Assessor training

1.1 Practical Simulation Exercise

Practical Simulation Exercise: Conduct an Assessment – Candidate 1

Instructions:

Part A of the Portfolio of Evidence (POE) will include all the formative assessments that you
have compiled throughout the course. After completion of the learning programme you will be
expected to complete and edit the formative assessment answers that you have compiled in the
classroom and hand them in as part of the POE.

Part B will consist of the summative exercise.

Part C will consist of the practical exercise.

Practical Simulation Instructions:

Imagine you are working for the company Sandwich and Rolls (Pty) Ltd. You are an internal
assessor and you have been asked to assess an employee on unit standard 7661 – Prepare
cold and hot sandwiches and rolls.

Please refer to the given policies of Sandwich and Rolls (Pty) Ltd and ensure that you adhere
to policy statements.

You have to use a candidate. Follow the template below to conduct outcomes based assessment.
Also use your candidate CV for reference and do everything possible to adhere to all assessment
principles

Enjoy the activity and be creative!

1
 Assessor training

Assessment Policy
1. Purpose
 The purpose of this procedure is to standardise assessment throughout Sandwich and
Rolls (Pty) Ltd, with the ultimate goal of ensuring competent learners through outcomes-
based learning.

 Learners are considered competent and will obtain recognition when they are able to apply
their knowledge and skills to complete work activities successfully in a range of situations,
to the standard performance expected in the workplace.

 The purpose of assessment is to develop the learners’ skills to close the knowledge gap.

2. Scope

 The scope of this procedure covers all standards-related assessment practices that
form part of Sandwich and Rolls (Pty) Ltd.

 A learner can be assessed during training, at the end of training or through the RPL
route.

 Assessment is the process of collecting data for the purpose of making decisions
about a learner’s competence.

 In the context of learning, assessment is conducted to gain an understanding of a

learner’s areas of competence, and areas that require further development.

3. Definitions

Assessor:

 Assessor refers to the person who is registered by the relevant Education and Training
Quality Assurance Body (ETQA) in accordance with criteria established for this purpose
by the Standards Generating Body (SGB) to measure the achievements of specified
National Qualifications Framework (NQF) standards or qualifications.

Assessment process
 Assessor training

 Competent based assessment is different from other assessment process in as much as

it considers the learner in the work place. The emphasis meaning competence is
demonstrated to prove competence through a learning program.

ASSESSMENT –

Shall mean the formally structured evaluation of an employee’s ongoing performance

against approved performance standards.

Authentic
 The assessor is sure that the evidence produced was produced by the candidate

Competence / Unit standard-based Assessment:

 A structured process for gathering evidence and judging competence against

predetermined agreed outcomes and unit standards.
 It the ability to use ones hands (skill), to apply knowledge (use your mind), and act
according to ones heart (attitude, values and behaviour).

Moderation:

 Internal Moderation – refers to monitoring that assures the integrity of the assessment
of education and training standards
 External Moderation – refers to monitoring of the assessment process across
institutions

Moderator:

 Refers to a person, body or organisation that ensures that the assessments are fair,
valid and reliable

Sufficient:

 The evidence is sufficient if there is enough evidence of the right quality to demonstrate
the candidate’s competence and for the assessor to be able to make a fair judgment

Valid:

 The evidence is valid if it relates to the specific standard that the candidate is being
assessed against.
 Assessor training

4. Abbreviations
 RPL-recognition of prior learning.
 Evidence – is the information gathered which, when matched against the
performance criteria, provides proof of competency.

5. Responsible for Review

 ETD Manager

6. Responsible for Implementation

 Learners for completing the Learning Contract and Pre-Assessment Meeting form
 Assessors for ensuring that assessment takes place in line with good assessment practice
 Moderators for ensuring that a sample of at least 10% for Competent and all Not yet
Competent assessment decisions are moderated

7. General
 Assessment is most effective when it assesses integrated learning that is demonstrated
over time.

Planning and conducting the assessment activity.

 Assessments fall into two groups;
o Formative assessments.

