Find a rule
396 rules, the first 40 shown: add words to narrow it.
MustCHIETA · Assessment design · CHIETA providers only
A registered CHIETA constituent assessor or moderator must follow the principles of assessment in the SAQA assessor and moderator standard: appropriate, fair, manageable, integrating work and learning, valid, reliable, authentic, sufficient, systematic, open, consistent, current and practicable.
Adhere to all the principles of assessment as set out in the SAQA assessor/ moderator standard. Good assessment principles include the following: Appropriate; fair; manageable; integration between work and learning; valid; reliable; authentic; sufficient; systematic; open; consistent; current; and practicable.
Download
MustCHIETA · Assessment design · CHIETA providers only
A registered assessor or moderator must review all assessment and moderation practices, especially their design, identify shortcomings caused by poor quality unit standards or qualifications, tell the moderator and the CHIETA ETQA, and make recommendations.
Review all assessment/ moderation practices with special reference to assessment/ moderation design and identify shortcomings in assessments/ moderation arising from poor quality of unit standards or qualifications. Inform the moderator and the CHIETA ETQA of such findings and make recommendations.
Download
MaymerSETA · Assessment design · page 7 · merSETA providers only
For automotive machinists, level tests may be held at the company where the apprentice is registered.
and in the case of automotive machinists these tests may be conducted at the company where the apprentice is registered
LPM-GL-003 Implementation Guide for Motor Apprentices(CBMT)
MustmerSETA · Assessment design · page 7 · merSETA providers only
Level tests are arranged at an accredited training provider once the apprentice has completed all modules and the minimum hours for the trade.
Once the apprentice has completed & mastered all the modules & minimum hours, as stipulated in the trade course lay-out, a level test will be arranged at an accredited training provider
LPM-GL-003 Implementation Guide for Motor Apprentices(CBMT)
MustQCTO · Assessment design · page 5 · National
Skills programme credits must be calculated at one credit for every ten notional hours of learning.
The credits must be calculated on the basis of one (1) credit being equal to ten (10) notional hours of learning.
Skills Programme development guidelines
MustQCTO · Assessment design · page 5 · National
The SAQA published level descriptors must be used to help work out the level of a skills programme.
The SAQA published level descriptors must be used to help determine the level of the Skills Programme.
Skills Programme development guidelines
MustQCTO · Assessment design · page 5 · National
The minimum credit allocation for a skills programme must meet the requirements for that type of skills programme in the relevant NQF sub-framework.
The minimum credit allocation for a Skills Programme must comply with the requirements for the Skills Programme type as determined within the relevant Sub-framework of the NQF.
Skills Programme development guidelines
ShouldQCTO · Assessment design · page 6 · National
Exit level outcomes, framed against the level descriptors, should show what the learner will be able to do and know after completing the skills programme.
The exit level outcomes which are framed against the level descriptors, should indicate what the learner will be able to do and know as a result of completing the Skills Programme.
Skills Programme development guidelines
MustQCTO · Assessment design · page 6 · National
The exit level outcomes of a skills programme must be linked to its purpose.
The Exit Level Outcomes must be linked to the purpose of the Skills Programme.
Skills Programme development guidelines
MustQCTO · Assessment design · page 6 · National
Assessment criteria for a skills programme must indicate the nature and level of the assessment and how the exit level outcomes could be assessed in an integrated way.
Assessment criteria are written for the Skills Programme to indicate the nature and level of the assessment associated with the Skills Programme and how the exit level outcomes could be assessed in an integrated way.
Skills Programme development guidelines
MustQCTO · Assessment design · page 7 · National
A skills programme must state the assessment used to decide learners' applied competence and successful completion. This can cover formative (continuous) and summative (supervised) assessment, the ratio of assignment work to supervised assessment, and the role and assessment of work integrated learning and other integrated learning.
The assessment undertaken to determine the learners’ applied competence and successful completion of learning in the Skills Programme must be stated. This could include reference to formative (continuous) and summative (supervised) assessment; ratio of assignment work (continuous assessment) to supervised assessment; the role of work integrated learning; other forms of integrated learning; and its assessment.
Skills Programme development guidelines
MustQCTO · Assessment design · page 10 · National
A learner must meet the transitional entry requirements in Regulation 11 of the Trade Test Regulations (Government Gazette No 38758 of 8 May 2015) to access a trade test, until the QCTO sets minimum entrance requirements for the occupational qualification.
The transitional entry requirements for a learner to access a trade test are stipulated in Regulation 11 of the Trade Test Regulations (Government Gazette No 38758 of 8 May 2015) until the QCTO determines the minimum entrance requirements specified for the occupational qualification.
