prospen.co.za

ProspenAfrica | Training and Consulting Services Provider

4 Day Accredited Training

Dates: Available on Request
Locations: Johannesburg, South Africa
Platform: Available In-Class / Online

Price: Available on Request

Unit Standard: 115755, NQF Level 6 with 10 credits.

Course Introduction

This is one (1) of the five (5) ETD roles / courses that together provides participants with the general Education, Training and Development skills required at an NQF level 6 thus providing an opportunity for participants to specialise further in one of the following four roles:

  • Design and develop learning interventions.

  • Facilitate learning.

  • Design and conduct assessments.

  • Facilitate skills development.

Course Objectives

This course aims to provide recognition for those participants who will design and develop assessments to facilitate consistent, credible, reliable, fair, and unbiased assessments of learning outcomes. The outcomes may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. Based on the Unit Standard number 115755 and pitched at the NQF Level 6 with 10 credits, at the end of the course, participants will be able to:

  • Demonstrate understanding of design principles of outcomes-based assessment,

  • Design outcomes-based assessments,

  • Develop assessment activities,

  • Develop assessment guides, and

  • Evaluate assessment designs and guides. 

Furthermore, contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

Who should attend?

This course will be useful for:

  • Learning facilitators.

  • Assessors

  • Learner and learning supporters.

  • Skills Development Facilitators.

Training methodology

Training Methodology

Our diverse instructional approaches ensure effective learning:

– Lectures & Presentations: Engage with expert-driven, stimulating content.
– Course Material: Access well-crafted supporting resources.
– Group Work: Collaborate on discussions and case studies for practical insights.
– Workshops & Role-Play: Participate in immersive, scenario-based activities.
– Practical Application: Focus on applying theoretical knowledge in real situations.
– Post-Training Support: Receive extensive support after training for skill implementation.

Training Outline

Module 1: Demonstrate understanding of design principles of outcomes-based assessment

  • Comparisons between outcomes-based design and another form of assessment design highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages. Similarities and differences include assessment methodology, advantages to learners, employers and institutions, impact on learners and assessors, and means of reporting results.

  • Key differences are identified in the approach to designing assessments for RPL-candidates and for programme-based assessments.

  • Different assessment methods are described and justified in relation to contexts, and their advantage over other possible options. The description of methods should cover situations for gathering evidence of abilities in problem solving, comprehension, analysis and synthesis, evaluation, practical and technical skills, attitudinal skills and values.

  • Key principles of assessment are described and illustrated in terms of their impact on assessment design, and ultimately assessment practice and results.

  • Scenarios are provided to illustrate the way questioning approaches impact on the validity of assessments. Open versus closed questions, leading questions, probing questions.

Module 2: Design outcomes-based assessments

  • The design addresses the need for cost-effectiveness and considers the overall assessment plan, results of previous assessments, special needs of candidates, assessment contexts, and where applicable, the accessibility and safety of the environment and contingencies.

  • Assessment activities, instruments and resources selected are appropriate to the outcomes to be assessed and the assessment candidates and have the potential to enable the collection of valid and sufficient evidence. The design accommodates the possibility of RPL.

  • Potential unfair barriers to achievement by candidates are identified and the design addresses such barriers without compromising the validity of the assessment or possibilities for continued learning. Unfair barriers could relate to issues such as language or disabilities.

  • The design ensures holistic, integrated, and comprehensive assessment using a range of potential sources and types of evidence.

  • Opportunities for gathering naturally occurring evidence are identified and planned whenever possible, to improve assessment efficiency and match assessment conditions to real performance conditions where applicable. Naturally occurring evidence refers to evidence gathered during the normal course of learning or work.

Module 3: Develop assessment activities

Candidates are to provide evidence for the development of activities that assess:

  • Psychomotor skills: through methods such as observation of naturally occurring evidence, simulations, skills tests, assessment of products.

  • Cognitive skills: through methods such as fixed and open response, written and oral items.

  • Affective skills (value and attitudinal orientation): such as through observation of behaviour.

  • The activities facilitate the production of valid, sufficient, authentic, and current evidence, matching the requirements of the given outcome statement/s.

  • Activities promote integrated assessment as far as possible and enable combinations of outcomes to be assessed simultaneously where possible.

  • The activities are appropriate, fair, and manageable, and are consistent with the defined purpose of the assessment, including the possibility of RPL.

  • Communication intended for candidates is appropriate to the candidates and assessment context and provides clear direction without influencing candidates towards responses.

  • The activities are described in sufficient detail to facilitate effective and efficient assessments, but with sufficient opportunities for assessors to adapt and contextualise the activities as required within the assessment context. Where appropriate, guidance is provided for contextualising the activities.

  • Activities meet cost and time requirements and any other constraints within the assessment context.

  • Time allocated for the activities is realistic, can be justified in terms of the requirements of the outcomes and is sufficient for the nature of the performances being assessed.

Module 4: Develop assessment guides

  • Guides contain all the details needed by assessors to conduct assessments in line with defined assessment principles. Details concerning at least: the approach to assessment, outcomes to be assessed; types and quality of evidence to be collected (including cognitive, affective and psychomotor); assessment methods to be used; resources required; conditions of assessment; timing of assessment; time-limits where applicable, sequence and schedules of activities; accountabilities; deadlines; relevant standard operating procedures where applicable; administrative procedures; moderation arrangements; instructions to assessors, candidates, and support personnel.

  • The guide provides clear details of the assessment activities in line with the assessment design, to facilitate fair, reliable and consistent assessments by assessors. The activities are presented in a form that allows for efficient communication of requirements.

  • The structure of the guide promotes efficient and effective assessment. It further facilitates the recording of data before, during and after the assessment for purposes of record keeping, assessment judgements and moderation of assessment.

  • The guide includes all support material and/or references to support material, including observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda, or rubrics as applicable.

  • The guide makes provision for review of the assessment design and is presented in a format consistent with organisational quality assurance requirements.

Module 5: Evaluate assessment designs and guides

Candidates to provide evidence of the ability to identify and make recommendations on strengths and weaknesses of assessment guides.

  • Methods are appropriate and sufficient to evaluate the quality of the assessment design and guides in relation to good assessment principles and the intention of the assessment reflected in the standards.

  • The evaluation results are described and justified in terms of the principles of good assessment and based on evidence from a variety of sources, including empirical data, moderation findings and stakeholder feedback.

  • Recommendations contribute towards the improvement of assessment design and guides to facilitate assessments in line with the requirements of the given outcome statements and the purposes of the assessment.

  • The evaluation is carried out in line with quality assurance requirements, including moderation requirements, and contributes towards enhancing the credibility and integrity of the recognition system.

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