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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[...]

assessed

How are learnerships assessed

An assessment system that is appropriate and serves the objectives of the new learnership system has to be put into place. This assessment system should serve to promote quality into a learning and training as well as to give awards for achieved competencies.

It is recommended that a new system be based on the following guidelines:

      *In the assessment process, language requirement must encourage the development and use of languages previously discriminated against.

 

      *The procedures of the criteria for assessing learner performance should be laid before the assessment takes place.

 

      *Assessment in a learnership must, as far as possible, be integrative and not only emphasis practical skills.

 

      *A wide range of evidence should be promoted in an assessment. Portfolio-based assessment should be privileged for moderation as this form of assessment makes auditing less costly and the evidence can travel.

 

      *The occurrence of external or final test assessment may not be the norm for all kinds of learnerships. *Generally, “high-risk” learning should be subjected to this final assessment.

 

      *The quality assurance procedures should be developed in consultation of all relevant parties to establish fairness, efficiency and effectiveness.

 

      *The determination of learning progress should take place primarily where the learning is taking place. The assessor should be registered as competent with an education and training quality assuror/sector education and training organisation. The assessor may be the learning facilitator or instructor.

 

    *Available qualified and competent assessors are as important as competent trainers.