Is designed to assess knowledge and skills acquired during learning. In addition

serves as an entry level requirement completing the summative assessment.
o Summative assessments.

This is designed to measure the ability of the learner. It serves as a mechanism

ensuring learners have mastered the necessary learning outcomes.
 Assessor training

8. General

 All assessments will be conducted by assessors using a red pen.

 There will be a structured appeals procedure implemented

 Learners will receive comprehensive, detailed and accurate feedback on learning

progress, performance and results.

 Learner records, including a database, will be maintained, compatible with the

relevant ETQA and SAQA requirements.

 Should a learner be found Not Yet Competent on the first submission, the
guidelines as set out in the Re-Assessment Policy will be followed.
 Assessor training

Re-Assessment Policy

1. Purpose

The purpose of this policy is to ensure that learners are given the opportunity to be re-assessed
if found not yet competent on their first submission.

2. Scope

Assessor, learners, moderators

3. Procedure

Learners will be given three opportunities for submission after which further negotiations can take
place with their manager.

Extensions and re-submissions must take place within 12 months of having attended a learning
programme. Should learners be in breach of these norms, portfolios will not be assessed.

If learners fail to submit their portfolios on the agreed upon submission date, Sandwich and Rolls
(Pty) Ltd reserves the right to charge a late submission penalty fee of 5% of the course fee before
a portfolio will be assessed.

Assessors should use a blue pen assessing the second submission and a purple pen for the third
submission.

4. Responsible for Review

ETD Manager

5. Responsible for Implementation

Learners and assessors

 Assessor training

Activity 1

Spend some time to analyse your unit standard and complete the following:

Unit standard number

Unit standard title

Level

Credits

Unit standard review date

Add your unit standard as Attachment A

Activity 2

Learner name and

surname

Gender

Age

Marital status

Home language

Highest qualification
 Assessor training

List some personal skills

and values that you believe
your learner should
demonstrate to be
competent against this unit
standard

Add your learner’s CV as Attachment B

Activity 3
 Assessor training

Activity 4

List your assessment tools in collecting evidence of your learners by completing the
Assessment Plan below.

Add your actual assessment tool as Attachment C

 Assessor training

ASSESSMENT PLAN:

Candidate name: U/S number: Credits:

Assessor name: U/S Title: Level:

S/O A/C Evidence Requirements Method used Assessment Resources required Standard
(Foundational, Practical and Instruments Operating
Reflective evidence requirements) Procedures
 Assessor training

S/O A/C Evidence Requirements Method used Assessment Resources required Standard
(Foundational, Practical and Instruments Operating
Reflective evidence requirements) Procedures
 Assessor training

Activity 5

Draw up a standard agenda you could use for your pre-assessment interview

AGENDA

Notice is hereby given of an initial meeting between

and

To be held on

At

Agenda Items

1.

2.

3.

4.

5.

6.

7.

8.

9.
 Assessor training

10.

11.

12.

13.
 Assessor training

Activity 6

Complete the following Action Plan for your candidate

Assessment Phase Date and Time Venue Responsible

Persons

Pre-assessment
meeting

Assessment Tool 1:

Questionnaire

Assessment Tool 2:

Observation

Assessment Tool 3:

Case Study

Feedback session

Assessor Signature: _ Date: _

Learner Signature: Date: _

 Assessor training

Activity 7

Conduct the actual pre-assessment meeting while the observer is observing. Then complete
the following minutes template of the meeting.

MINUTES

Of the pre-assessment meeting held on

1. Welcome

2. Purpose of the meeting

3. Assessment purpose

4. NQF benefits
 Assessor training

5. Unit standard details

6. Readiness for assessment

7. Agree on assessment plan

8. Special needs

9. Roles and responsibilities (including moderator)

 Assessor training

10. Third party involvement

11. Appeals procedure

12. Questions

13. The way forward

I herewith declare that I am ready for the assessment and that we have reviewed the assessment
plan. I understand the assessment process and am happy that the assessment will be conducted
in a fair manner.

