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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

The purpose of assessment

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Outcomes-based assessment is relevant to all fields and is not limited to education, training and development.

There are various reasons for assessment, namely:

 to select and recruit learners for a job,
 to monitor individual performance,
 to determine training needs,
 to assess skills and knowledge,
 to recognise prior learning,
 to assess training programmes,
 to assess the progress of learners on a training programme, and
 to assess a candidate’s competence.

Different assessment methods will be used as appropriate to each situation.

Types of evidence:

 Products of the learner’s work.
 Evidence of the way the learner carried out activities.
 Formal tests.
 Informal questioning.

The basic principles of outcomes-based assessment

 It is based on national standards or specific outcomes
 Learning outcomes are assessed.
 The assessment practice needs to be relevant to the specific outcomes.
Assessment must be valid, fair, authentic and consistent.

It is important that appropriate assessment methods are selected. Assessment methods have to be:

 suitable to the performance being assessed,
 fair, and should not inhibit or interfere with performance,
 integrated with work or learning,
 manageable in terms of available resources,
 cost-effective, and
 sufficient and efficient.

This assessment approach is also applicable across disciplines and departments.


The evidence collected has to prove competency and therefore has to be:

• valid and fit for purpose,

• direct and collected from activities during actual performance

• authentic, so that the evidence judged can be attributed to the person being assessed,

• sufficient to establish that all assessment criteria have been met, and that performance to the required standard could be repeated with consistency.

Require evidence of

 Knowledge

 Process

 Product