Transcript [Company Name]

Workshop
Capacity Building for Learner
Qualification Development
Facilitators
15 – 16 August 2012
Policy Background to Occupational
Qualification
 The (QCTO) was established in 2008 in terms of the Skills
Development Act to perform the following functions:
– Design and develop occupational standards and qualifications
and submit them to the South African Qualifications Authority
(SAQA) for registration on the National Qualifications Framework;
– Establish and maintain occupational standards and qualifications;
– Ensure the quality of occupational standards and qualifications
and learning in and for the workplace;
– Promote the objectives of the National Qualifications Framework;
2
Policy Background to Occupational
Qualification
 The (QCTO) was established in 2008 in terms of the Skills
Development Act to perform the following functions:
– Liaise with the National Skills Authority on the suitability and adequacy of
occupational standards and qualifications and on the quality of learning in
and for the workplace;
– Liaise with the SAQA, other Quality Councils and professional bodies
responsible for establishing standards and qualifications or the quality
assurance of standards and qualifications; and
– Perform any other prescribed function.
3
Policy Background to Occupational
Qualification
 CURRICULUM FRAMING CONCEPTS
–
What is an occupation?
•
a cluster or group of similar jobs that share many common occupational
tasks of similar complexity and require similar performance across different
processes and industries.
–
What is Occupational Qualification?
•
SDA defines as ‘a qualification associated with a trade, occupation or
profession, resulting from work‐based learning and consisting of knowledge
unit standards, practical unit standards and work experience unit standards’.
•
defines the learning required to be competent to practice an occupation or in
a range of working contexts :formal and informal economy and public and
private sectors
4
CURRICULUM FRAMING CONCEPTS
–
What is Occupational Curriculum? A guide on:
• on the content to be covered within the three learning components (conceptual
knowledge, practical skills and work experience)
• to ensure consistency in the provision and internal assessment of the
associated occupational qualification
– to Skills Development Providers
– to develop lesson plans, learning material and assessments (internal)
– on requirements for accreditation
• for the development of the external summative assessment
5
Policy Background to Occupational
Qualification
 Components of Occupational Qualifications
–
Occupational Qualifications Document
•
Overall document inclusive of Occupational Curriculum Document and Assessment
Specification Document
•
It also includes International Comparability and attached to Curriculum Development
Process Document
–
Occupational Curriculum Document
•
Provides for occupational profile based on defined and unique tasks
•
The 3 learning components:
–
Internal assessment
–
Exemptions and entry requirement and
–
Provider accreditation requirements
6
Policy Background to Occupational
Qualification
 Assessment Specifications Document

It focus on occupational competence and enhances the consistency,
quality and credibility of the external assessment process, through:

external assessment strategy

Outline of occupational outcomes to be assessed

Defining points or specific times when external assessment must take
place

Identifying critical elements of the internal assessments to be moderated

Defining eligibility requirements for learners to access the external
assessment , and

Providing a criteria for registration of assessors.
7
Recapping the Processes completed
and outline of curriculum
development processes
9
RESPONSIBLE
STEPS
Submit
9
QUALIFICATIONS DEVELOPMENT PROCESS
DQP & QDF
Finalise Assessment
Specifications
8
Manage Verification Process
7
DQP with Constituency Group
6
QDF with Expert Practitioners, AQP &
Educationalists
Develop Module
and Subject
Specifications
Manage
Verification
Process
5
DQP with Expert
Practitioners and
AQP
Appoint AQP
4
QCTO Staff
3
DQP with Expert
Practitioners (incl
Assesors
2
QCTO
Staff
Receive and Pro- 1
QCTO
Staff
Develop
Occupa-tional
Profile and
Identify AQP
Oversee Scoping
Meeting with
Constituency
QCTO
QDF with Expert Practitioners, AQP &
Educationalists
cess Application
RESULTS
10
Curriculum
Scope
&
SLA with
Occupational
Profile
&
SLA with
(DQP)
(AQP)
Learning Component
Specifications
(incl Internal
Assessment)
A
B
C
Occupational
Curriculum
(B+C)
Qualification
Assessment
Specifications
(External)
D
Occupational
Qualification
(C+D)
E
Processes for Development of the
Occupational Profile
11
Occupational Curriculum – 1 “Occupational Profile”
Occupational Profile
Knowledge
Occupational
Task
Practical
Skills
Learning Process
Design
Occupational
Qualification
Subject
Specification
Knowledge
and Theory
Standard
Work
Experience
Knowledge
1
Occupational
Profile
Occupational
Task
Integrated Final External
Assessment Specification
Practical
Skills
Work
Experience
Knowledge
Occupational
Task
Practical
Skills
Work
Experience
Practical Skills
Module
Specification
Work
Experience
Module
Specification
Practical
Skills
Standard
Work
Experience
Standard
Developing the Occupational Profile
Component
1. Occupational
Purpose
Definition
A description of the unique
contribution that the occupation
makes within the world of work –
derived from the OFO descriptor.
