SAQA 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: 

Facilitate the preparation and presentation of evidence for assessment 
SAQA US ID UNIT STANDARD TITLE
12544  Facilitate the preparation and presentation of evidence for 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 Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9927  Conduct an assessment  Level 4  NQF Level 04  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to learners who assist others who wish to be assessed to prepare and present evidence for assessment. Such evidence facilitators will add value to the assessment process by ensuring candidates are ready to present well organised and complete evidence to registered assessors. Their value will be particularly felt when assisting candidates who are competent in their field, but who may be unable to present coherent evidence of that fact for reasons unrelated to their skill area. People credited with this unit standard are able to:
  • Provide information to candidates about outcomes-based assessment in general and their assessment in particular.
  • Advise and support candidates to prepare, organise and present evidence.
  • Check and give feedback on evidence. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people learning towards this unit standard already understand the basic principles of an outcomes-based system, and seek to apply the assessment facilitation skills within the context of their given area of expertise. 

    UNIT STANDARD RANGE 
    References to "evidence facilitator" concern the person who wishes to achieve this unit standard. References to "the candidate" in this unit standard concern the person who the evidence facilitator is assisting in preparing for assessment, and do not refer to the evidence facilitator.

    Assessment of the evidence facilitator against this unit standard is to take place within the context of given organisational assessment policies and procedures, using given assessment instruments that are fully designed in relation to registered unit standards. This means that the evidence facilitators will not be required to design assessments.

    This unit standard does not distinguish between "RPL assessment" and any other form of assessment. The reason for this is because all assessment involves gathering, evaluating and giving feedback on evidence in relation to agreed criteria. Therefore, it does not matter whether the evidence facilitator is assisting a candidate to prepare and present existing evidence in the RPL sense, or whether the evidence facilitator is assisting candidates to produce evidence after having recently attended a course. It is most likely however that evidence facilitators will most frequently assist those seeking RPL. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Provide information to candidates about assessment. 
    OUTCOME RANGE 
    The information provided to candidates is to include:
  • General principles and procedures concerning outcomes-based assessments·
  • Organisational assessment policies and procedures·
  • The requirements of the particular assessment at hand. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Basic information is provided about key concepts and principles concerning the outcomes- based system of learning and assessment, within the context of the National Qualifications Framework. 
    ASSESSMENT CRITERION NOTES 
    Explanations of these key concepts promote understanding of the purpose of assessment and possible implications for the candidates at individual, organisational, industry and national levels. 
    ASSESSMENT CRITERION RANGE 
    The proposals could be made to candidates and/or assessors and other role-players.
     

    ASSESSMENT CRITERION 2 
    Interactions with candidates help to set them at ease and promote understanding of the assessment. 
    ASSESSMENT CRITERION RANGE 
    Understanding of the specific assessment process, the expectations of the candidate, the organisational assessment policy, moderation and the appeals procedures.
     

    ASSESSMENT CRITERION 3 
    Information to candidates is clear, precise and in line with instructions provided in the assessment instruments, and opportunities are provided for clarification concerning the process and the expectations. 

    ASSESSMENT CRITERION 4 
    The information helps candidates to identify possible sources of evidence and the most appropriate and effective means for producing evidence for the assessment. 

    SPECIFIC OUTCOME 2 
    Advise and support candidates to prepare, organise and present evidence. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Potential barriers to gathering evidence and special needs of candidates are identified, and appropriate guidance is given to overcome such barriers and to address special needs. 
    ASSESSMENT CRITERION RANGE 
    The proposals could be made to candidates and/or assessors and other role-players.
     

    ASSESSMENT CRITERION 2 
    The advice and support helps candidates to identify appropriate, effective and efficient ways of producing evidence of their competence. 

    ASSESSMENT CRITERION 3 
    The advice and support is given in a way that promotes the candidates' ability to present valid, relevant, authentic and sufficient evidence of current competence. 

    ASSESSMENT CRITERION 4 
    Interactions with candidates enable them to organise and present evidence in a manner that contributes to the overall efficiency and effectiveness of the assessment, but without compromising the reliability and validity of the assessment. 

    ASSESSMENT CRITERION 5 
    The nature and manner of advice and support takes into account lessons learnt from previous such interactions as well as information from assessors. 