Assessor Signature: _ Date: _

Learner Signature: Date: _

 Assessor training

Activity 8

Ask your observer to complete the below observer checklist.

Observation Checklist: Candidate 1

Candidate Assessor Name:

Observer’s Name:

Candidate Name:

Did the candidate-assessor explain Y N Comments

1. The assessment resources that will be required during

the assessment?

(Resources include but are not limited to: equipment,

people, stationary, etc. based on the context of the
assessment at hand.)
S/O 2: Prepare For Assessment

2. The logistical arrangements for the assessment?

(Logistical arrangements include, the date, time,

venue, parking, etc. of the assessment at hand.)

3. The documentation required for the assessment?

(Documentation refers to all the assessment documents

that have to be completed as part of the assessment
process. It can also include any additional
documentation that the candidate might require to
prepare him/herself i.e. SOP, policies, etc.)

4. Who will be involved in the assessment process?

(Other parties involved in the assessment besides the

candidate and the assessor, such as a moderator, ECF,
coaches, trainers, etc.)
 Assessor training

Did the candidate-assessor explain Y N Comments

5. What the roles and responsibilities would be of all the

parties involved in the assessment process?

(Other parties involved in the assessment besides the

candidate and the assessor, such as a moderator, ECF,
etc. Their responsibilities and roles in the assessment
are clarified.)

6. The purpose of the assessment?

(The reason for conducting the assessment, i.e. RPL,

Formative assessment, Summative assessment,
diagnostic assessment, and what the results will be
used for.)

7. The assessment process?

(The assessment process includes the sequence of

activities, when feedback will be provided, etc.

In situations where the assessment is conducted for a

RPL candidate, the RPL process should be explained.)

8. What is expected from the candidate during the

assessment?

(What evidence the candidate is expected to produce,

what activities the candidate is expected to complete,
etc. based on the context of the assessment at hand.)

9. The appeals procedure?

(The appeals procedure is explained as per company

policy.)

10 The general context of the assessment in terms of the

NQF?

(How the assessment relates to the NQF, unit

standards, credit value, level of the assessment, what
qualification the unit standard is part of, etc.)
 Assessor training

Did the candidate-assessor explain Y N Comments

11 The methods of assessment to be used during the

assessment?

(The methods are explained and in terms of what

evidence these methods will produce, i.e. practical,
foundational, reflective.)

Did the candidate-assessor … Y N Comments

12 Sought the input from the candidate regarding any

special needs he/she might have?

(Special needs include disabilities, barriers to

assessment, medical conditions, etc)

13 Request input from the candidate on other possible

sources of evidence that could contribute to valid
assessment?

14 Provide the candidate with an opportunity to ask

questions about the assessment?

15 Establish whether the candidate was ready for the

assessment?

The candidate-assessor must obtain a “YES” rating for all the items on the checklist in
order to be rated “Competent” in this section of the observation.

Please record your findings here for Candidate 1:

COMPETENT NOT YET COMPETENT

Feedback to the candidate-assessor:

Observer: Date:

Candidate-Assessor: Date:

Candidate 1: Date:
 Assessor training

Activity 9

You are done in preparing your learner for assessment. Now you have to conduct the actual
assessment. Spend some time to administer the actual assessment and ask the observer to
complete the below observer checklist.

Add your completed assessment tools as Attachment D.

Observer:
Date:

Candidate-Assessor: Date:

Candidate 1: Date:

Did the candidate-assessor conduct the Y N Comments

assessment…

1. In accordance with the instructions in the Assessment

Guide?

(Instructions include Assessment Strategy,

Assessment Context, Assessment Approach,
Assessment conditions, timeframes, process, specific
requirements, etc.)

2. In line with the principles of assessment, according to

your knowledge?

(The assessment process systematic, open and

consistent, the assessment methods used were fair,
integrated manageable and appropriate and the
evidence that were produced were valid, authentic,
current and sufficient.)

3. In line with the relevant safety requirements of the

venue / environment?

(The safety requirements applicable to the context of

the assessment were met.)

