NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER

COMPUTING

ID 61591 LEVEL 3 - 130 CREDITS

SUMMATIVE ASSESSMENT

SAQA: 10135

WORK AS A PROJECT TEAM MEMBER

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FULL NAME & SURNAME

ID NUMBER:

NAME OF ASSESSOR

DATE OF ASSESSMENT

VENUE

ACHIEVED NOT ACHIEVED

KNOWLEDGE

SKILLS

Signature of learner Signature of Assessor

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 ASSESSMENT PACK
Please complete the following sections (A and B) before commencing with this
assessment. The moderator of this assessment will complete section C.

Section A Learner Information

Name:

Surname:

Date:

Contact telephone no:

Learnership agreement no:

Company: Site:
ID

Section B Assessor Information

Name:

Surname:

Date:

Contact telephone no:

Assessor no:
Provider no: Site:
ID

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 Section C Moderator Information
Name:

Surname:

Date:

Contact telephone no:

Moderator no:
Provider no: Site:
ID

Results:

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1. INSTRUCTIONS TO ASSESSOR

Introduction:

This assessment guide has been designed as a generic assessment guide and is
intended for use by the accredited NATIONAL CERTIFICATE: INFORMATION

TECHNOLOGY: END USER COMPUTING Training Providers.

Purpose of the assessment

The purpose of summative assessment against this unit standard is to:

◆Award credits to the NQF to learners who are able to start and run
their businesses.

Assessment methods

The following assessment methods will be used for the summative

assessments:
◆Written and/or/verbal questioning
◆Product sample and on site assessment

2. Assessment Process

General

 Use the assessment guide and your latest company policies and standard
operating procedures to assess the evidence received from the learner.
 Use the section: Addition Comments/Questions to note down any further
comments or questions on the evidence assessed.
 Use the model answers as a guideline to assess the learner’s answers to the
assessment questionnaire.
 The learner can complete the assessment questionnaire orally. In this case,
agree a date, time and venue.
 Provide the learner with a feedback within 10 working days of receiving the
evidence.

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Step 1 - Planning for the Assessment

Review this assessment guide to:

 Ensure that you understand all the requirements of the assessment in terms of
evidence required to prove competence.
 Identify and prepare the learner for the assessment by:

o Completing the Assessment Plan with the learner to discuss and

agree the details regarding the assessment.
o Completing the Assessment Preparation Checklist and getting the
learner to sign.
 Ensure that you have familiarized yourself with the following:
o The various patrolling functions and standard operating procedures
within the company.

Step 2: Complete the Assessment

 Collect the evidence in accordance with the methods and evidence

requirements specified.
 Mark each question as correct or incorrect in the “Office Use” column.
 Record the evidence on the assessment guide and indicate “Competent”,
“Not Yet Competent” or “Not Assessed” for each assessment criterion.
Note down any comments at the back of the assessment guide.
 Ask the learner additional questions, if necessary, to clarify points. Record
these on the guide.
 All questions must be complete as per the criteria specified.
 Answers provided must be similar to the model answers.

Step 3 - After the Assessment

 Prepare the feedback by writing comprehensive, developmental feedback
after each section on the Assignment Sheets. In addition to this, you are
required to write a summary overall feedback on the Assessment Guide.
 Provide the feedback to the learner in a safe, undisturbed in nature.
 Ensure that your feedback is developmental and supportive in nature.

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  Advise the learner on what action to follow in the event of a “Not Yet
Competent” rating.
 Advise the learner on what action to take where he/she feels the need to
appeal against your decision.
 Allow the learner time to provide you with feedback relevant to the process.
 Record the learner’s feedback in the guide and ensure that it is given to the
person responsible for the quality assurance of assessment tools.
 Ensure that the learner co-signs the assessment guide to indicate agreement
with the feedback.

3. Assessment documentation required:

Step 1: Planning for the Assessment

◆ Assessment Plan
◆ Assessment Preparation Checklist
◆ Assessment Policy (including Appeals)
◆ Evidence Matrix
◆ Assessment Instruments

Step 2: Conducting the Assessment

◆ Assessor Guide
◆ Learner’s workbook
◆ Summative assessment pack

Step 3: After the Assessment

◆ Assessment Comments
◆ Feedback Report

4. Specific Instructions

Please note that Part 3 Assessment Instruments are not included in this guide and
are to be included by the assessor on an individual basis.

The actual summative assessments need to be completed and signed off by both
learner and assessor. The assessor will take control of the completed assessment
instruments and will file them under the tab for Assessment Evidence.

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The completed assessment pack will be kept in safekeeping at the training provider
for three months after endorsement by SETA and will then be returned to the learner.

Guidelines where an appeal is lodged

 The normal appeal procedure prescribed by SETA and described by the
provider’s Quality Management System will be followed.