    ASSESSMENT CRITERION 6 
    Support is given in a way that strengthens candidates' ability to engage more independently in future assessments. 

    SPECIFIC OUTCOME 3 
    Check and give feedback on evidence. 
    OUTCOME RANGE 
    This is limited mainly to checking the completeness and appropriateness of the evidence, and is not expected to amount to an assessment judgement as would be appropriate for an assessor. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Checks establish the validity, authenticity, relevance and sufficiency of evidence. 

    ASSESSMENT CRITERION 2 
    Decisions are made concerning the readiness of the evidence for presentation to registered assessors, and recommendations contribute to the efficiency and effectiveness of the assessment process. 
    ASSESSMENT CRITERION RANGE 
    Recommendations to candidates and/or to registered assessors and/or to supervisors or managers.
     

    ASSESSMENT CRITERION 3 
    Gaps in the evidence are identified and dealt with appropriately. 
    ASSESSMENT CRITERION RANGE 
    "Appropriate" means advice or coaching is only given in cases where the gaps do not reflect a lack of competence on the part of the candidate. In cases where a lack of competence is discerned, feedback is provided in such a way that directs the candidate to further learning and/or practice, and in accordance with organisational policies and procedures.
     

    ASSESSMENT CRITERION 4 
    Feedback about the evidence is communicated to assessors where required, and to candidates in a culturally sensitive manner and in a way that promotes positive action by the candidate. 

    ASSESSMENT CRITERION 5 
    Key lessons from the facilitation process are identified and recorded for integration into future interactions with candidates. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed, including through RPL, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing an evidence facilitator against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA according to an agreed Moderation Action Plan. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Principles of assessment
  • Principles and practices of RPL
  • Methods for gathering evidence
  • Potential barriers to assessment
  • Feedback techniques
  • The principles and mechanisms of the NQF
  • Assessment policies and ETQA 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: planning for contingencies, candidates with special needs, predicting problems that could arise during the gathering of evidence, and offering guidance to address difficulties. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team using critical and creative thinking:- working with candidates and other relevant parties prior to, during and after evidence gathering. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and ones activities:- planning, preparing, conducting and recording the evidence gathering. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:- gather and evaluate evidence and the facilitation process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:- inform candidates about assessment, communicate during evidence gathering 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:- work with candidates and give feedback 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.

    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 criteria: - descriptions of the required type and quality of evidence against which candidates are to be assessed.
  • 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 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 principles: - see more detailed definitions in next section.
  • 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 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.

    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 "once-off".

