CONDUCT OUTCOMES-BASED

ASSESSMENT
US 115753
NQF LEVEL: 5
CREDITS: 15

NOTIONAL HOURS: 150

ASSESSMENT INSTRUMENT

Name
Contact Address
Telephone (H)
Telephone (W)
Facsimile
Cellular

US 115753 Conduct outcomes-based assessment

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 Instruction to the learner

This Learner Workbook contains all necessary activities and instructions that will enable the learner to
gather evidence as required by the unit standard.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the
learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are also
available in this workbook and should be strictly adhered to.

The learner must familiarise him/herself with learner guide before proceeding.

This guide provides step-by-step instructions for the assessment process of:
Course Name Conduct Outcomes Based Assessment
Unit Standard Name Conduct Outcomes Based Assessment
ID Number 115753 NQF Level 5 Credits 15

Please mark the learning program you are enrolled in:

Are you enrolled in a: Yes No
Learnership?
Qualification?
Skills Programme?
Short Course?

Please go through the Assessment Plan and Assessment Guide with your facilitator so that you are
familiar with what you will be assessed on. Please make sure that you have signed all the relevant pages
as set out in the Assessment Plan and Guide.

If you have any questions or are unsure of what is expected of you with regards to the submission of
your Portfolio of Evidence (this workbook) please make sure that you ask the facilitator or assessor that
has been appointed to support you with this.

Feel free to email any further questions to:

Date of Submission for assessment of this workbook will be on:

____/_____/20__ Formative assessment
____/_____/20__ Summative assessment

Should you not be able to submit this workbook / portfolio of evidence in time please make sure that you
email us to: ______________________requesting an alternative date for submission? Should you fail
to do so – you might be requested to redo the course before you can be allowed to do the assessment
(in cases where the US end date of registration has passed).

Submit your POE to:

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 NOTES TO LEARNER

• You must complete the classroom activities whilst facilitation is taking place. The facilitator may
stop at regular intervals to give you time to complete the activities.

• Please complete all work in blue or black pen. The assessor will not assess the evidence if
completed in pencil.

• You are not allowed to copy from another learner. Any plagiarism committed will be viewed in a
serious light and disciplinary action may be taken against you. Your work must be authentic i.e.
your own work. Group work is allowed in certain activities but your answers must be your own
original work after discussions in the group.

• You must sign the declaration contained in the assessment preparation and planning document
declaring that all work is your own. If you so not sign this declaration, the assessor will not
proceed with assessment and your results will be delayed.

• Please do not use any correction fluid i.e. tippex. Rather cross your work out and write next to
your mistakes.

• The proficiency level required for each unit standard in the cluster is 50% per specific outcome
per unit standard. If you are deemed Not Yet Competent in a unit standard, you will only be
required to redo (remediate those sections in that unit standard.

• Any remediation must be submitted within 30 working days after you gave received feedback

• If you have achieved any unit standards in this skills programme via another provider, please
neatly draw a line through the section and indicate that a certified certificate has been submitted
and is included in your administration section.

• Answer summative and formative questions and tasks.

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NOTES TO ASSESSOR

• A marking memo which is a general guide is attached in the Assessor guide. This memo must
not be followed rigidly – use your subject matter expertise and provide feedback in your assessor
reports of where any amendments or additions must be made to the memo.
• All work must be completed by the learners in blue or black pen. Do not assess the evidence if
completed in pencil.
• IDENTIFY any plagiarism committed and report this on the evidence summary sheets and to the
Training Provider.
• Ensure that the declaration of authenticity is signed. Do not proceed with assessment if it is not
signed.
• No correction fluid i.e. tippex may be used. If the learner has used tippex, make a circle around
the answer and report on this in the evidence summary sheet.
• The proficiency level required for each unit standard in the cluster is 50% per specific outcome
per unit standard. Complete the mark allocation sheet at the back of the section with these
results and indicate if the learner may proceed to the exam.
• Ensure that where full marks are obtained that the mark allocation is circled.
• Where marks less than the available marks are achieved, scratch through the total marks and
write the obtained mark next to this.
• Assess the learners 1st submission in red pen and any remediation in purple pen.
• All observation checklist must be filled in accurately and completely giving positive as well as
constructive feedback to guide the learner where they are NYC.