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 ASSESSMENT PLAN

ASSESSMENT DETAILS

Date of Assessment Option 1 Option 2 Option 3 Option 4

TIME OF ASSESSMENT

Start: End:

VENUE Contact
person
LANGUAGE MEDIUM
METHOD OF
METHOD OF ASSESSMENT (please tick off the one to be used)

OBSERVATION ORAL WRITTEN

Simulation Knowledge test t

Product Interview

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PRE-ASSESSMENT MEETING CHECKLIST
ACTION YES/NO COMMENTS

Set learner at ease; be friendly, polite and

professional.
Explain to the learner and agree on
the following issues.

1. The unit standard that will be assessed

2. Date, time, venue and process to be
followed during the assessment.
3. Summative assessment tools to be used
for the assessment.
4. The assessment plan
5. Purpose of assessment
Explain to the learner and agree on the
role of all involved during the
assessment process.
Identify possible barriers and or
disabilities of the learner.
Explain the meaning and application of
RPL.
Explain, discuss and provide one
complete set of the Appeals process
documentation.
Explain to the learner when final results
will be available and how feedback will
be
provided.
Discuss previous assessment results
if applicable.

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 I, (initials and surname of learner), DECLARE THE
FOLLOWING:
A copy of the unit standard(s) involved has been given to me prior to this meeting. I
know I will be assessed against the criteria, which have been set to the applicable
unit standards. The criteria have been discussed with me, and the procedures and
purpose of the assessment has been clearly explained to me.

I am well aware of the venue, date and time that I will be assessed. I consider the
period of time given to me to prepare myself for the assessment to be fair.

I understand clearly that I have the right to appeal against any decision made by
the assessor during the assessment of the evidence provided by me, and that I have
free access to the appeals procedures attached to this assessment pack. I
understand that I have the right to be accompanied by another person during all
procedures, and that I have free access to the Training Division of SBV’S Health and
Safety Procedures- filed at the offices.

Signature of learner Date

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Learning Unit 1
Work as a project team member
UNIT STANDARD NUMBER : 10135
LEVEL ON THE NQF : 4
CREDITS : 8
FIELD : Business, Commerce and Management Studies
SUB FIELD : Project Management

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 This unit standard is a core standard and forms part of the qualification, National

PURPOSE: Certificate Project Management and is registered at Level 4 on the National

Qualifications Framework. Learners accessing this standard will be involved in
project management teams or involved in building small project management
teams. These projects may be technical projects, business projects or
developmental projects and will cut across a range of economic sectors. This
standard will also add value to learners who are running their own business and
recognise that project management forms an integral component of any
business. Learners acquiring this standard will be able to work autonomously and
collaboratively with others, build relations, make positive contributions, interact
with others and explain team dynamics.

The qualifying learner is capable of:

 Demonstrating an understanding of criteria for working as a member of a

team.
 Working autonomously and collaborating with other team members.
 Contributing to building relationships between team members and
stakeholders.
 Making a positive contribution to team coherence, image and spirit.
 Respecting personal, ethical, religious and cultural differences to enhance
interaction between team members.

LEARNING ASSUMED TO BE IN PLACE:

□ Learners accessing this qualification will have demonstrated competence against standards in

project management practices or equivalent of NQF Level 3.

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 Activity 1

Demonstrate an understanding of criteria for working as a member of a team.

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 Activity 2

What are selection criteria and why are they used?

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 Activity 3

Briefly describe the Importance of a Good Team Player

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 Activity 4
Outline behaviors’ conducive to working as a member of a team

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 Activity 5

Detail TEAM DYNAMICS

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 Activity 6
How Can Team Dynamics Be Managed Constructively?

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 Activity 7

Show your understanding on , what makes great teams be such?

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 Activity 8

Give an explanation on the positive outcomes of achieving the objective if it benefits your team member

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 Activity 9

Outline the Authority levels of all team members

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 Activity 10

Detailtheimportanceofbuildingrelationsbetweenteammembersand stakeholders

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 Activity 11
What do we mean by stakeholders and their interests?

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 Activity 12

Show the difference between these two terms bellow:

Primary stakeholders
Secondary Stakeholders

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 Activity 13

Give a detailed explanation on ways to communicate with Your Stakeholders

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 Activity 14

Explain the needs and objectives of team members

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 Activity 15

Outline the methods and techniques for building team coherence and spirit

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 Activity 16

Describehow Trust and support of colleagues is gained through applicable behaviours?

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 Activity 17

Give the difference Between Work Groups and Teams

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 Activity 18

Outline the importance of showing respect

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 Activity 19
How do you demonstrate respect to your team?

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 ASSESSOR REPORT

CANDIDATE NAME:

DATE OF FEEDBACK:

OVERALL ASSESSMENT DECISION:

I , the assessor, declare the candidate

Competent / Not Yet Competent (circle relevant) on all the criteria
within the assignment.

STRENGTHS:

WEAKNESSES:

LEARNER COMMENTS:

DEVELOPMENT PLAN:

CANDIDATE DECLARATION:

I _, the candidate, declare that I have received

feedback and been informed of my overall competence for the criteria within the assignment.

ASSESSOR SIGNATURE LEARNER SIGNATURE

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