SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Moderate an assessment

SAQA US ID	UNIT STANDARD TITLE
9929	Moderate an assessment
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
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
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0532/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
115759	Conduct moderation of outcomes-based assessments	Level 6	Level TBA: Pre-2009 was L6	10

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be able to moderate assessment which has been performed.

This competence will complement and enhance other ETD competencies the practitioner may have.

It will also lay the basis for quality assurance on institutional and national levels, as well as help to achieve the goals of the Skills Development Act, to which quality assurance is central.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practise this ETD competence.

This standard describes the ETD competence, which will be needed for them to moderate assessments relating to their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner.
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be creatively interpreting the "rules" or principles, which inform what they do.
2. The practitioner is required to demonstrate the competence described in this standard in the context of a skills development system or sub-system.
3. The specific outcomes should be performed in line with an established methodology for moderating assessments. At this level practitioners should be able to describe a spectrum of methodologies, to explain how their performance would differ if they used them, and to justify their choice of methodology.
4. At this level, practitioners are expected to draw on and integrate insights and knowledge from beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Gather appropriate assessment and moderation documents.

OUTCOME NOTES

Gather appropriate assessment and moderation documents. Moderation documents should, e.g.:

reflect the outcomes assessed;

provide qualitative and quantitative information on performance assessed; and

include appropriate feed-back to the learners assessed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Select ways of conducting moderation.

OUTCOME NOTES

Select ways of conducting moderation. Moderation should, e.g.:

comply with organisational and national requirements;

ensure that unit standards and related assessment documents are appropriately used by assessors; and

be based on samples appropriate to the time available for moderation, but adequate for making inferences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Moderate assessment practice.

OUTCOME NOTES

Moderate assessment practice. Such practices should be consistent with established assessment principles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Retrieve and record assessment information on a database.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Draw conclusions about the competence of the assessor based on national assessor standards.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Recommend future improvements to assessment practices.

OUTCOME NOTES

Recommend future improvements to assessment practices. Recommendations are based on analyses of problems which would impact on fair, valid and accurate assessment practices.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Provide assessors with accurate advice and support, which meet their education and training needs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Give feedback in a constructive way.

OUTCOME NOTES

Give feedback on the assessor's methods, approach and use of different types of evidences in a constructive way.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The practitioner is able to demonstrate knowledge and understanding of:
1. Moderation principles and procedures.
2. Range of variables that impact on moderation.
3. Outcome-based approach to assessment.
4. Database systems and applications.
5. Appropriate assessment documentation.
6. Accepted feedback model and importance of feedback to the assessor.
7. Record keeping.
8. Different types of assessment practice and assessment systems.
9. Functions of quality assurance bodies.
10. Outcomes-based forms of moderating assessments, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
11. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by, e.g.:

Identifying problems which impact on fair and accurate assessment practices within the organisation and recommend future improvements.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information by, e.g.:

Accessing and inputting assessment information onto a database.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g.:

Giving feedback on the assessor's methods, approach and use of different types of evidences in a constructive way.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 115759, which is "Conduct moderation of outcomes-based assessments", Level 6, 10 credits.

VALUES
The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	13739	Certificate in Occupation-directed Education, Training and Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	13740	Certificate: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement

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.

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