4. In line with the relevant company policies, SOPs,

guidelines, etc?
 Assessor training

5. Use appropriate questioning techniques during the

assessment without “leading” the candidate?

("Leading" refers to the practice of inadvertently or

deliberately influencing the evidence candidates
produce through the style of questioning, instructions
or responses to candidates.)

6. Use plain clear language when communicating with

the candidate?

(Language used is appropriate to the assessment at

hand and the language ability of the candidate.)

The candidate-assessor must obtain a “YES” rating for all the items on the checklist in
order to be rated “Competent” in this section of the observation.

Please record your findings here for Candidate 1:

COMPETENT NOT YET COMPETENT

Feedback to the candidate-assessor:

Observer:
Date:

Candidate-Assessor: Date:

Candidate 1: Date:
 Assessor training

Activity 10

You have to make a competence judgement on your learner’s performance. Complete the
evidence summary template below as well as the VACS analysis and CCFO mark sheet.

Assessment Tool 1: Questionnaire Competent Not yet competent

Assessment Tool 2: Observation Competent Not yet competent

Assessment Tool 3: Case study Competent Not yet competent

VACS Analysis

Assessment Tool Valid Authentic Current Sufficient

CCFO Mark sheet

CCFO Competent Not yet competent Comment

Overall Decision Judgement:

 Assessor training

Motivate your overall

judgement and refer to
the principles of
evidence assessment

Activity 11

You have to provide feedback to your learner. Remember to include good feedback principles.
Use the space below to make some feedback notes and complete the feedback logbook.

Also ask your observer to complete the Observer Checklist below.

FEEDBACK LOGBOOK

Candidate Feedback Date Assessor Name Learner Assessor

Name Signature Signature
 Assessor training

Observer Checklist

Did the candidate-assessor provide feedback… Y N Comments

1.
Within the agreed timeframes?

(The timeframe agreed to during the pre-assessment

interview.)
2.
In an environment where the feedback can be kept
confidential?

(The environment allows for privacy.)

3.
In a logical sequence with a clear introduction,
discussion and summary at the end?
4.
On the strengths that he/she identified in the candidate’s
performance?
5.
On the weaknesses that he/she identified in the
S/O 4: Provide Feedback

candidate’s performance?
6.
On the specific areas where the candidate clearly met
all the criteria for a particular outcome?
7.
On the specific areas where the candidate clearly did
not meet all the criteria for a particular outcome?
8.
On the specific areas where the candidate met some but
not all of the criteria for a particular outcome?
9.
On the specific areas where more evidence is required
to make a judgement of competence?
10
In a professional manner where the focus is on the
candidate and his/her performance, and there is no other
unrelated / personal discussions included in the
discussion?
11
That is constructive?

12 That is culturally sensitive?

13
That is relevant to the candidate’s needs?
 Assessor training

Did the candidate-assessor provide feedback… Y N Comments

14
That is sufficient to enable the candidate to make further
decisions?

(Further decisions include awarding of credit, redirecting

candidates to further learning or guiding candidates to
further application or re-assessment.)
15
Provide opportunity for the candidate to clarify and
explain aspects regarding the entire assessment
process.
16
Obtains feedback from the candidate regarding the
assessment process.
17
Deal appropriately with any
disagreement/dispute/appeal that might have occurred
during the assessment feedback?

(Refers to dealing with these situations in accordance

with the company policy / processes.)

The candidate-assessor must obtain a “YES” rating for all the items on the checklist in
order to be rated “Competent” in this section of the observation.

Please record your findings here for Candidate 1:

COMPETENT NOT YET COMPETENT

Feedback to the candidate-assessor:

Observer: Date:

Candidate-Assessor: Date:

Candidate 1: Date:
 Assessor training

Activity 12

The last step in the assessment process is to conduct a review by obtaining feedback from
relevant role-players. You can do this by completing the different review forms below.

Candidate Assessment Review (ask your learner to complete this)

Candidate Name

Assessor Name

Date of Assessment

Review Area Yes No

Was the assessment process explained to you before the assessment?

Did the assessor have a pre-assessment meeting with you?

