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Assessor Course

The document discusses key concepts related to competency-based education and assessment in South Africa. It outlines the history and principles of outcomes-based education (OBE) and recognition of prior learning (RPL). It also describes content-based learning, notional hours, credits, specific outcomes, tools used in assessment, and the principles of assessment, which include fairness, validity, reliability and practicability. Finally, it lists steps to prepare for assessments, such as inviting candidates, creating an assessment plan, and obtaining necessary documentation.

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24 views

Assessor Course

The document discusses key concepts related to competency-based education and assessment in South Africa. It outlines the history and principles of outcomes-based education (OBE) and recognition of prior learning (RPL). It also describes content-based learning, notional hours, credits, specific outcomes, tools used in assessment, and the principles of assessment, which include fairness, validity, reliability and practicability. Finally, it lists steps to prepare for assessments, such as inviting candidates, creating an assessment plan, and obtaining necessary documentation.

Uploaded by

Forbet
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Assessor Course
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Role Players

Training
SAQA SETA
Provider

Student Assessor Moderator


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Key Considerations

OBE AND CONTENT BASED EDUCATION

In the late 80’s, Government started researching a new training methodology - Outcomes-Based Education
(OBE).
The system made provision for what is now known as “recognition of prior learning” - or (RPL)
which basically entails testing a person's ability to do a specific job and awarding this person either a
qualification or credits towards a qualification, based on his current knowledge and ability to perform the
required task.
Evidence based

No exams
No test
Practical assessments
Competent and not yet competent
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OBE In detail

 focuses on what the student needs to do


 describes the result of learning
 focuses on how learning is applied
 is, by its very nature, dependant on flexible allocation of time (the student dictates what is
learned and when)
 Guides define the learning outcomes and assessment criteria
 Guide contents are determined by the inputs of various role-players
 Guide contents are practical, addressing both skills and knowledge
 Material is used to facilitate the process of learning by providing information about what
should be learnt, how and when it should be learnt
 Material describes how it could be integrated with other aspects of the curriculum and
where the learner can find new or related information
 Guides, Facilitator Guide, Portfolios Of Evidence or Learner Workbooks are used in
conjunction with a structured programme strategy or curriculum to complete a learning
programme.
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Content based learning

 Contents Based Learning …


 focuses on what the teacher will teach (the teacher has a series of
objectives that if completed or met, show understanding of the material
covered)
 describes the intent of teaching
 focuses on providing opportunity for learning
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Notional hours

Credits

 1 credit = 10 hrs of learning

 70/30 principle

30 Class room/contact sessions

70 Workplace
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Specific outcome

 SO – Specific outcome

 AC – Specific outcome
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Specific Outcomes
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RPL

 The Purpose of RPL is:

 A means to 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 standards 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.

  
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Tools

 Registration forms

 Student ID, Qualifications (entry requirements)

 Induction guide

 Registers (Workplace)= Credits

 Workbook , formative assessments

 Summative assessment

 Logbook

 Facilitator guide

 POE

 Assessor Guide

 Moderator guide

 Quality management system

 Signature and dates


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Assessment tools
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Principles of assessment

  

 These principles are:

 Fairness

 Validity

 Reliability

 Practicability

 These principles help to


+ SECTION 2: PREPARE FOR ASSESSMENTS

 Invitation for assessment

 Pre-assessment meeting

 Assessment plan

 Pre-assessment checklist

 Letter of commitment

 Declaration of authenticity

 RPL Interview

 Appeals procedure

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