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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design, implement and follow up on internal assessment for adult learners 
SAQA US ID UNIT STANDARD TITLE
10291  Design, implement and follow up on internal assessment for adult learners 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
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 
Persons credited with this unit standard are able to produce, implement and evaluate assessment instruments and conduct appropriate follow up action after an assessment event. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
* FETC or RPL equivalent
* Unit standard: 'Assess learners within a learning situation' from NQF Level 4 Certificate. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Select, adapt and design appropriate assessment instruments for internal assessment. 
OUTCOME NOTES 
Examples: portfolios, tests, interviews, essays, peer review, etc. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Activities/instruments selected for the assessment instrument are appropriate to the outcomes, the learning area and the learners.
(e.g. written test, oral interview, project, portfolio) 

ASSESSMENT CRITERION 2 
2. Critical cross-field outcomes are assessed. 

ASSESSMENT CRITERION 3 
3. Outcomes and assessment criteria to be assessed are determined with reference to the national unit standards and with due regard for learner readiness in relation to the unit standards. 

ASSESSMENT CRITERION 4 
4. Guidelines for measurement of learners' performance are produced.
(e.g. in the form of a marking memorandum) 

ASSESSMENT CRITERION 5 
5. Appropriate organisational procedures for moderation/ verification of internal assessment instruments are followed, and feedback is incorporated into the assessment instrument.
(e.g. It may be necessary for the centre coordinator to moderate the facilitator's end-of-term test before the learners write it.) 

ASSESSMENT CRITERION 6 
6. The assessment instrument is a valid test of the learning outcomes it aims to assess. 

ASSESSMENT CRITERION 7 
7. Language level used in the assessment instrument is appropriate to the learners' abilities in the language. 

ASSESSMENT CRITERION 8 
8. Phrasing of questions, instructions and text in the assessment instrument is clear and unambiguous. 

ASSESSMENT CRITERION 9 
9. The amount of time allocated for the assessment event is appropriate to the nature of the assessment. 

SPECIFIC OUTCOME 2 
Implement internal assessment. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Outcomes to be assessed and procedures are discussed with learners before the assessment event takes place. 

ASSESSMENT CRITERION 2 
2. Learners are given clear, unambiguous explanations as to what to do during the assessment event. 

ASSESSMENT CRITERION 3 
3. Learners are provided with the necessary resources for the assessment task.
(e.g. hand tools, calculators) 

ASSESSMENT CRITERION 4 
4. Learners are given consistent support for the duration of longer-term assessment tasks.
(e.g. regular feedback on drafts of projects, portfolios) 

SPECIFIC OUTCOME 3 
Demonstrate professional judgment when assessing learners' performance in internal assessment. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Judgments made about learners' performance can be justified in terms of the stated outcomes and assessment criteria. 

ASSESSMENT CRITERION 2 
2. Learners are not penalised for making mistakes which are outside the scope of the outcomes being assessed in a particular assessment item.
(e.g. If learners make grammar and spelling mistakes in response to an item which is testing literal understanding or interpretation of text.) 

ASSESSMENT CRITERION 3 
3. Principle of fairness is applied when making judgments on borderline cases or cases that fall outside of the guidelines for measurement of learners performance. 

ASSESSMENT CRITERION 4 
4. Moderation/verification procedures for learners' performance in internal assessment are followed according to organisational policy. 

SPECIFIC OUTCOME 4 
Evaluate assessment instruments. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Strengths and weaknesses in the assessment instrument are identified on the basis of learners' performance. 

ASSESSMENT CRITERION 2 
2. Further information on the strengths and weaknesses of the assessment instrument is identified through discussion with learners after the assessment event. 

ASSESSMENT CRITERION 3 
3. Records are kept of evaluations of assessment instruments, including suggestions for improvement. 

SPECIFIC OUTCOME 5 
Follow up after an assessment event. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Results of internal assessment are made available to learners within an agreed period of time. 

ASSESSMENT CRITERION 2 
2. Learners' errors are analysed and reasons can be given for the possible causes of errors. 

ASSESSMENT CRITERION 3 
3. Feedback is given to all learners on their individual strengths and weaknesses with regard to their performance in the assessment event. 

ASSESSMENT CRITERION 4 
4. Feedback focuses on performance in relation to stated outcomes and assessment criteria. 

ASSESSMENT CRITERION 5 
5. Feedback to learners takes into consideration weaknesses in the assessment instrument which have been identified.
(e.g. If a test question was found to be ambiguous, learners are made aware that it was not their fault if they gave an incorrect answer.) 

ASSESSMENT CRITERION 6 
6. Implications of assessment results are explained to learners in a constructive and sensitive manner.
(e.g. The need to rectify identified weaknesses.) 

ASSESSMENT CRITERION 7 
7. Results are recorded and accessed when needed. 

ASSESSMENT CRITERION 8 
8. Information from assessment results and error analysis is used in lesson planning to build on learners' strengths and help them remedy their weaknesses. 



Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

UNIT STANDARD CCFO WORKING 
Working effectively with others as a member of a team, group, organisation, or community. 

UNIT STANDARD CCFO ORGANISING 
Organising and managing oneself and ?one?s? actions responsibly and effectively. 

UNIT STANDARD CCFO COLLECTING 
Collecting, analysing, organising and critically evaluating information. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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 PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
Core  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 
2009-07-29  Was ETDP SETA until Last Date for Achievement 
Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  ETDP SETA 


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. African Learning & Development Academy (Pty) Ltd (ALDA) 
2. Amaqamu Project Management and Consulting 
3. CURMO Designs (Pty) Ltd Co 
4. Hlengana Sibiya Training and Associates cc 
5. Igugu Training and Investments 
6. Josmap Training Institute 
7. Jothavir Skilling t/a Eduskills Rainbow 
8. KITSO TRAINING AND DEVELOPMENT 
9. Letlhabile Institute Of Management and Training 
10. Nkinane Training Institute and Consulting (Pty) Ltd 
11. Ntevho-Ketso Training and Recruitement Consultancy cc 
12. Organisation Test 1 
13. Professional Development and Training Institute (Pty) Ltd 
14. Project Literacy 
15. Regenesys Management (Pty) Ltd 
16. Resonance Institue of Learning 
17. SEOPOSENGOE TRAINING CONSULTANCY CC 
18. South African Guide-Dogs Association for the Blind 
19. Thuto Botshabelo Training Academy 
20. Ulwazi Training & Development 
21. Ungaphelamandla Consultancy Private College (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.