    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: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was ETDP SETA until Last Date for Achievement 
    Core  65051   Further Education and Training Certificate: Arts and Culture Development Support  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Core  23094   Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  ETDP SETA 
    Core  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Core  50332   Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  20175   National Certificate: Hygiene and Cleaning Supervision  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Elective  22992   National Certificate: Refractories Masonry  Level 3  NQF Level 03  Reregistered  2023-06-30  CETA 
    Elective  48818   Further Education and Training Certificate: Arts and Culture Administration  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  61595   Further Education and Training Certificate: Business Administration Services  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  78529   Further Education and Training Certificate: Chemical Operations  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50480   Further Education and Training Certificate: Firearm Training  Level 4  NQF Level 04  Reregistered  2023-06-30  SAPFTC 
    Elective  66489   Further Education and Training Certificate: Foundry Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2013-11-07  MERSETA 
    Elective  49836   Further Education and Training Certificate: Gender Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  57712   Further Education and Training Certificate: Generic Management  Level 4  NQF Level 04  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  67463   Further Education and Training Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  48962   Further Education and Training Certificate: Manufacturing and Assembly Logistics (M&AL)  Level 4  NQF Level 04  Reregistered  2023-06-30  MERSETA 
    Elective  61949   Further Education and Training Certificate: Pulp and Paper Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Elective  59037   Further Education and Training Certificate: Tissue Conversion  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. Academy of People Development Primary Co-operative Limited 
    3. Access Employment Skills & Development Agency 
    4. Accreditation & Training Services 
    5. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    6. Aldabri 106 Institute for Quality Pty Ltd 
    7. Amaqamu Project Management and Consulting 
    8. Amsi and associates cc 
    9. APPLIED MANAGEMENT STUDIES INTER-NATIONAL 
    10. AQUARIUS SKILLS SOLUTION 
    11. Aquila Summa Offensa Responsio Iugales Praestructio (ASORIP) (NPC) 
    12. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    13. ATTE - The Training Edge 
    14. AURECON TRAINING ACADEMY 
    15. Bangwaketse Trading and Projects 
    16. Bohlali Provider Support 
    17. Boikgantsho Consulting & Events cc 
    18. Bopaditshaba Community Project 
    19. BPK Trading and Project 
    20. Breakeven 59(PTY) Ltd 
    21. Colleen Osorio Skills Development Consultancy cc 
    22. Commisioned Training cc 
    23. Compass Academy of Learning 
    24. Competency Alignment Forum (C.A.F) t/a Tlhatlogo Educational Services 
    25. CORE TRAINING INTERNATIONAL 
    26. D M Management and Consulting 
    27. Dabulamanzi & Njabulo Ndaba Consulting cc 
    28. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
    29. Dintshang Trading 
    30. Durban Institute of Skills Training cc 
    31. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    32. Emergence Learning Academy (Pty) Ltd 
    33. Empire Conferencing and Training 
    34. Enjo Consultants 
    35. Future-Teacher (Pty) Ltd 
    36. HEART Solutions 
    37. Inkwazi Learning Network 
    38. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    39. Isamon Integrated 
    40. Isamon Vocational College of Excellence Pty Ltd 
    41. Isibani Soluntu Development Trust 
    42. JESUA CONSULTANTS (Hartenbos) (WA) 
    43. JET EDUCATION SERVICES 
    44. Kitso Bokamoso Training Solution 
    45. KITSO TRAINING AND DEVELOPMENT 
    46. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    47. LBK Trading 
    48. Learnership Support Systems (Pty) Ltd 
    49. Learning Performance Link 
    50. Leratham Supply Distribution and Enterprise 
    51. Leronsa Trading Enterprise 
    52. M3i Skills Development 
    53. Maccauvlei Learning Academy 
    54. Mapheto Business Enterprises t/a MBE 
    55. Matimba Management and Labour cc 
    56. MENTORNET (PTY) LTD 
    57. Ndoma Mathodi Trading Enterprise 
    58. Nkinane Training Institute and Consulting (Pty) Ltd 
    59. Noko-Mahabo Training and Development Solutions 
    60. Ntevho-Ketso Training and Recruitement Consultancy cc 
    61. Ntingantakandini Training, Education and Development Company 
    62. Ntsangalala Business Enterprise 
    63. OBET PRO - Outcomes Based Education and Training Programmes 
    64. Open Learning Group 
    65. Pam's Educational Consultancy 
    66. PC Educational Holdings 
    67. PEDRA BUSINESS ADMINISTRATORS cc 
    68. Petra institute of Development (PTY) Ltd 
    69. Phangwana Consulting and Training Services 
    70. PMA Holding (Pty) Ltd 
    71. PMADS Holdings (PTY) Ltd 
    72. Professional Development and Training Institute (Pty) Ltd 
    73. Project Literacy 
    74. QED-Quality Executive Development 
    75. QPD CONSULTANTS 
    76. Resonance Institue of Learning 
    77. Retshetse Training Project 
    78. SA Skills Development 
    79. SEOPOSENGOE TRAINING CONSULTANCY CC 
    80. Sikhuthele Community Developers 
    81. Sithembekile Project Management 
    82. SPS Consulting (Pty) Ltd 
    83. Starplex 489 cc 
    84. SWARANANG DEVELOPMENT AGENCY 
    85. TEAM CONSULTANTS CC 
    86. Thabelanang t/a Thabelanang Trading Enterprise 
    87. THE GMC GROUP PTY LTD 
    88. The Institute of People Development 
    89. The Iscariota Group (Pty) Ltd 
    90. Thembekile training consulting 
    91. Thuto Botshabelo Training Academy 
    92. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    93. Tinissa Trading 29 PTY Ltd 
    94. TMG Quality Services 
    95. Triple E Training Holdings 
    96. Ulwazi Training & Development 
    97. WonderKids Academy 
    98. Wonderkids Montessori Training Centre 
    99. World Wide Education Providers(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.