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FORMATIVE ASSESSMENT
Instructions to learner
• Complete all multiple choice and exercise questions.
• Answer all questions

MULTIPLE CHOICE QUESTIONS

Encircle the correct answer to the following questions:

1. Assessment is:
A) A process in which feedback is given on competence
B) A process in which evidence is gathered and evaluated against agreed criteria
C) A procedure one needs to follow to understand standards

2. Content based assessment

A) Instructional designers develop courses around the content
B) Emphasis is placed on learning outcomes of learning
C) Is teacher centred

3. What is Recognition of prior learning

A) Recognition of prior learning is giving acknowledgement to the learners compliance
B) Recognition of prior learning is giving feedback to learners
C) Recognition of prior learning is giving credit to what learners already know

4. What is an Assessment Method

A) The assessment method refers to the how ones sets standards
B) The assessment method refers broadly to how you assess an outcome
C) none of the above

5. A problem-solving exercise should have:

A) clear guidelines and a specified length
B) concise guidelines
C) specific guidelines

6. Fairness in assessment
A) An assessment should make it difficult for the learner to obtain
B) An assessment should not in any way hinder or advantage a learner
C) measuring what it says it is measuring

7. Practical Competence
A) The demonstrated ability to perform a set of tasks in an authentic context.
B) The demonstrated understanding of what the learner is doing and why
C) The demonstrated ability to integrate performance with understanding,

8. Unit Standards are:

A) Assessment tools
B) Unit standards are the parts which qualifications are made of.
C) none of the above
9. Formative assessment

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 A) Formative assessment is assessment for making a judgement about achievement
B) Formative assessment refers to assessment that takes place during the process of learning
and teaching
D) Both of the above

10. What process is learning?

A) Learning is a passive process
B) Learning is an active process
C) Learning is a boring process

TOTAL MARK: ______ / 10

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 SECTION A: EXERCISE

Question 1 (SO 1, AC 1)
Explain the difference between outcomes-based assessment and content based assessment.
(6)
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Question 2 (SO 1, AC 2)
Explain the RPL in terms of its purpose, process, benefits and challenges (10)
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Question 3 (SO 1, AC 3)
Identify and explain any 4 assessment methods. (10)
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Question 4 (SO 1, AC 4)
Name and explain the key principles of assessment. (8)
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Question 5 (SO 1, AC 5)
Describe the approach of giving feedback on assessment results to candidates. (5)
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Question 6 (SO 2, AC 1; AC 2)
Identify the communication methods that an assessor can use to notify learners, facilitators, and training
provider about the dates and venue for assessments. (3)
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Question 7 (SO 2, AC 3; AC 4)
I. identify the 3 pre-assessment moderation requirements (2)
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II. Describe the process of explaining assessment details to candidates (5)
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Question 8 (SO 3, AC 1)
Identify good practices when dealing with formative and summative assessment (6)
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Question 9 (SO 3, AC 3)
Describe 3 different questioning techniques that can be used in eliciting appropriate responses from
candidates during assessments. (6)
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Question 10 (SO 4, AC 1)
Identify the reason why feedback must be given to learners promptly and confidentially. (2)
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Question 11 (SO 4, AC 2)
Outline the process of giving feedback to candidates. (4)
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Question 12 (SO 4, AC 3)
Explain how an assessor can give constructive feedback on assessments. (5)
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Question 13 (SO 4, AC 4)
Identify documentation that can be used when receiving and recording feedback from learners. (5)
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________________________________________________________________________________

Question 14 (SO 4, AC 5)
Outline a basic appeals procedure that can be used in assessments. (4)
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Question 15 (SO 5, AC 1)
Identify instruments that an assessor needs when reviewing the assessment design. (3)
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Question 16 (SO 5, AC 2)
Identify the parties that must provide input in order to positively influence future assessments. (4)
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Question 17 (SO 2, AC 3; AC 4)
What steps can one take to identify weaknesses in assessment design (10)
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 SECTION B: PRACTICAL APPLICATION

Scenario 1 (SO 1, AC 2)- GROUP WORK

As the assessor, carefully look at the following scenario and answer the question that follows.

