5.3
Purpose of internal continuous assessment
(a) The aim of internal continuous assessment is to:
i.
offer students multiple opportunities to demonstrate their competence
ii.
assess those knowledge, skills, attitudes and values that cannot be assessed through
written examinations only
iii.
prepare students for and contribute to summative assessments.
(b) Maluti TVET College subscribes to the implementation of the following types of assessment to
address a variety of functions, namely Diagnostic assessment, Baseline assessment, Formative
assessment, Summative assessment.
5.4
Methods of assessment
Methods of assessment refer to who carries out the assessment and include the following:
(a) Lecturer
(b) Peer
(c) Group
(d) Self-assessment.
5.5
Instruments of assessment
(a) Knowledge, skills, attitudes and values need to be assessed throughout the year. Formative
and summative assessment should consist of various combinations of different instruments of
assessment. The following categories of tasks/assignments can be used, but need not be
limited to:
i.
Projects
ii.
Reports
iii.
Tests and examinations
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 12 of 20
MET/klm
iv.
Simulations
v.
Demonstrations
vi.
Observations
vii.
Questionnaires
viii.
Investigation/Research project
ix.
Role play
x.
Case studies
xi.
Surveys
xii.
Practical exercises
(b) Lecturers/Facilitators must ensure that the instruments of assessment that are used will
adhere to the following principles:
i.
Appropriate for the desired outcome
ii.
Fair and non-discriminatory
iii.
Well integrated with learning outcomes
(c) All the assessment work given to students that would count towards a mark should be
evaluated, moderated, achievements or non-achievements recorded and compiled as a record
of assessment in a Portfolio of Evidence (student) and Portfolio of Assessment
(lecturer/assessor)
(d) Evidence provided by the student must be:
5.6
i.
valid
ii.
authentic
iii.
current
iv.
sufficient
v.
reasonable
vi.
compliant with set standards.
Tools for assessing student performance
According to good assessment practices, the following tools could be used (but are not limited to) in
assessing student performance:
(a) Rubrics
(b) Checklists
(c) Memoranda/model answers
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 13 of 20
MET/klm
(d) Marking grids
(e) Rating scales
(f) Task lists
5.7
Principles of assessment
The principles of assessment that have to be applied are the following:
(a) Fairness and transparency
Assessment should not in any way hinder or advantage a student. To be fair, the assessor
must know what the criteria for assessment are and how he/she will be assessed.
(b) Reliability
Assessment practices should be consistent, i.e. the same judgment must be made in the same
or similar context. Assessor stress or fatigue, assumptions and bias should not influence
assessment. All assessment practices should be planned thoroughly, monitored and reviewed
to ensure consistency in the interpretation of the evidence.
(c) Validity
Assessment should be based on evidence gathered on a number of occasions and a variety of
contexts and situations.
(d) Practicability and cost-effectiveness
Assessment practices should allow for cost and time-effective assessment.
(e) Ethical
Assessment should be conducted in a professional manner that will enhance stakeholders’
confidence and trust in the whole assessment system & process.
(f) Flexibility
Assessment must cater for different assessment types, methods, instruments and tools.
5.8
Assessments contributing to a competency decision
(a) Students need to be assessed through a process of continuous formative assessment which
will be conducted throughout the learning process. It should be taken into account that selfassessment, group assessment and peer assessment cannot be taken into account for
allocation of final marks, but solely guide decisions regarding promotion.
(b) National Examinations (Summative Assessment) will be conducted at the end of the learning
programme.
5.9
Assessment framework
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 14 of 20
MET/klm
(a) Assessment of learning for promotion or certification consists of two components, namely:
i.
Internal Continuous Assessment (ICASS) contributing to a Portfolio of Evidence
ii.
National Examinations in the form of externally set theoretical and/or practical assessments
(b) ICASS must always adhere to the subject specific guidelines.
(c) Both internal and external assessment will consist of a combination of theory and a practical
component.
(d) The weighting of the assessment components for the fundamental subjects and vocational
subjects must comply with the requirements as set out in Table 1:
Table 1:
Internal
Subjects
National
Continuous
Examinations
Assessment
Pass Mark
(ICASS) / PoE
Languages
75%
25%
40%
Languages (additional)
75%
25%
40%
Mathematics
75%
25%
30%
Mathematical Literacy
75%
25%
30%
Life Orientation
75%
25%
40%
Vocational subjects
50%
50%
50%
(e) The ICASS (Term) mark will be valid up to the supplementary examination.
(f) The absence of an ICASS (Term) or ISAT mark in any subject will result in the student registered
for that particular subject receiving an “incomplete” result.
(g) Compilation of an ICASS (Term) mark:
i.
The compilation of the ICASS shall be done in conjunction with the Subject Guidelines as
well as Assessment Guidelines for each subject. Refer to the latest ICASS guideline for the
required number of tasks
ii.
Individual scores are to be expressed in percentages (%), allowing for two decimals. The
conversion of marks should only be after the total number of marks per
tasks/tests/assignments/practical is added. The grand total should be rounded upwards.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 15 of 20
MET/klm
5.10 Practical tasks
(a) These are assessment tasks set by the lecturer and given to the students to perform, either in
class or for them to do during their independent time. The tasks are designed to assess the
student’s skills, knowledge, ability and aptitude to do a task and/or produce a finished product.
(b) The practical component of internal assessment must be undertaken either in a real workplace
environment, a simulated/workshop environment or structured environment and must be
moderated internally, and externally moderated/verified by ETQA.
(c) The components of the task may be completed at different stages according to the subject
guidelines, or alternatively, the student may be assessed on the assigned task performed in one
dedicated assessment session.