Process Question
Review the OFO descriptor and then ask:
1.
What is the unique contribution that this
occupation makes within the industry?
5 Develop Occupational Tasks
2. Define the
Occupational Task
What the incumbent in the
occupation is responsible to deliver
in the workplace. A short statement
capturing the full task.
Use the major activity, focus and role in the Level
Descriptor matrix for the identified NQF level to
interrogate the identified occupational
responsibility:
1.
2.
3.
Ask what verb will adequately describe the
overall role and responsibility of this occupation?
Combine this verb with the identified
product/service;
Describe a statement starting with the
Occupation in plural followed by the identified
verb stated in 3rd person plural. (infinitive)
3. Product/Service
The unique products and/or services
that are delivered by this occupation.
With reference to the Occupational Purpose ask:
1.
What are the unique products/services
delivered by this occupation to achieve the
stated purpose?
4. Occupational
Responsibility
The specific responsibility of
incumbents in this occupation
towards the delivery of the
products/services.
With reference to each of the products/services
ask:
1.
What are the specific occupational
responsibilities towards the delivery of the
product/service?
Developing the Occupational Profile
Component
Definition
Process Question
5. Occupational
Context
The scope of the work the learner
must experience in order to develop
occupational competence.
With reference to the occupational responsibility
and the defined product and
responsibilities ask:
1.
What occupational settings will the incumbent
be exposed to?
2.
With whom will the occupational incumbent
interface in executing the task?
3.
What range of objects, circumstances or
situations will the occupational incumbent be
exposed to?
6. Define the NQF
level for the task
The skills complexity level of the
task evaluated against the NQF
level descriptors.
•
•
•
What is the overall focus of the task? – plot on
the “Level Descriptor Matrix”
What are the typical activities described in the
task ?– compare with “level descriptor matrix.”
..\Documents\Abeeda Consulting\Teta\Profile for
Bricklayer.docx
Curriculum Element
Construction rules
Example
Occupational
Purpose
Start with the Occupation stated in
plural: Follow with the defining
responsibility stated in the 3rd
person singular form, followed by a
summary of the products/services
and the context of the occupation.
Production/Operation Managers (Mining): Oversees the
achievement of mining objectives through the acquisition and
utilisation of all production resources for a designated section of a
mine within the parameters of prevailing legislatory and site
specific requirements.
Occupational
Task
Start with the highest level
describing responsibility state in “all
persons continuous” tense.
Combine this with the
product/service (do not include the
context)
• Controlling the operation of processing equipment
• Implementing SHEQ systems
• Managing productive labour availability
• Coordinating availability of skills
• Ensuring operational mining labour availability
Product/Service
State the specific product/services
as something that has been
achieved.
• Material handled
• Skills available
• Operational Risks managed
• Equipment operating stability achieved
• Occupational curricula developed
Occupational
responsibility
List the specific responsibilities.
State them as infinitives.
• Operate material handling equipment, receive material, load
material and move material to storage
• Set labour complements, select staff, coach staff, assess worker
competence and plan training.
• Determine resource requirements, budget for acquisition of
resources and control availability of resources.
Occupational
Context
List occupational settings and
interfaces.
• Stationary and mobile material handling equipment used for a
range of material and products within an agricultural product
processing environment.
• For Underground hard rock mining. In collaboration with Mineral
Resource Management and Mine planning professionals.
