Learner guide - Yellow Media Publishers

1 SAQA QUAL ID20159. QUALIFICATION TITLE-National Diploma: ABET. Practice NQF LEVEL: 05. Learner guide Learning Module 5: Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event TRAINING INTRODUCTION. Welcome to the course! WELCOME. The Facilitator is here to assist you in learning and understanding what is required to successfully complete the course. You are encouraged to participate in all the exercises and ask as many questions as you like, that are pertinent to the course. If you are uncomfortable with any aspect of the course, please feel free to discuss this with your Facilitator.

2 Remember that the course meets SAQA requirements. INDUCTION. We would like you to be comfortable throughout your learning, within a safe and healthy environment. Regular breaks are scheduled according to the course requirements and include tea / lunch time. You are requested to switch off your cell phone during lectures and the use of any form of digital camera (cell phone or other) is not allowed. If you are expecting and emergency, or urgent call, please discuss this with the Facilitator. The Learner may also be requested to complete a Portfolio of Evidence in which practical work COURSE. FORMAT. and exercises carried out in the workplace are recorded, written-up and evaluated. The Learner will then be assessed Competent, or Not Yet Competent, using a variety of assessment tools which may include, Written Tests, Oral Tests, Assignments, Observations and Practical Role-plays.

3 APPEALS. This Appeal Process is a requirement of accreditation as a Training Provider and therefore is fully compliant with SETA norms. TRAINING IN SOUTH AFRICA. SAQA (South African Qualifications Authority) oversee training in South Africa today and their authority extends over the complete spectrum of formal and informal learning in the classroom and the workplace. SETA's (Sectorial Education and Training Authorities) are responsible for developing education and training within defined commercial and industrial sectors of the workplace and general population. To ensure uniformity in education and training, each sector has a SGB (Standards Generating Body) who scrutinize and accredit the individual Unit Standards submitted for approval within that particular sector.

4 This SGB will allocate a Unit Standard to a level and allocate credits whilst also registering the Unit Standard with an Identity Number. The level allocated will be in accordance with the NQF (National Qualifications Framework) and the credits are based on an estimated learning period (1 credit = 10 hours of learning). DETAILS OF THIS COURSE. Revise February 2016 Information Researched and developed by Yellow Media Publishers Group . Learner guide Module 05. 1. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event Contents THE QUALIFYING Learner IS CAPABLE OF: .. 8. MODULE ALIGNMENT .. 8. TAKE NOTE .. 16.. 20. SELECTING ASSESSMENT TOOLS .. 20. THE FOLLOWING IS AN EXAMPLE OF AN OBSERVATION ASSESSMENT 22.

5 DEFINING YOUR PROGRAM AND EXPECTED LEARNING OUTCOMES .. 69. A) CLEARLY STATE PROGRAM MISSION AND GOALS .. 69. B) LISTING THE EDUCATIONAL OBJECTIVES FOR EACH GOAL .. 70. C) STATE CLEARLY THE LEARNING OUTCOMES YOU ARE SEEKING .. 71. 2. ALIGNING PROGRAM COMPONENTS WITH LEARNING OUTCOMES .. 72. 3. SELECTING AND IMPLEMENTING ASSESSMENT METHODS .. 73. 4. USING EVIDENCE GATHERED IN ASSESSMENT .. 73. PREPARING learners FOR ASSESSMENT .. 74. ASSESSMENT RUBRIC .. 75. ASSESSMENT POLICY .. 76. FEEDBACK AND COUNSELLING .. 80. REPORTING .. 85. PRESENTATION .. 88.. 88. REASECH 89. ACTIVITY : 06 .. 89.. 89. SIMULATION .. 90. ACTIVITY : 07 .. 90.. 90. REASECH 99. ACTIVITY : 08 .. 99.. 99. SIMULATION .. 100. ACTIVITY : 09 .. 100. Learner guide Module 05. 2. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event.