5.11 Process Assessment
The lecturer observes the step-by-step performance of the student and rates the competencies shown
by the student on the spot against an appropriate assessment tool.
5.12 Product Assessment
(a) The student presents the completed task and the lecturer awards the marks according to the
rubric or marking checklist designed for this task.
(b) The completed task should be presented on the dates stipulated by the authority.
5.13 Requirements for the assessment of a practical task
Practical Assessment requires a consistent flow of consumables. The College Management and
Operational Plan must therefore allow for an adequate budget and an effective procurement process
to ensure a consistent availability of consumables, not only for ISAT, but for teaching and learning as
well.
5.14 Professional staff development in assessment
Maluti, using Staff Development Team (SDT), has the responsibility to ensure that all personnel
involved in assessment are trained continuously in assessment, moderation and subject specifics.
5.15 Appointment of assessors
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 16 of 20
MET/klm
Sites must ensure that there are registered internal assessors/panel assigned for each subject that is
being offered at the College/Site.
5.16 Re-scheduling and re-assessment of formal assessment tasks
Assessment tasks and deadlines should be assigned on the Assessment Schedule which has to be
communicated to the students and their parents at the beginning of the academic year.
(a) Re-scheduling (Applicable for non-submission of task):
In the case of late or non-submission, a valid reason, supported by evidence, should be
submitted and evaluated before a re-scheduling opportunity could be considered.
Evidence of such valid reasons must be included in the student Portfolio of Evidence for that
subject.
Re-scheduling must be arranged and agreed upon with the candidate.
Re-scheduling opportunities could be granted under the following conditions:
i. Medical reasons as supported by a valid medical certificate issued by a registered
practitioner
ii. Humanitarian reasons, e.g. death of an immediate family member, if supported by valid
written evidence
iii. The student appearing in a court hearing, if supported by written evidence.
In the case of (i), (ii) and (iii) above, a re-scheduling opportunity will be granted. Other cases will
be handled at the discretion of the lecturer/assessor. If the student is not satisfied with the
decision, he/she can be referred to the appeals procedure.
(b) Re-assessment (Applicable for “not yet competent/not achieved” students):
An entire class could be re-assessed based on the motivation of the assessor and/or
moderator and only if there is an outlier of low average. This will be seen as an intervention for
the whole class. The highest mark of the two attempts will be recorded.
5.17 Moderation of ICASS
(a) All assessments counting towards a mark must be moderated according to the moderation
policy and subject field requirements.
(b) Assessment and moderation are simultaneous processes and the internal moderator must be
involved in the planning of assessment and give continuous support to assessors.
(c) Internal moderation will be conducted on at least two (2) levels by a moderator/panel of
moderators.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 17 of 20
MET/klm
5.18 Review of assessment and moderation
The assessment process must be reviewed after moderation to reflect on the process and improve
where necessary.
Aspects that should be reviewed are:
(a) appropriateness of the process
(b) the final decision
(c) sufficiency of evidence collected
(d) validity of evidence
(e) identification of further training needs
(f) overall effectiveness, and affordability
(g) improvement of procedures.
5.19 Recording and reporting of formal assessment tasks
Recording and reporting of all formal tasks must be done.
5.20 Appeals
(a) The student could appeal against an assessment outcome within seven (7) working days after
receiving the feedback and follow the prescribed process.
5.21 Authentication of students’ work
(a) The College must ensure that adequate procedures for the authentication of internally assessed
work in respect of all students are in place.
5.22 Irregularities in Internal Continuous Assessment and ISAT
Any irregularities involving lecturers and/ students will be dealt with according to the Code of Ethics.
5.23 Assessment and standardisation
(a) College Moderation Panels must require campuses to standardize internally assessed work
across different assessors and lecturers. This is to ensure that all candidates are being judged
against the same standard.
(b) College must provide training in the form of written guidance, supported by meetings to ensure
that centres/campuses/sites meet the requirements for carrying out this particular responsibility.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 18 of 20
MET/klm
(c) College must standardize all assessment documents in terms of layout.
5.24 Student’s Portfolio of Evidence (PoE)
Every student must keep a record of all ICASS activities done throughout the learning process for every
subject at each level. The student’s records of assessments are referred to as the Portfolio of
Evidence.
5.25 Lecturer’s Portfolio of Assessment (PoA)
(a) The lecturer must keep a complete record of all assessment activities as well as the criteria used
to evaluate the student.
5.26 Assessors
Maluti TVET College will only make use of registered assessors that have undergone recognised,
and accredited (ETDP Accredited) assessor training i.e. have been found competent against the unit
standard Assmt01 Plan and conduct assessment of learning.
.
5.27 Assessor Conduct
Assessors will adhere to and sign the ETQA’s assessor code of conduct as supplied in the
accreditation pack and registration documentation.
5.28 Review of assessment
Assessment must be reviewed
5.29 Recognition of prior learning
RPL will be conducted in accordance with Maluti TVET College RPL policy.
5.30 Moderation
Moderation of assessments conducted will be done in accordance with Maluti TVET College’s
Moderation Policy.
5.31 Verification
The ETQA in accordance with their verification policy will conduct verification of assessments.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 19 of 20
MET/klm
6 Responsibility
It is the responsibility of departmental heads and the document owner to ensure that the Policy and
Procedure is adhered to and all employees are fully briefed and acquainted with the Policy.
7 Policy Review
This policy will be reviewed once per annum or as and when business dictates such a review.
MLT - CUR – Assessment Policy - 2015 – R0
09/14/2015
Page 20 of 20
MET/klm