NATIONAL CERTIFICATE: FARMING SAQA 20288

- LEVEL 2-120 CREDITS

SUMMATIVE ASSESSMENT
SAQA: 8420
OPERATE IN A TEAM

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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

Section C Moderator Information

Name:

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Surname:

Date:

Contact telephone no:

Moderator no:
Provider no: Site:
ID

Results:

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1. INSTRUCTIONS TO ASSESSOR

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Introduction:
This assessment guide has been designed as a generic assessment guide and is intended
for use by the accredited NATIONAL CERTIFICATE: FARMING SAQA 20288 - LEVEL
2-120 CREDITS 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.
Learning assumptions
The following knowledge, skills, attitude and/or equivalent:
♦ Demonstrate knowledge of communication and numeracy at Abet Level 3
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.
 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.

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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.

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 Knowledge test

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 ofRPL.

Explain, discuss and provide one complete

set of the Appeals process documentation.
Explain to the learner when final result swill
be available and how feedback will be
provided.
Discuss previous assessment results if
applicable.

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.

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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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 Assessment Instruments
TAKE NOTE
The assessment instruments included in this assessment pack are all
summative assessment instruments and are to be read in conjunction with the
formative assessment instruments contained in the learner workbook. Both
formative (workbook) and summative assessments are to be retained as part
of the learner’s portfolio of evidence.
A number of the assessment instruments contained in this assessment are
workplace knowledge based questions. This means that you will arrange with
the learner, a time that is suitable, during which the learner will complete each
questions.

Complete the following activities according to the instructions provided

ACTIVITY 1
Give some qualities of a team leader in order for the team to thrive
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ACTIVITY 2
Identify the structure and purpose of a particular team
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ACTIVITY 3
Describe the Three Conventional Roles of a team

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ACTIVITY 4
Describe the Belbin's Team Roles
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ACTIVITY 5
Demonstrate knowledge of Margerison-McCann Team Management
Profile

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ACTIVITY 6
Identify factors affecting a team within workplace and learning
environment and explain affect
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ACTIVITY 7
Describe the workplace and learning environment organisation
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ACTIVITY 8
Demonstrate knowledge of how to Review the effectiveness of a team
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 ASSESSOR REPORT

ASSIGNMENT

CANDIDATE NAME:

DATE OF FEEDBACK:

OVERALL ASSESSMENT DECISION:

I ______________________________, the assessor, declare the

candidateCompetent / 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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