Scenario
Refilwe is 29 years old and has been working in her father’s carpentry shop since leaving school. She
has never had any formal training in carpentry, but she practically run her father’s carpentry shop during
recent years. She learned everything about carpentry from her father and from on-the-job experience.

The carpentry shop is very popular with locals and appears in a number of good furniture guides.
Unfortunately, Refilwe’s father is getting old and is no longer interested in running the shop.

Refilwe herself has enjoyed working in the shop but soon will be getting married and leaving her family
home. Recently she has been applying for jobs in carpentry closer to where she intends to live.

However, Refilwe has found that despite her experience, most modern carpentry shops require a
carpentry qualification before hiring anyone. Obviously, Refilwe does not want, nor does she have the
time, to go to college to relearn what she already knows. She has heard about assessments and the
national qualifications framework and thinks that this may be what she needs. The assessment process
would enable Refilwe to acquire a carpentry qualification and therefore allow her career to progress
much more quickly.

Considering recognition of prior learning,

I. Determine what evidence Refilwe needs to have inorder to gain recognition for what she already
knows. (10)
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 II. What can she do to shorten the time required for her to gain recognition / qualification?
(2)
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III. Explain the RPL process to Refilwe. (5)
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Scenario 2 (SO 3, AC 3; AC 4; AC 5, AC 6)
Study the Unit Standard below and answer questions that follow;
Demonstrate an understanding of an entrepreneurial profile
SAQA US UNIT STANDARD TITLE
ID
263356 Demonstrate an understanding of an entrepreneurial profile
ORIGINATOR ORIGINATING PROVIDER
Task Team - New Venture
Creation
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management
ABET UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
BAND TYPE
Undefined Regular Level 4 NQF Level 04 5
REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION
DATE DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements,
qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard replaces:

Pre-2009 NQF NQF Replacement
US ID Unit Standard Title Credits
Level Level Status
Demonstrate an understanding of an NQF Level
114598 Level 4 5 Complete
entrepreneurial profile 04

PURPOSE OF THE UNIT STANDARD

This unit standard is for learners who are required to identify and develop within themselves, the personal
characteristics of an entrepreneur that ensure the successful operation of a new venture. The unit standard also
introduces the learner to the economic, administrative and behavioural (psycho-social) barriers that contribute to
the success in starting and sustaining an enterprise. The learner will develop strategies to work effectively in a
group and set personal goals in an entrepreneurial context.

Learners credited with this unit standard will be able to:

• Describe entrepreneurship.
• Describe the characteristics of a successful entrepreneur.
• Develop individual entrepreneurial characteristics.
• Explain methods to enhance an entrepreneurial profile.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner has the following knowledge and skills:

• Communication at NQF Level 3.

UNIT STANDARD RANGE

• The individual`s context may include family, community, spaza, organisation or business.

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 • Entrepreneurial characteristics include, but are not limited to commitment, energy, need to achieve, tolerance
for stress, decisiveness, and ability to deal with failure, ability to identify opportunities, to make informed
decisions, ability to manage risk and time management.
• The role of entrepreneurship in social development: Job creation, empowerment, local wealth creation,
urbanisation and negation of migrant labour.
• Address shortcomings: Skills training, assertiveness training or equivalent programmes.
• Aptitude and personality tests. Psycho-social barriers contributing to failure.
• Group work and group dynamics.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Describe entrepreneurship.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Entrepreneurship is discussed in terms of employment opportunities.

ASSESSMENT CRITERION 2
Entrepreneurial opportunities are identified and described within a specific economic area related to the interest
of the learner.

ASSESSMENT CRITERION 3
An explanation is given of the advantages and disadvantages of entrepreneurship.

ASSESSMENT CRITERION 4
Reasons for business failure are identified and discussed with examples.