• For specific crops and cultivars on a section of a farm
Group Exercise: Developing
Occupational Profile – 1 hr
 Divide into 3 groups
 Choose a facilitator, reporter and an occupation
that many in the group are/ may be familiar with
 Using slide 15 and 16 and the examples provided
therein and the bricklayer profile – develop
Occupational Profile for this occupation of your
choice
17
Developing Learning Components
18
Occupational Curriculum – 2 “Learning Process Design”
Occupational Profile
2
Knowledge
Occupational
Task
Practical
Skills
Work
Experience
Knowledge
Occupational
Profile
Occupational
Task
Learning Process
Design
Subject
Specification
Knowledge
and Theory
Standard
2.1
Integrated Final External
Assessment Specification
Practical
Skills
Work
Experience
Knowledge
Occupational
Task
Occupational
Qualification
Practical
Skills
Work
Experience
Practical
Skills Module
Specification
Work
Experience
Module
Specification
Practical
Skills
Standard
Work
Experience
Standard
Developing the Subject Specification
Component
Definition
Process Question
Subject number
A coded identification number that will be used
to identify the subject in the database so that it
can be sorted and searched when needed
•
The number is automatically
generated when using the system. It
will contain the OFO code of the
Occupation plus an identity indicator.
(KS 01---)
Subject Title
A title for the subject that will enable us to link it
to academic study fields and, where required
specify it’s uniqueness related to the specific
curriculum that we are developing
•
In what typical subjects will you find
the identified “Learning focus
Areas/Topics?”
Subject
Description
A description of the learning fields in which the subject will be found and/or the typical
educational institutions that offer this subject.
Scope of the
Subject
Subject Topics
A brief description of the main focus of the
learning and the essential concepts that are
included in the learning.
With regard to the occupational
Purpose ask:
1.
What should the main focus of the
learning be?
2.
What are the essential must know
areas that must be included?
The topics are the knowledge focus areas
identified in the occupational purpose. You must
allocate all these focus areas to the subjects.
For each knowledge focus area ask:
1.
What topics will you ordinarily find
within the specific chosen subject?
Developing the Subject Specification
Component
Definition
Process Question
Learning
Activity
Guidelines
A brief description of the learning activity
required to master the knowledge
contained in the topic.
With regard to the topic ask:
1.
What are the specific elements that should
be covered in this topic?
2.
What are the essential theory aspects that
must be covered in this topic?
NQF Levels
The knowledge complexity level of each of
the learning activity guidelines.
In relation to the descriptors in the
"Level Descriptor Tool" ask:
1.
2.
Critical
Knowledge
areas
The knowledge learning activities that are
critical and that must be known/understood
100% to be deemed competent.
Which focus area does this learning activity
relate to?
Which role does the learning in this activity
relate to?
For each of the learning activity
guidelines ask:
1.
Is this a critical knowledge area that the
learner must fully know/understand in order
to be deemed competent?
..\Documents\Abeeda Consulting\Teta\Specification
for Knowledge Subject Bricklayer.docx
Curriculum Element
Construction rules
Example
Subject Title
The recognisable subject
title that industry is familiar
with. In many cases this
could be the titles of text
books.
• Human Resources Management
• Applied Labour Law
• Applied Mechanical Studies
• Basic Business Communication
• Quality Practices
• Operational Risk Management
• Finance for Non Financial Managers
• Engineering for Production Managers
• Engineering in Rock Masses
Subject Description
An indication of the origin of
the subject – this is done to
place the subject within the
appropriate field of study
and to make it generally
recognisable.
“Applied Labour Law”
This subject cuts across the Human Resources and the
Legal fields of study. It covers the basic elements that line
managers should know regarding the South African labour
law within the context of the South African Constitution
and the basic International Labour Organisation
conventions.
Draft a general statement
that indicates the main
focus of the subject and
highlights essential/critical
aspects that should be
covered in the learning.
• Knowledge of typical process equipment and technology focusing
on the application of the technologies within the agricultural product
processing environment. It is essential to cover current best
practices and emerging new technologies.
A brief statement of the
specifically required
knowledge. Make it specific
enough to be individually
recognisable.
