Chapter 7 Flashcards
legislation and learning
To make learning happen, the Skills Development Act was written
To make training affordable, the Skills Development Levies Act was written
To make training effective, the South African Qualifications Act was written
To make training equitable, the Employment Equity Act was written
purpose of assessment
national policy for designing and implementing assessment, describes assessment as the process used to identify, gather and interpret information and evidence against required competencies in a qualification, part- qualification or professional designation
it can be formal, non formal or informal
data gathering strategy for measuring knowledge, skills and behaviour, performance, values and attitudes
assessment is a process that a qualified and registered assessor follows to
collect evidence of a learner’s learning achievements
assessment focus (curriculum components)
knowledge
skills
workplace experience by accredited L&D professional
goal of assessment in outcomes-based learning
give learners access to further learning
assessor
An assessor is the person able to conduct high-quality internal and external assessment for
specific qualifications, part-qualifications, or professional designations
different forms of assessment
- formative assessment
- dynamic assessment
- summative assessment
- integrated assessment
- diagnostic assessment
- RPL assessment
formative assessment
range of formal, non-formal and informal ongoing assessment
procedures
focus teaching and learning activities on enabling learner attainment of learning outcomes
therefore, a form of engaging the learner in the learning process
Formal formative assessment involves recording results which count towards promotion marks
Non-formal and informal
formative assessment involves dynamic assessment that focuses on a variety of alternative teaching and learning approaches which enable the learner to successfully achieve the learning outcomes of a programme
Formative assessments help L&D professionals to make decisions about the learners’
readiness to do a summative assessment
Credits may or may not be awarded. Formative assessment credits usually carry a weight towards the summative assessment results.
These assessments do not have to be conducted by a registered assessor
Formative assessment is conducted during instruction.
dynamic assessment
involves formative assessment practices in which ‘mediation, learning, testing, frequent feedback to learners and systematic monitoring of changes in learning are
explicit parts of the learning context
consciously seeks to consolidate existing learning to build further learning through continuous
feedback and learner-L&D professional interaction
The goal of dynamic assessment is to see whether, by how much and in what ways those being assessed change as a result of being presented with opportunities to learn
Summative assessment
usually a formal assessment to evaluate a learner’s achievement
of learning outcomes toward the certification of learning that has already taken place, and
the extent to which this learning has been successful
usually conducted at the end of a learning programme
It is the final measurement of what was learned and achieved.
should include formative assessment evaluations and a final overall assessment of whether the learners have achieved the learning outcomes
A summative assessment contributes to the final grade of a learning outcome or
qualification. This type of assessment summarises the learning process. It results in a formal statement declaring whether a learner has achieved competency or not
A summative assessment can be done only when:
- The assessor and learners agree that they are ready for the assessment;
- The assessor and learners have decided whether they are doing a summative or formative
assessment; - The learners know when and where the assessment will be held; and
- The learners are informed that the results will be formally recorded and reported
integrated assessment
holistic set of assessment tasks needed for a qualification, part qualification or professional
designation
could consist of a written assessment of theory together
with a practical demonstration of competence
conceptual understanding
of something is evaluated through the approach s/he takes to apply it practically.
assessor should focus on
assessing a learner’s ability to combine foundational, practical and reflexive competencies
with critical cross-field outcomes (CCFOs) and apply these in a practical context or for
a defined purpose
Developing guidelines for the assessment of the three curriculum components
If assessments are not integrated, the assessments become fragmented, place undue stress on all the roleplayers and produce a disjointed learning experience.
diagnostic assessment
is a measure of the learner’s prior knowledge, skills,
attitudes and values before teaching or training starts
Diagnostic assessment is done for the purpose of identifying learners’ strengths and weaknesses, in order to use the associated information for the purposes of creating suitable learning environments
Informal and formal methods are used (in the form of questions) to assess the learners’ entry levels
assessment for recognition of prior learning
involves evaluating the prior knowledge and skills of a person for the purposes of guiding the learner towards alternative access and admission, recognition and certification, or further learning and development.
does not occur in isolation but as part of the RPL process, which includes candidate
support before, during and after the RPL process; preparation for an RPL process or subprocess; mediation of knowledge obtained informally or non-formally and that which is
required formally; assessment of competence, and certification
Evaluating evidence and making assessment judgements
(step 5 of assessment process)
When the evidence has been gathered and documented, assessors need to judge learners’ competence.
Assessors are expected to evaluate the evidence against each assessment criterion
Assessment decision must take into account any unexpected circumstances that may compromise the fairness and correctness of the assessment
assessment decision must be consistent
integrated assessment refers to
- more than one outcome
- more than one unit standard
- integrate critical outcomes with learning outcomes
- teaching and assessing theory and practice in the same activities
- using complex assessment tasks to integrate all outcomes
- assessing across learning areas