ASSESSMENT CRITERION 5
An explanation is given of the role of entrepreneurship in social development.

SPECIFIC OUTCOME 2
Describe the characteristics of a successful entrepreneur.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Examples of successful entrepreneurs are discussed in terms of their characteristics.

ASSESSMENT CRITERION 2
Skills, aptitudes, personality and values of entrepreneurial behaviour are clearly differentiated with examples.

ASSESSMENT CRITERION 3
The importance of each characteristic is analysed in the context of a specific new venture.

ASSESSMENT CRITERION 4
The technical, business, managerial and personal strategies required for establishing a successful venture are
explained with examples.

SPECIFIC OUTCOME 3
Develop individual entrepreneurial characteristics.

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 OUTCOME RANGE
Develop refers to identifying, assessing and improving individual entrepreneurial characteristics.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A base-line knowledge of self in respect of personality, interests and aptitude is established by the learner.

ASSESSMENT CRITERION 2
The characteristics of a successful entrepreneur are identified and listed in the individual`s own context.

ASSESSMENT CRITERION 3
Own strengths and weaknesses as an entrepreneur are determined with examples.

ASSESSMENT CRITERION 4
Strategies to address shortcomings are developed and implemented where possible.

ASSESSMENT CRITERION 5
Enabling programmes for the new entrepreneur are identified and explained in terms of their benefits and
limitations.

ASSESSMENT CRITERION 6
Short term goals are articulated and discussed for self in entrepreneurial context medium and long term goals are
planned and determined in the context of sustainability.

SPECIFIC OUTCOME 4
Explain methods to enhance an entrepreneurial profile.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Methods of mind programming are explained within the context of career paradigm shift.
ASSESSMENT CRITERION RANGE
Methods include visualisation and affirmation.

ASSESSMENT CRITERION 2
An understanding of mental laws are explained using applicable theories.

ASSESSMENT CRITERION 3
Techniques and principles to implement a paradigm shift from employment paradigm to entrepreneurial paradigm
are described in the context of development of business opportunities.

ASSESSMENT CRITERION 4
Personal strategic plan is designed and developed in order to select a feasible and viable new venture.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

• An individual wishing to be assessed (including through RPL) against this Unit Standard may apply to an
assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a
Memorandum of Understanding with the relevant ETQA.

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 • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant
ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

• Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit
Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of
Understanding with the relevant ETQA.

• Moderation of assessment will be conducted by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

• Definitions of skills, aptitudes, personality and values.
• Reasons for business failure as a result of personal profile/attitude.
• Group dynamics and effective team strategies.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information to better understand and explain:

• Entrepreneurship.
• The characteristics of a successful entrepreneur.
• Individual entrepreneurial characteristics.
• Methods to enhance an entrepreneurial profile.

I. Using the above unit standard, develop an assessment instrument for the following outcomes;
• Specific (SO) 1, Assessment criterions (AC) 1, 2, 3, 4
• SO 2, AC 1 (10)
NOTE:
• Make use of the blooms taxonomy provided.
• Attach a copy of the assessment instrument in your POE
II. Develop a marking memo for the assessment instrument that you developed in (i). Include the
marking memo or rubric in you POE. (10)
III. Give two colleagues in your class to build POE’s against this assessment instrument. Collect the
POE’s and assess the answers provided. Attach the assessed POE’s as evidence. (10)
IV. Record the results of the learner in the assessment decision and evaluation report. (5)

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SUMMATIVE ASSESSMENT
Instructions to learner (Candidate Assessor)

The following are mandatory requirements for this summative assessment;

• You are required to supply one of the unit standards you are currently assessing or intend to
assess in the future (Attach this in your portfolio).
• Organisational training and assessment policy including the appeal procedure or appeal form.
Your training provider must supply one for you. (Attach this in your portfolio).
• Two candidates you are assessing. These learners must prepare a portfolio against the unit
standard that you shall use to conduct the assessment.
• Where possible, these assessments should be done under the supervision of a registered
assessor or a line manager.