• Types of agricultural feedstock and how to recognise them
• The quality standards for processed agricultural material at each
stage of the process
• Guidelines for good practices when processing agricultural
material
Scope of the
Subject
Learning Activity
Guidelines
Group Exercise: Developing
Subject Specification – 1 hr
 Divide into the same 3 groups
 Choose a facilitator, reporter and for the same occupation:
 Using slide 20 to 22 and the examples provided therein and
the bricklayer – identify the subject relevant for the defined
product or services, and
– Define description, scope, topics and critical knowledge areas
– Choose one topic and list relevant learning activity guidelines
– Compile internal assessment guidelines
23
Occupational Curriculum – 2 “Learning Process Design”
Occupational Profile
2
Knowledge
Occupational
Task
Practical
Skills
Learning Process
Design
Occupational
Qualification
Subject
Specification
Knowledge
and Theory
Standard
Work
Experience
Knowledge
Occupational
Profile
Occupational
Task
Integrated Final External
Assessment Specification
Practical
Skills
Work
Experience
Knowledge
Occupational
Task
Practical
Skills
Work
Experience
Practical Skills
Module
Specification
Work
Experience
Module
Specification
2.2
Practical
Skills
Standard
Work
Experience
Standard
Developing Practical Skills Module Specifications
Component
Definition
Module Number
A coded identification number that will be used
to identify the module in the database so that it
can be sorted and searched when needed.
Process Question
•
The number is automatically
generated by the system. It will
contain the OFO code of the
Occupation plus an identity
indicator. (PM 01---)
Module Title
The title of the module is exactly the same as each of the Occupational Responsibilities. It
will be automatically inserted when using the system.
Scope of the
Module
A brief description of the main focus of the
learning.
In relation to all the applied skills covered
in this module:
1.
What will the main focus of the
learning be?
2.
In summary what will learners be
practicing in this module?
Applied Skills
The specific skills that were identified in the
occupational profile relevant to this specific
occupational task.
The skills as stated in the occupational
task will be transferred by the system to
the module.
Developing Practical Skills Module Specifications
Component
Definition
Process Question
Learning Activity
Guidelines
The learning activity guidelines contains three
specific components:
1. The specific performance – what the learner
must be able to do;
2. The specific condition under which the
performance will be practiced (Given---)
3. The required standard of the performance
(How well the person must perform in order to be
deemed capable.
NOTE: The learning activity guidelines starts
with the Given statement (A brief description of
the conditions under which the practical skill
must be performed). It is then followed by a
number of statements containing both the
required performances and the minimum
standard for each of the performances.
With regard to the practical skill ask:
1.
What must the learner be
given/exposed to in the learning
environment to practice this skill?
2.
What are the things that the person
must be able to do to competently
execute the skill?
3.
How well/to what standard must
each of the performances be
executed?
An indication of the possible best methods of
assessing the specific skill
With regard to the stated performances:
1.
What are the critical things that
should be assessed through testing
and questioning?
2.
What are the
behaviours/performances that must
be observed?
3.
What specific end products should
be evaluated?
Guidelines for
Assessment
Developing Practical Skills Module Specifications
Component
Definition
Process Question
Credits
The possible credits that learners can accumulate
by successfully completing this module.
For each skill ask:
1.
How long will it take to learn and
practice this skill?
For each 10 hours of potential
learning/practicing allocate one credit.
The total credits for all the skills will be
added up to form the total credit value for
the module.
A description of the minimum requirements that
providers must meet in order to be accredited to
train people in this skill area.
Looking at the total module ask:
1.
What must the skills levels,
experience and or qualifications of
instructors and trainers be?
2.
What specific physical resources,
equipment or environmental
conditions must the training provider
have access to in order to ensure
that all the skills can be effectively
practiced?
3.
What unique safety, health and
environmental standards must the
training provider comply with in
order to ensure that the skills can
be safely practiced.
Provider
Accreditation
Requirements
Curriculum
Element
Construction rules
Example
Scope of the
Practical Skills
Module
Summarise the totality of the practical
skills that will be practiced in this module.
• Operation of material handling equipment within
operating requirements performing all the
functions required to receive, store, out load and
dispatch agricultural products.