6 100. HOW TO PERFORM SWOT ANALYSIS .. 103. REASECH 104. ACTIVITY : 11 .. 104.. 104. SIMULATION .. 105. ACTIVITY : 12 .. 105.. 105. ALTERNATE MEANINGS .. 109. TYPES .. 109. INITIAL, FORMATIVE AND SUMMATIVE .. 109. OBJECTIVE AND SUBJECTIVE .. 111. BASIS OF COMPARISON .. 112. INFORMAL AND FORMAL .. 112. INTERNAL AND EXTERNAL .. 113. STANDARDS OF QUALITY .. 113. RELIABILITY .. 113. VALIDITY .. 114. EVALUATION STANDARDS .. 115. SUMMARY TABLE OF THE MAIN THEORETICAL FRAMEWORKS .. 116. ROLE PLAY .. 119.. 119. PRESENTATION .. 120.. 120. REASECH 121. ACTIVITY : 16 .. 121.. 121. ASSIGMENT .. 125.. 125. ROLE PLAY .. 126.. 126. PRESENTATION .. 127.. 127. REASECH 128. ACTIVITY : 04 .. 128.. 128. WHAT TO KNOW ABOUT GROUP DYNAMICS? .. 130. TRAINING 133. TEXTBOOKS .. 136.

7 TEACHING AIDS .. 138. ACTIVITY .. 140. Learner guide Module 05. 3. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event SUPPLEMENTARY LEARNING MATERIALS .. 140. SIMULATION .. 149. ACTIVITY : 05 .. 149.. 149. WRITING EFFECTIVE SENTENCES .. 152.. 152. 1. CONCISENESS IN SENTENCES .. 152. 2. FLUENCY IN SENTENCES .. 155. 3. EMPHASIS IN SENTENCES .. 156. 4. MAKE SENTENCES CLEAR .. 158. REASECH 162. ACTIVITY 162.. 162. LESSON PLANNING AND TOOLS .. 165. USEFUL TOOLS .. 166. TRAINER NOTE .. 168. HANDOUT 17A: WAYS VISUAL AIDS HELP PEOPLE LEARN AND REMEMBER .. 173. HANDOUT 17B: WHY PICTURES FAIL TO CONVEY IDEAS .. 181. HANDOUT 17C: DESIGN CONSIDERATIONS .. 186. HANDOUT 17D: USING PICTURES TO COMMUNICATE EFFECTIVELY.

8 193. TRAINER ATTACHMENT 17A: WHY USE VISUAL AIDS? .. 196. TRAINER ATTACHMENT 17B: VILLAGERS TEACHING US TO TEACH THEM .. 199. TRAINER ATTACHMENT 17C: EXAMPLES OF A TEACHING SITUATIONS .. 203. ASSIGMENT .. 205.. 205. ROLE PLAY .. 206.. 206. PRESENTATION .. 207.. 207. REASECH 208. ACTIVITY : 11 .. 208.. 208. SIMULATION .. 209. ACTIVITY : 11 .. 209.. 209. SUGGESTED READING & RESOURCES .. 211. Learner guide Module 05. 4. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event Structure of the Learner guide ELO US Type NLRD US Title Level Credits ELO Design, implement and follow Produce, Level Core 10291 up on internal assessment for 12. implement and 5. adult learners evaluate Evaluate, select and adapt assessment published learning materials instruments and Level conduct Core 10290 and develop, use and 12.

9 5. appropriate evaluate own supplementary follow-up after learning aids an assessment TOTAL CREDIT VALUE 24. event Note to learners Dear Learner , Learner guide Module 05. Welcome to this Learning programme. We trust that this 5. Learning programme will be of great value to you during your studies. To succeed in anything in life requires a lot of hard work. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event Preface: The NQF allows for two exit points at Level 5: a Higher Certificate of 120 credits and a National Diploma of 240 credits. Although it is not compulsory to make use of both these exit points, the SGB decided that it is appropriate to do so. The decision was based on the Learner guide Module 05.

10 6. Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event following contextual factors: a) There is very large demand in the ABET sector for a one year qualification, which approximates a Higher Certificate at Level 5 of 120 credits. b) Many people cannot afford the logistics and finance of two years of study, so an exit point after one year is desirable. c) Many people are unable to continue with their studies after one year, due to unforeseen circumstances. The time already spent studying is then often of little or no value to them. d) The state sector, one of the largest employers in ABET, has salary notches for M+1 and M+2 qualifications. e) A practitioner with the National Diploma qualification (240 credits), who has attained all the level 5 unit standards, will be more ideally qualified as an autonomous professional.