123397 Evaluate Learning

COURSE SUMMARY

  • Short name:   Evaluation Learning
  • Full description:   Evaluate a learning intervention using given evaluation instruments
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 10
  • Duration: 2 days
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standards 123397  – click here to read more
  • People credited with this unit standard are able to:
    • Planning and preparing for the evaluation.
    • Collecting and recording data.
    • Analysing and interpreting data.
    • Compiling an evaluation report.
    • Reviewing the evaluation process.
  • Purpose of the course:
    • This unit standard will be useful to evaluators of learning programmes or courses, whether internally or externally.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Organisation or Provider policies where available or at least knowledge of the organisations policies if any. These might include: Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA?
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

Evaluate a learning intervention using given evaluation instruments
SAQA US ID UNIT STANDARD TITLE
123397 Evaluate a learning intervention using given evaluation instruments
ORIGINATOR ORIGINATING PROVIDER
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to evaluators of learning programmes or courses, whether internally or externally.

People credited with this unit standard are capable of:

  • Planning and preparing for the evaluation.
  • Collecting and recording data.
  • Analysing and interpreting data.
  • Compiling an evaluation report.
  • Reviewing the evaluation process.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners have a working knowledge of the NQF, related systems and quality assurance principles.

UNIT STANDARD RANGE
A learning intervention consists of a series of significant learning events that form a coherent whole and lead to the achievement of a significant outcome of learning within the context of the organisational setting. The intervention could include but is not limited to any combination of workshops, focus groups, broadcast, workplace assignments, classroom-based training, training on the job, projects, assessments.

Evaluation is the systematic process of gathering and analysing data and other objective information to determine the quality, value and effectiveness of a learning intervention within the context of the organisational setting with the specific aim of initiating certain actions.

The assessment of candidate-evaluators will only be valid for award of this unit standard if the following requirements are met:
The learning intervention being evaluated leads to a significant, meaningful and coherent outcome of learning that is in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. Although this is not a rule, for the purposes of this unit standard the learning intervention being evaluated should be of a size that generally requires in the region of 50 – 80 hours of learning time.
The learning intervention being evaluated includes learning of tasks and concepts. Therefore interventions that relate only to highly task-orientated learning and do not demand much, if any, in the way of reflexive competence, will not provide enough scope for the evaluator to prove competence in this unit standard.
The evaluation is to cover at least the following: learning outcomes, learning design, delivery, application of learning, assessment, internal moderation; support services, administration; learning environment; and stakeholder satisfaction. Where possible, the evaluation is to include a consideration of return on training investment and impact in the workplace.

The evaluation may be for interventions using any one of the following modes of delivery:

  • Distance.
  • Formal classroom-based training.
  • On-the job training.

For the purposes of this unit standard, evaluators may use given evaluation instruments and processes. However evaluators will need to be able to adjust the instruments and process for the particular purpose to which they are applied.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Plan and prepare for the evaluation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The purpose and scope of the evaluation is defined in terms of stakeholder requirements.
ASSESSMENT CRITERION RANGE
Stakeholders – combinations of: provider, client organisations, funders, government agencies, accrediting bodies, learners.

ASSESSMENT CRITERION 2
Evaluation criteria are confirmed as objective, measurable, sufficient and suited to the agreed purpose of the evaluation. The criteria are confirmed to be aligned with the organisational quality assurance system.

ASSESSMENT CRITERION 3
Evaluation instruments selected make use of strategies, methodologies, research methods and information sources that are appropriate to the purpose and context of the evaluation.
ASSESSMENT CRITERION RANGE
Research methods – qualitative and quantitative:
Information sources could include learners, teaching staff, learning support staff, administrative staff and administrative data, learning materials, learner records, course evaluations, facilitator reports, records of results, professional associations.

ASSESSMENT CRITERION 4
Evaluation instruments selected enable valid, sufficient and reliable data to be generated within time and budgetary constraints, and to achieve the purposes of the evaluation.
ASSESSMENT CRITERION RANGE
Instruments can include the following data gathering techniques: questionnaires, interviews, focus groups, observation.