• Application of all duties of a teller in accepting
deposits and capturing the transactions on a
computerised teller platform.
Practical Skills
Learning Activity
Guidelines
The Practical Skills Leaning guidelines
contains three components:
1.
Conditions under which the
applied skill will be practiced and
evaluated. This condition explains
the training environment and
should be as close as possible to
the real world of work. Start the
statement with “Given: ---------”
2.
The required performance: A
statement of what the person
must be able to do/apply. “Use be
able to -------”
3.
The standard of performance. A
qualitative and/or quantitative
statement of how well the
performance must be executed
for the person to be deemed
capable of applying the skill under
the specified the training
conditions.
• Given operating procedures, single stage
standalone equipment and various materials and
production requirements:
• Be able to:
– Check and start up the equipment completing
all checklists and reporting all equipment faults;
– Adjust settings correctly for the full range of
material and product specifications;
– Change settings correctly in response to all
changes in instrument readings and the full
range of operating variations;
– Execute emergency stop and shut down
procedures following the standard emergency
procedures;
– Recognise and appropriately respond to a
basic set of processing problems.
– Process a full range of products within the
standard operating time in such a way that the
products meets the laid down quality standards
fully.
Curriculum
Element
Construction rules
Example
Guidelines for
Assessment
List the three or four critical things that
must be assessed to check competence
for each of the skills in this module.
Where appropriate/necessary indicate the
type of assessment method to be used.
Try not to state the obvious and minimise
duplications.
• Understanding of the impact and implications of
various equipment settings;
• Understanding of the consequences of non
compliance with operating procedures on the
quality of the final product;
• Ability to respond to changing material
consistency during processing;
• Attitude towards the care and maintenance of the
equipment
Provider
Accreditation
Requirements
State the minimum requirements for the
provider. Avoid stating the obvious and
minimise duplications.
Human Resources:
• Coaching provided by qualified operators at a
ratio of 1 trainer to 3 learners;
• Availability of qualified Fitter and Electrician to
maintain the equipment;
Physical:
• Availability of stand alone equipment outside of
the normal production environment;
• Fully functional conveyor system outside of the
normal production environment;
• Equipment Operating standards that meets
minimum vendor specification
Safety and Health:
• Legally compliant work area;
• Approved personal protective equipment
• Approved fire protection devices
Group Exercise: Developing
Practical Skills Modules– 1 hr
 Divide into the same 3 groups
 Choose a facilitator, reporter and for the same occupation:
 Using slide 25 to 29 and the examples provided therein and
the bricklayer – identify the all Practical Skills Modules
from your profile, and for one Module
– Define scope, scope, applied knowledge, learning activity
guidelines and credits
– Determine criteria for accreditation of providers
– Compile internal assessment guidelines
30
Occupational Curriculum – 2 “Learning Process Design”
Occupational Profile
2
Knowledge
Occupational
Task
Practical
Skills
Learning Process
Design
Occupational
Qualification
Subject
Specification
Knowledge
and Theory
Standard
Work
Experience
Knowledge
Occupational
Profile
Occupational
Task
Integrated Final External
Assessment Specification
Practical
Skills
Work
Experience
Knowledge
Occupational
Task
Practical
Skills
Work
Experience
Practical
Skills
Standard
Practical Skills
Module
Specification
Work
Experience
Module
Specification
2.3.
Work
Experience
Standard
Developing Work Experience Module Specifications: Part 1
Component
Definition
Module Number
A coded identification number that will be used to
identify the module in the database so that it can
be sorted and searched when needed.
Process Question
•
The number is automatically
generated by the system. It will
contain the OFO code of the
Occupation plus an identity indicator.
(WM 01---)
The Module title will be
automatically transferred from the
occupational profile and inserted
into the Work Experience Module
Specification.
Module Title
The title of the module is exactly the same as the
Product/Service defined for the specific
Occupational Task. In other words there will be
one “Work Experience Module” for each
Product/Service as identified in the Occupational
Profile.
•
Purpose of the
Module
A brief description of what the person will be able
to contribute, in the workplace in relation to the
product or service and an indication of what
aspects of the work processes will help to
develop the required competences.