Project 1
Your task is to assess two candidates as per instructions above. During the process of assessment you
are required to demonstrate competence in preparing for assessment, conducting assessments, giving
assessment feedback, and reviewing the assessment process. To this end, you are required to provide
evidence to prove that you completed all stages of the assessment process. Basic assessment
templates have been provided:

Task 1 – PREPARE FOR THE ASSESSMENT

Prepare the learners for assessment. Follow the instructions below;
I. Identify the resources that you will need to conduct the assessment. Record your resources in
the assessment plan. (5)
SO 2, AC 1

II. Prepare the assessment environment. The candidate assessor must explain how he/she
prepared the assessment environment. (5)
SO 2; AC 1

III. Write letters to the learners, facilitator and safety personnel notifying them of the dates for the
assessment. (15)
SO 2, AC 2

IV. Conduct a pre-assessment meeting in the presence of your assessor. The purpose of the
meeting is to;
• Explain the assessment process and
• Gather information from the candidate relating to special needs, and RPL needs.
Submit the following as proof;
• A completed and signed assessment preparation form. (8)

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 • Copy of the completed observation checklist
SO 2; AC 4, AC 5

V. Confirm the readiness of the candidate for assessment. The candidate assessor must submit
letters of commitment for each learner. (4)
SO 2; AC 6

VI. Develop the assessment instrument for the unit standard. Ensure that the questioning techniques
are appropriate. The candidate assessor must submit a copy of the assessment instrument as
evidence. (10)
SO 3, AC 3

VII. Develop a marking memo for the assessment. Ensure that sufficient evidence is collected to
enable valid, consistent, reliable and fair assessment judgement. (10)
SO 3, AC 4

VIII. Complete all sections of the assessment plan. (4)

SO 1

TASK 2 – CONDUCT THE ASSESSMENT

Using the assessment plan, assessment instrument and memo provided (developed in Task 1), assess
the POE submitted by your learners or assess the learner as he/she completes certain tasks. Follow the
instructions below;
I. Assess the learners in accordance with the assessment instrument and the assessment plan.
This must be done in the presence of the assessor. The candidate assessor must ensure that;
• Assessment judgments are consistent with judgments made on similar evidence and are
justified by the authenticity, validity, sufficiency and currency of the evidence.
• Judgement is based on the marking memo and necessary evidence gathered.
The candidate assessor must provide the assessed POE’s as evidence and the observation
checklist.
SO 3, AC 1/AC 2/AC5

II. Record the results of the assessments. The candidate assessor must provide completed
assessment decision and evidence evaluation record for each learner. (4)
SO 3, AC 6

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TASK 3 – GIVE FEEDBACK ON ASSESSMENT
Using the assessment results from Task 2, you are required to give feedback to relevant parties. Follow
the instructions below;
I. Give assessment feedback to the learner orally and in written format. The feedback must be
constructive, culturally sensitive, clear and confining to strengths and weakness in performance.
In addition, the candidate assessor must reach an agreement with each learner in terms of the
assessment results. The candidate assessor must submit;
• Completed and signed assessor report. (8)
• Observation checklist.
NB: The assessor must be present for the oral feedback session.
SO 4, AC 1/AC 2/ AC 3/AC 6

II. Give assessment results to the training provider in written format. The candidate assessor must
submit an assessment results report. (5)
SO 4, AC 1

III. Collect feedback from the learners. The candidate assessor must provide a completed
assessment review forms. (10)
SO 4, AC 4

TASK 4 – REVIEW THE ASSESSMENT

Write a detailed report reviewing the assessment that you have conducted (Task 1- Task 3). The report
must cover the following areas;
I. Strengths and weaknesses in the instruments, assessment design and the assessment process.
(15)
II. Analysis of feedback collected from the learners. This must be presented in graphical format.(5)
III. Recommendations for future assessment designs, process and instruments. (5)
IV. An assessor review checklist and learner assessment survey must be completed and attached to
the report. (5)
SO 4, AC 1, AC 2, AC 3, AC 4

Project 2
Assume during the assessment process you discover that a candidate meets all the criterions for a
particular specific outcome both in formative and summative assessment. Outline the judgment for this
candidate using own assumptions and relevant assessment documentation. (5)
SO 3; AC 5

Candidate's Name ID No.

