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Which bodies could become national Assessment Quality Partners

The need to establish an AQP arises from the development of an occupational qualification. A body that has the necessary credibility in the relevant constituency (industry/sector/profession) must be identified to manage External Integrated Summative Assessment by conducting the AQP functions listed above. Depending on their current functions and areas of expertise any of the following existing bodies may  be  appointed  as  Assessment  Quality  Partners  for  specific  occupations  or groups of occupations: Moderating Bodies Examining Bodies Professional Bodies Legislated Boards Occupational Associations Note: If there are no such bodies with a specific interest in the relevant occupation, a SETA o[...]

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.