With reference to the specific
Product/Service and the specific
Occupational Context ask:
1.
What is the overall contribution that
the person must be able to make in
the workplace?
Work Experiences
The work experience components as identified in
the Occupational Profile
•
These work experience components
will be automatically transferred to
the module from the Occupational
Profile.
The specific knowledge as defined in the
Occupational Profile.
•
The knowledge identified in the
Occupational Profile will
automatically be transferred to the
module specification.
Contextualised
Workplace
Knowledge
Required
Developing Work Experience Module Specifications
Component
Definition
Process Question
Scope of the Work
Activity
An indication of the range of
objects, situations or circumstances
that the person must be exposed to
in order to become competent in
doing the work as described in the
work experience component.
With regard to each of the identified work
experiences ask:
1.
What objects or situations must the person be
exposed to?
2.
What circumstances should the person deal with?
Credits
The possible credit value based on
the estimated notional hours
required to master the work activity.
How long will it take to complete this work
Experience.
NQF Level
The knowledge complexity level of
each of the learning activity
guidelines.
In relation to the descriptors in the
"Level Descriptor Tool" ask:
1.
2.
Which focus area does this learning activity relate
to?
Which role does the learning in this activity relate
to?
Find the probable NQF level and then
open the details of that level - now ask:
1.
Supporting Evidence
for Work Experience
Record
Suggestions regarding possible
supporting information that can be
used to confirm the work
experience as defined in the
module.
Will the learning in this learning activity enable the
learner to execute the typical activities that are
listed under this level?
In relation to the defined scope of work
activities ask:
1.
What naturally occurring evidence can be used to
support the work experience record.
Curriculum
Element
Construction rules
Example
Purpose of the
Module
A statement of the expected
contribution of the person in the
workplace during the execution of the
work experience period.
Give a summary of all the work
experiences without repeating them.
• Operate processing equipment and respond to
common variations in production demands as part of a
production team.
• Operate a teller work station for a period of two
weeks taking in deposits.
• Deal with customer queries and complaints for a
period of two weeks at an enquiries work station.
Scope of the Work
Activity
For each of the identified work
experiences indicate what the person
will be expected to do.
• Chair two disciplinary enquiries
• Report production performance in production review
meetings
• Develop an annual labour plan
• Participate in at least three health and safety
meetings
• Operate stand alone equipment for a full production
month on all three shifts;
• Balance cash in a teller work station for two full
weeks
Supporting
Evidence for Work
Experience Record
For each work experience module list
the possible types of evidence that
could support the work experience
record.
• Minutes of Safety and health meetings;
• Equipment utilisation and breakdown reports;
• Customer feedback forms.
Group Exercise: Developing Work
Experience Modules– 1 hr
 Divide into the same 3 groups
 Choose a facilitator, reporter and for the same occupation:
 Using slide 32 to 34 and the examples provided therein and
the bricklayer – identify the all Work Experience Modules
from your profile, and for one Module
– Define purpose of the modules, work experiences, contextualised
workplace knowledge,
– Determine scope of work experiences
– Compile Supporting Evidence for Work Experience
35
Processes for Development of the
External Assessment Specification
36
Developing the Qualification Assessment Specifications
(External Assessment)
D1
D2
D3
D4
Change
occupational
tasks to
qualification
outcomes
Develop assessment
standards
Identify points
where/ when
external
assessment must
take place
Describe the
external
assessment
model
D2.1
Identify integrated
assessment focus areas
D5
D2.3
D2.2
Determine the weight
List assignments to
be evaluated
externally
Identify assessment criteria
D8
D7
D6
Determine
criteria for the
registration of
assessors
List the critical
aspects of the internal
assessments to be
assessed externally
List the eligibility
requirements to
qualify for the
external assessment
38
Developing Externals Assessment Specification
Component
Definition
Process Question
Developing
qualification
outcomes
In order to be declared competent
in an occupation the incumbent
must prove competence in the
performance of all the occupational
tasks as listed in the occupational
profile. The occupational tasks
must be changed into outcome
statements to reflect the
qualification exit level outcomes.
No process question in this regard but follow the
construction rule
Develop Assessment
Standards
Based on the profile, assessment
focus areas, their weight in relation
to one another and the assessment
criteria is determined
1. What are the critical aspects of the occupational
purpose that must be externally assessed?