Assessor's Name Reg. No.

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Unit Standard Title

ASSESSMENT DECISION
Met Did not meet
Specific Outcome Comments
requirements requirements

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 OBSERVATION EVALUATION
NAME: ……………………………………….
CHECKLIST
COMPANY…………………………………..
DATE:
ID……………………………………………..

TIME:

EVALUATION CRITERIONS MET DID NOT MEET COMMENTS

REQUIREMENTS REQUIREMENTS OR ACTION
REQUIRED

TASK 1
(IV) Conducting a pre-
assessment meeting

Explained the reason for

meet
Explained the to the
candidate reason for the
meeting and the purpose of
the assessment.
Discussed the assessment
plan in detail.
Explained the assessment
process, showing
assessment instruments to
candidate and describing
assessment conditions.
Identified and explain the
responsibilities of role-players
during assessment.
Described the evidence
required for a learner to be
declared competent.
Explained how evidence will
be judged.
Explained to the candidate
how to prepare: Give
candidate summative task
description.
Confirmed with the candidate
what he/she should bring to
the assessment.
Ensured that candidate
understands the procedures
of all assessment practices.
Asked the candidate if he/she
foresees any problems or
identify any special needs.
Checked with candidate that
he/she clearly understands

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the assessment procedure.

TASK 2
Conducting assessment

Assessment judgements are

consistent and based on the
marking memo
The assessment plan and
assessment instruments
were being referred to during
assessment
Marks are allocated in
accordance with the marking
memo

TASK 3
Giving feedback orally

Strengths and weaknesses of

the learner with regards to
performance was the basis of
the feedback meeting
Feedback given was justified
Feedback was prompt and
contributing to self esteem
The learner felt encouraged
and motivated after the
feedback was given
Feedback related to learning
outcomes
Learner agreed with the
assessment results

GENERAL COMMENTS:

Date…………………….. Time started……………….. Time completed……………….

FACILITATOR NAME FACILITATOR SIGNATURE ASSESSOR

ENDORSEMENT
……………………………… ……………………………………. (SIGNATURE)
………………………………….

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 Formative assessment
• Multiple choice
• Exercise
Total
Summative project
Grand total

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 AGREED ASSESSMENT PLAN

Candidate's Name:
Assessor's Name:

Unit Standard Title:

Special Assessment
Requirements
Date, time Resources
Event Evidence to be generated
and location required

Attend Training.

Complete formative
assessment
Complete summative
assessment
Submit Portfolio of Evidence
to Training Provider
Assessor roles and responsibility

Role players

Responsibilities

Candidate roles and responsibility

Roles

Responsibilities

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 Assessment Instruments

Assessment Process
Step Date

Feedback

Recording Process

Review Process

Right to appeal The candidate must be advised of the right to appeal.

Step Date

Accessibility and safety of

environment

Resources Required

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 Candidate Signature Assessor Signature Moderator Signature

Date Date Date

I confirm that:
• I have been consulted on and have agreed to the training and assessment process as detailed
in the assessment guide.
• I have been advised of my right to appeal against any assessment that is unfair, unreliable,
invalid or impracticable.
• I have read and understood the appeal procedure.
• I know that assessments may be moderated or verified by an external party.
• The purpose of the assessment has been clearly explained to me.
• The criteria have been discussed with me, and I know I will be assessed against these criteria.
• I know when and where I will be assessed, and I was given fair notice.
• I know how the assessment will be done, and any other requirements related to the
assessment.