ASSESSMENT CRITERION 5
Evaluation instruments are adjusted to ensure they will generate the data that are required to achieve the evaluation purpose.

ASSESSMENT CRITERION 6
The plan is developed providing details of the purpose and subject of the evaluation, roles and responsibilities of participants, sample sizes, frequency and timing of data gathering, venue/s, logistics, resource requirements and reporting mechanisms.

ASSESSMENT CRITERION 7
The evaluation plan is agreed with relevant stakeholders, and enables the achievement of the evaluation purpose within time and budgetary constraints.

SPECIFIC OUTCOME 2
Collect and record data.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Data are collected and recorded in accordance with the evaluation plan.
ASSESSMENT CRITERION RANGE
Timing, target groups, tools.

ASSESSMENT CRITERION 2
Data are collected from a representative sample of the target group in accordance with the evaluation plan.
ASSESSMENT CRITERION RANGE
A representative sample contains sufficient numbers and coverage to appropriately reflect the target group, and produce valid and reliable data.

ASSESSMENT CRITERION 3
Data are collected in relation to key quality indicators, including cost, time, outcomes achieved and manageability.

ASSESSMENT CRITERION 4
Data are recorded without errors or omissions.

SPECIFIC OUTCOME 3
Analyse and interpret data.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The sorting and summarising of data into categories validly reflect the evaluation purpose and serve to focus attention on particular areas.
ASSESSMENT CRITERION RANGE
Learning outcomes, learning design, delivery, assessment, internal moderation; support services, administration; learning environment; application of learning and stakeholder satisfaction.

ASSESSMENT CRITERION 2
Data are displayed in a way that aids analysis and interpretation.

ASSESSMENT CRITERION 3
Identified trends, patterns, and comparisons validly reflect the data.

ASSESSMENT CRITERION 4
Interpretations of data are consistent with the data and are free of bias.

ASSESSMENT CRITERION 5
Findings are unbiased reflections of the data and are supported by evidence.

SPECIFIC OUTCOME 4
Compile an evaluation report.
OUTCOME RANGE
The report would typically include a summary, background information, the evaluation purpose, evaluation methodology, findings, possible solutions and recommendations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The summary and presentation of results validly reflect the data and are in a form that is meaningful to recipients.

ASSESSMENT CRITERION 2
Limitations of data interpretation are made explicit.

ASSESSMENT CRITERION 3
Evaluation results are compared with related external data where available so that valid conclusions can be drawn.
ASSESSMENT CRITERION RANGE
External data can include, but are not limited to – previous evaluations, internal and external benchmarks.
Valid means fit for purpose, and relating solely to the attributes or data being evaluated.

ASSESSMENT CRITERION 4
Raw data are made available in an organised form that can be accessed by recipients within the constraints of relevant policy and legislation.

ASSESSMENT CRITERION 5
Recommendations are formulated in consultation with relevant stakeholders, and are relevant to the context, feasible, can be justified in terms of the findings and evaluation purpose, and promote the improvement of learning interventions.

SPECIFIC OUTCOME 5
Review the evaluation process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The process is analysed in terms of strengths, weaknesses and fitness for purpose.

ASSESSMENT CRITERION 2
Opportunities and mechanisms to improve upon the process are identified and recorded for integration into future evaluations.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Assessors for this unit standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

  • The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Evaluation principles and methods.
  • The principles and mechanisms of the NQF.
  • ETQA requirements for programme approval.
  • Quality Assurance Systems.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems using critical and creative thinking: planning for contingencies during evaluation.

UNIT STANDARD CCFO ORGANISING
Organize and manage oneself and ones activities: this will be evident throughout the evaluation process.

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organize and critically evaluate information: the whole evaluation depends on careful collection, analysis, organisation and evaluation of information.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively: this unit standard requires constant communication throughout the evaluation process.

UNIT STANDARD CCFO DEMONSTRATING
Demonstrate the world as a set of related systems: understanding the impact of learning interventions on individuals and organisations.

UNIT STANDARD CCFO CONTRIBUTING
Be culturally and aesthetically sensitive across a range of social contexts: carry out the evaluation in a culturally sensitive way.