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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate knowledge and understanding of assessment in a learning environment 
SAQA US ID UNIT STANDARD TITLE
246529  Demonstrate knowledge and understanding of assessment in a learning environment 
ORIGINATOR
SGB Assessor Standards 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  3 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
This Unit Standard is intended as an introduction to assessment that supports and promotes learning in a range of contexts including schools, Further Education and Training (FET) colleges, Adult Basic Education and Training, Inclusive Education and Early Childhood Development. It examines assessment practices that are valid and appropriate for different levels of learning in different situations and aims to improve the quality of assessment practice. It will be particularly useful for teachers/practitioners who wish to become skilled in understanding the relationship between formative and summative assessment as a means of promoting learning. It will be useful as a skills programme leading to the award of Professional Development Points.

The qualifying learner is capable of:
  • Discussing theoretical aspects of learning and assessment as a building block for demystifying assessment.
  • Investigating and applying principles of learning and assessment practice.
  • Designing valid assessments that promote learning in authentic contexts.
  • Explaining the role and value of meaningful feedback to learners after an assessment activity and task.
  • Apply knowledge of assessment practice to accommodate own departmental and/or institutional assessment policies. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is recommended that learners are competent in Communication and Mathematical Literacy at NQF Level 3. 

    UNIT STANDARD RANGE 
    Assessment in a school context at General and Further Education Level based on the National Curriculum Statements and within the parameters of Department of Education (DoE) and Provincial policy. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Discuss theoretical aspects of learning and assessment as a building block for demystifying assessment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concepts of learning and assessment are discussed and applied to value or prioritise assessment statements. 

    ASSESSMENT CRITERION 2 
    Theories of learning are explored to inform assessment practice. 

    ASSESSMENT CRITERION 3 
    The concept and principle of scaffolded learning is defined in relation to formative assessment. 
    ASSESSMENT CRITERION RANGE 
    Scaffolded learning refers to carefully sequenced and supported learning experiences that ensure that learners acquire the knowledge and skills to enable "powerful learning" to take place.
     

    ASSESSMENT CRITERION 4 
    The relationship between formative and summative assessment is explained in terms of its impact on learning. 

    SPECIFIC OUTCOME 2 
    Investigate and apply the principles of learning and assessment. 
    OUTCOME RANGE 
    Principles of learning include but are not limited to scaffolded learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assessment is discussed as an integral part of the learning process. 

    ASSESSMENT CRITERION 2 
    Activities that will equip learners to complete a specific assessment task successfully are identified and designed to produce the required evidence of learning. 

    ASSESSMENT CRITERION 3 
    An appropriate assessment tool is designed to assess a cluster of Assessment Standards/Specific Outcomes. 

    SPECIFIC OUTCOME 3 
    Design valid assessments that promote learning in authentic contexts. 
    OUTCOME RANGE 
    Learning includes but is not limited to individual learning, powerful learning, which refers to learning that happens when learners are able to make connections between what they already know and what they are in the process of learning. Learners are also equipped to see how ideas are related to one another. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Forms of assessment are discussed with reference deep, strategic and surface learning. 

    ASSESSMENT CRITERION 2 
    A valid assessment task is designed to produce evidence that deep learning has taken place. 

    ASSESSMENT CRITERION 3 
    Examples of evidence that will indicate that deep learning has taken place are identified for a selected assessment task. 

    SPECIFIC OUTCOME 4 
    Explain the role and value of meaningful feedback to learners after an assessment activity and task. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of meaningful feedback is explained within the context of both formative and summative assessment. 

    ASSESSMENT CRITERION 2 
    Ways of providing feedback that are appropriate for the task and that guide the learner to improve performance are discussed for a specific unit of work. 

    SPECIFIC OUTCOME 5 
    Apply knowledge of assessment practice to accommodate own departmental and/or institutional assessment policies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Knowledge of own departmental and/or institutional assessment policies are applied wherever appropriate in tasks and activities that are included in a learning programme. 

    ASSESSMENT CRITERION 2 
    The use of results of assessment activities and tasks to make an overall assessment call is explained with reference to supporting and promoting learning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in designing assessment activities to scaffold learning towards a specific assessment task. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work effectively with others as a member of a team, in developing learning material for a unit of work. 

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage him/herself and his/her activities responsibly and effectively by completing class work activities timeously. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information in using feedback from formative assessment to design activities to address barriers to learning or provide for expanded opportunities. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively using visual, mathematics and language skills in planning a unit of work and providing feedback. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in scaffolding learning towards a specific assessment task. 

    UNIT STANDARD CCFO CONTRIBUTING 
  • The learner is able to reflect on and explore a variety of strategies to learn more effectively in reflecting on own practice.
  • The learner is able to be culturally and aesthetically sensitive across a range of social contexts in designing assessment tasks and activities that are fair, valid and reliable and promote powerful learning. 
    		•

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "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. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    2. Aubrey Nyiko Business Enterprise cc 
    3. Dee s Training PTY LTD 
    4. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    5. HOPE ACADEMIC AND SKILL CENTRE 
    6. MacMillan South Africa (Pty) Ltd 
    7. Montague Education and Training (PTY)Ltd 
    8. Networx for Career Development 
    9. Nsovo Learning Academy 
    10. Prosperity Skills Enterprise 
    11. South African Guide-Dogs Association for the Blind 
    12. South West Gauteng Tvet College 
    13. Tembe Service Providers 
    14. TMG Quality Services 
    15. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    16. VUWA PROJECTS 
    17. Yellow Media Learning Institute (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.