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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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QCTO Assessment Quality Partner (AQP) principles and values

The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP:The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP: External Assessment systems and processes must: be fair, reliable, valid, ethical and transparent; be consistent across time, place, role players and respond to a non-sectoral demand-led model; use methodologies that are fit-for-purpose and reflect a consistent level of higher  cognitive challenge;  avoid tendencies of exclusivity; adhere to the QCTO values which show: i. innovation and excellence ii. em[...]

Assessment approach

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Assessors may choose to approach these stages in assessment planning by categorising evidence opportunities as follows:

• Naturally-occurring evidence from the learner’s previous or everyday work performance.
• Other performance evidence from variations of the learner’s normal work.
• Realistic simulations.
Case studies and projects.
• Evidence of knowledge and understanding not demonstrated through performance.

Integrated assessment

The integration of assessment involves choosing a variety of assessment methods, which can integrate a number of assessment activities on a particular occasion. The integration can be across one specific outcome or across a series of specific outcomes.

The advantages of integrated assessment are as follows:

• The learner can carry out worthwhile activities to generate evidence for assessment, rather than carry out artificially fragmented tasks, which may seem trivial.

• It provides opportunities to carry out assessment within an organisation’s normal working practice and to make the best use of naturally occurring evidence.

• It avoids duplication of assessment activities common to different specific outcomes. This can reduce learners’ frustration at being asked to carry out two or more similar activities to provide evidence for different specific outcomes, and minimise the time spent collecting and judging evidence.

• The assessor can feel more confident when making his/her assessment decisions, as learners carrying out integrated activities have to transfer their skills and knowledge across different contexts.