Signed: Date:

Overall Met requirements Did not meet requirements

Assessment
Decision
Candidate’s
Date
Signature

Assessor’s
Date
Signature

Moderator’s
Date
Signature

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 ASSESSMENT PREPARATION
Preparing the Candidate
Name of Date
Candidate Time
Name of Venue
Assessor
How to prepare the candidate Document Agree Action Required
Requirements (tick)
Explain to the candidate why your NQF Framework
are meeting and the purpose of the Assessment process
assessment.
Discuss the assessment plan in Assessment strategy
detail.
Explain assessment process, show Assessment
assessment instruments to instruments
candidate and describe assessment
conditions.
Identify the role-players during Assessors
assessment. Moderator
Describe the evidence required to Examples of
be declared competent. evidence
Explain how evidence will be
judged.
Explain to the candidate how to Summative task
prepare: Give candidate summative description
task description.
Confirm with the candidate what Detailed briefing on
he/she should bring to the exact requirements
assessment. to be given to
candidate
Ensure that candidate understands Appeals procedure
the procedures of all assessment Moderation
practices. procedure
Assessment policy
Ask the candidate if he/she foresees List needs
any problems or identify any special
needs.
Check with candidate that he/she
clearly understands the assessment
procedure.
Comments or questions:

Signature of the learner Date

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Assessor’s declaration:
I hereby declare that I have prepared the candidate for assessment, the candidate was consulted and all
stakeholders have been informed and the workplace is prepared to ensure valid and fair assessment.

Candidate Assessor Name Signature

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 RPL INTERVIEW QUESTIONNAIRE

The purpose of the interview is two-fold:

• A type of self-assessment for the candidate. It should assist the assessor in deciding the approach
towards assessment in terms of making competence decisions where candidates are successful in
proving their prior learning.
• To determine candidate preparedness for prior learning conducted and sensitize candidates to re-
assessment.
Questions

Have you attended any short courses / courses that amount to prior learning before the start of the
learnership / qualification? (Note that it should be relevant to the qualification against which RPL is being
conducted)

Did you attend all modules of the learnership / qualification training?

How were you prepared for assessments?

How were assessments conducted?

Did an accredited training provider conduct the course/s?

Did you attend classroom training during the course?

What work experience do you have to prove competence against a unit standard/s for RPL purposes?
(State number of year’s experience)

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Do you have a relevant certificate from an approved institution?

Do you have samples of work or other forms of evidence that can prove your competence?

Do you have a Grade 12 (Matric) with English and Maths, or English only?

Any evidence of competence provided during the course of the above interview must be considered
during the planning phase of re-assessment and when making a judgement on candidate competence.

Name of learner
Signature
Date
Candidate Assessor Name
Date

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 ASSESSMENT DECISION & EVIDENCE EVALUATION RECORD

Candidate's Name ID No.

Assessor's Name Reg. No.

Unit Standard Title

ASSESSMENT DECISION
Met Did not meet
Specific Outcome Comments
requirements requirements

Overall Assessment Decision.

Comments

Date

Signature of Assessor Signature of Candidate

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 ASSESSMENT REVIEW
NAME of LEARNER NAME of ASSESSOR

VENUE DATE of REVIEW

UNIT STANDARD

LEARNER/
Review Dimension ASSESSOR ACTION
CANDIDATE

The principles/criteria for Agree Agree

good assessment were
achieved. Disagree Disagree

The assessment related to Agree Agree

the registered unit standard. Disagree Disagree

The assessment was Agree Agree

practical. Disagree Disagree

It was time efficient and cost-

effective and did not interfere Agree Agree
with my normal Disagree Disagree
responsibilities.

The assessment instruments Agree Agree

were fair, clear and
understandable. Disagree Disagree

The assessment judgment Agree Agree

was made against set
requirements. Disagree Disagree

The venue and equipment Agree Agree

was functional. Disagree Disagree

Special needs were

identified and the Agree Agree
assessment plan was Disagree Disagree
adjusted.

Feedback was constructive Agree Agree

against the evidence
required. Disagree Disagree

An opportunity to appeal was Agree Agree

given. Disagree Disagree

Agree Agree
The evidence was recorded.
Disagree Disagree

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LEARNER”S DECLARATION OF UNDERSTANDING

I am aware of the moderation process and understand that the moderator could declare the
assessment decision invalid.

Learner Date Assessor Date Moderator Date

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