2. What are the critical elements in each occupational task
that must be externally assessed?
Outcomes of these questions should be summarised into
assessment focus areas
The weight specifies the total weight that each identified
integrated assessment focus area must bear in terms of
the external assessment
3. With respect to each assessment focus are, what
aspects to learner prove competence of?
Points for External
Assessment
Different occupation may require
demonstration of competence
owing to change of season, length
of program or to proceed to next
level
“Does this qualification span more than one year?” If yes,
ask “Are there any intermediate points in the learning
process that should be assessed externally?”
“Are the occupational tasks in this qualification of a
seasonal nature or affected by specific cycles of activity?”
“Will the learner require an intermediate external
assessment in order to proceed to the next level39of
learning?”
Developing Externals Assessment Specification
Component
Definition
Process Question
External Assessment
Model
Cost effective model must be
identified determine integrated
assessment focus areas for
different phases if
any..\Documents\Abeeda
Consulting\Teta\Assessment
Models.docx
1. What is the most fit-for-purpose and affordable model
for conducting the external assessment?”
2. “How will the assessment be conducted?”
3. “Who will conduct the assessment?”
4. “Where will the assessment be conducted?”
Assignments to be
Evaluated Externally
These are internal assessment that
would have been identified as
critical for external assessment
When using the system, it will generate this information
automatically
Eligibility
Requirements to
Qualify for the
External Assessment
This refer to the requirements that
must be met by a learner to qualify
for external assessment.
“What specific documentation will be necessary before the
learner is enlisted for external assessment?”
Criteria for the
Registration of
Assessors
Specifies criteria to be met for
registration as assessors for the
particular qualification
“What is the experience, the context of the experience and
the qualifications that the person must have in order to be
registered as an assessor?”
40
Assessment
Element
Construction rules
Example
Developing
qualification
outcomes
Change the highest level
responsibility stated in “present
continuous tense” (ing) into a verb in
its simplest form, i.e. without an “s”.
• Develop occupational curricula.
•Manage operational risks relating to the dying and
bleaching of flock, yarn or fabric.
Develop
Assessment
Standards
Start the sentence with “The ability
to” followed by a verb in the singular
form, in its simplest form (without an
“s”), followed by a description of the
elements to be assessed.
• The ability to identify the social support needs of
clients.
•The ability to assess credit risks when evaluating loan
applications and calculate credit limits.
•The ability to calculate credit limits. when evaluating
loan applications
Points for External
Assessment
•If the answer to any of the above
questions is “yes”, state the phase and the
period.
•Allocate the identified critical aspects to
be assessed (including the weight and
assessment criteria).
•Phase 1: In July during the pruning season to test
pruning skills.
•Phase 1: After 2 months and completion of the
knowledge component “Blasting Theory” to qualify for
continuing with the practical skills and work
experience components
External
Assessment Model
•Start with: “The external assessment
will be conducted through ….”
•Followed by a brief description of the
assessment process, and
•Followed by a statement on who will
conduct the assessment and where.
The external assessment will be conducted through a
combination of a written assessment and the
evaluation of a report on a project completed during
the work experience component. The written
examination will be concluded at an approved
assessment site and marked by registered assessors.
The report will be evaluated by a panel comprising a
member of the professional body and the employer at
the employer’s premises.
Assessment
Element
Criteria for the
Registration of
Assessors
Construction rules
Provide information on the following:
•Subject Matter Expertise:
•Years of practice:
•Assessment Experience:
•Membership of a Professional Body
Example
• Expertise: Practicing plumber
•Years of practice: 5 years
•Assessment Experience: Assessment Unit standards
•Membership of a Professional Body: None
Group Exercise: Developing
External Assessment Specification
– 1 hr
 Divide into the same 3 groups
 Choose a facilitator, reporter and for the same occupation:
 Using slide 39 to 42 and the examples provided therein and
the bricklayer – develop the following aspects of the
external assessment specification
– Develop qualification outcomes, assessment standards and points
of external assessment.
– Determine eligibility requirements for external assessment
– Develop registration requirements for the assessors
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