Did you receive feedback after the assessment?

Was the assessment feedback clear enough?

Did you receive your feedback within the agreed timeframes?

Do you feel that the assessment was fair?

Do you feel that you got enough opportunities during the assessment to
provide evidence to the assessor?

Did the assessor explain all the evidence requirements to you?

Were you given the chance to give your input in terms of the assessment
process?

Was the evidence judged in accordance with the requirements outlined

to you?

Was the feedback provided constructive?

 Assessor training

Was the assessment documentation clear and user friendly?

Candidate Signature Date

Assessor Signature Date

Moderator Signature Date

Assessor Assessment Review (Complete this yourself)

Assessor Name

Date of Assessment

Assessment Review Agree Disagree

The candidate provided inputs into the assessment process.

Before the assessment was conducted the candidate

understood what criteria and evidence will be used in the
assessment process.

The assessment process was conducted in the candidates

work environment.

The assessment instruments were clear and easily understood

by the assessor.

In similar circumstances the assessor will make the same

judgment again.

The evidence requirements are relevant to the unit standards.

The evidence identified for this portfolio is sufficient.

The evidence produced by the candidate can be verified as

being authentic.

The assessment methods are suitable for the outcomes being

assessed.
 Assessor training

The assessment does not present any barriers for the

candidate.

All special needs have catered for and considered during the
assessment.

The assessment instruments were manageable and user

friendly.

General Comments

Assessor Signature Date

Moderator Signature Date

 Assessor training

Activity 13

Lastly you have to complete and Assessment Review Report. Use the template provided below.

Please complete this review Assessor Review Document

document to enable us to finalise the
assessment process

Programme Name and ID Date of Review

1ST SUB 2ND SUB 3RD SUB 1ST SUB 2ND SUB 3RD SUB

Assessor Moderator

Assessor Registration ID Moderator Registration ID

Organisation Organisation

Date Date
 Assessor training

THE ASSESSMENT PROCESS 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT

1. The assessment process was transparent, in that the candidates were  Agree  Agree  Agree
allowed to provide input into the accumulation of evidence.
 Disagree  Disagree  Disagree

 Agree  Agree  Agree

2. The assessment process was transparent in that the candidates had a
clear understanding of the evidence requirements and the criteria against  Disagree  Disagree  Disagree
which the evidence would be judged.

 Agree  Agree  Agree

3. The assessment process is systematic and mirrored the candidates’
natural work environment.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

4. The assessment instruments were clear and easily understood by the
assessor.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

5. The assessor confirms being able to make the same judgements again,
in similar circumstances.  Disagree  Disagree  Disagree
 Assessor training

THE ASSESSMENT EVIDENCE 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT

 Agree  Agree  Agree

6. The evidence requirements are relevant to the unit standards.

 Disagree  Disagree  Disagree

 Agree  Agree  Agree

7. The evidence identified for this portfolio is sufficient in the context of the
unit standard and the assessor is confident that the candidates can  Disagree  Disagree  Disagree
repeat the performance consistently in the future.

 Agree  Agree  Agree

8. The evidence produced by the candidates can be verified as being
authentic.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

9. The evidence is sufficient to prove that the candidates can perform the
outcomes at the time when the assessor declared them competent.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

10. The assessment methods are suitable for the outcomes being
assessed.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

11. The assessment does not present any barriers for the candidates.
 Assessor training

THE ASSESSMENT EVIDENCE 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT

 Disagree  
Disagree Disagree
 Agree  Agree  Agree
12. All special needs have been catered for and were considered
during the assessment.  Disagree  Disagree  Disagree

 Agree  Agree  Agree

13. The assessment instruments were manageable and user friendly.

 Disagree  Disagree  Disagree

 Agree  Agree  Agree

14. Evidence collected is integrated into work, i.e. it mirrors the
candidates’ natural work environment and is not fabricated  Disagree  Disagree  Disagree
evidence.

Please provide any further

comments that could
assist us in improving our
assessment practices.

Assessor Signature Date

Moderator Signature Date

Assessor training