Directives for Certification: Trades on the NQF
MustQCTO · Assessment design · page 10 · National
The AQP must ensure that a learner meets the minimum requirements for admission to a trade test at a QCTO-accredited trade test centre.
the AQP must ensure that a learner complies with the minimum requirements for admission to a trade test at a QCTO accredited trade test centre.
Directives for Certification: Trades on the NQF
MayQCTO · Assessment design · page 13 · National
Assessment partners may develop formative assessment protocols that count towards the Statement of Results.
Assessment Partners may develop Formative Assessment protocols that will contribute towards the Statement of Result.
Learner Achievements - Quality Assurance and Approval (Minimum Requirements)
MustQCTO · Assessment design · page 15 · National
Unless otherwise agreed, only assessment instruments verified by the QCTO may be given to candidates writing the EISA.
Unless otherwise agreed to, only QCTO verified assessment instruments may be presented to candidates completing the External Integrated Summative Assessment (EISA).
Learner Achievements - Quality Assurance and Approval (Minimum Requirements)
MustPSETA · Assessment design · page 11 · National
A lead training provider must undertake to ensure the learner is properly assessed as the relevant SETA requires, and to quality assure training and assessment at the sites of all provider parties.
to ensure the proper assessment of the learner in accordance with the requirements of the relevant SETA; and (iii) to undertake the quality assurance of training and assessment at the sites of the training provider parties to the agreement.
Learnership Regulations 2007 (GN R519, Gazette 30010)
MustPSETA · Assessment design · page 27 · National
A learner must complete timesheets and projects and take part in the assessment activities required for the final assessment at the end of the learnership.
complete timesheets and projects and participate in any assessment activities that are required for the final assessment at the end of the learnership
Learnership Regulations 2007 (GN R519, Gazette 30010)
MustPSETA · Assessment design · page 29 · National
The training provider must ensure that assessment against the outcomes of the qualification is conducted at the end of the learnership.
ensure that the assessment against the outcomes of the qualification associated with the learnership is conducted at the end of the learnership;
Learnership Regulations 2007 (GN R519, Gazette 30010)
MustPSETA · Assessment design · page 29 · National
The training provider must conduct the off-the-job assessments for the structured learning component, or cause them to be conducted.
conduct off-the-job assessments for the structured learning component specified in the learnership, or cause it to be conducted;
Learnership Regulations 2007 (GN R519, Gazette 30010)
MustHWSETA · Assessment design · page 5 · HWSETA providers only
An assessment centre must have guidelines and procedures for conducting assessments.
Does the entity have the guidelines and procedures for conducting assessments?
Download
MustW&RSETA · Assessment design · page 9 · W&RSETA providers only
If an assessment tool of a unit standard (or an RPL tool) is changed, the provider must resubmit it to the evaluating quality assurer for approval before using it in assessment.
Changes that have been facilitated to the assessment tool of a unit standard must be resubmitted to the evaluating QA for approval before such tool is utilised in assessment processes. This practice also refers to that of RPL tools.
Click here
MustW&RSETA · Assessment design · page 9 · W&RSETA providers only
For each programme, the provider must have a programme strategy document with: title; purpose; unit standards alignment; learning outcomes; entry, CAT and RPL requirements; career pathway; targeted learners; teaching methods, media and modes; learner support materials; how theory, practical, workplace, formative and summative assessments are run; assessment capacity and resources; and its environment and infrastructure.
The W&RSETA QA shall only evaluate learning programme/s which comply with the following minimum/compulsory requirements: a) Programme strategy document for each programme that includes: i. The title of the programme; ii. Brief description of the purpose/aims/objectives/rationale; iii. Programme to outline the unit standards alignment; iv. Programme learning outcomes; v. Entry, CAT and RPL requirements; vi. Programme career pathway and articulation; vii. Targeted learners; viii. The teaching and learning methods, media and modes of delivery to achieve the intended learner outcomes; ix. Description of learner support materials; x. Brief description of how theoretical, practical and workplace assessments will be conducted and managed which includes formative and summative assessments; xi. Description of SDP assessment capacity and resources including the range of parties involved in the assessment process;
Click here
MustQCTO · Assessment design · page 2 · National
The training provider is responsible for all formative assessments during the training.
The training provider is responsible for all formative assessments during the training;
Details on EISA
MustLGSETA · Assessment design · LGSETA providers only
Every assessment must use appropriate tools and be authentic. Where this is not met, endorsement of results may not be granted.
Every assessment must comply in terms of appropriateness of tools and authenticity of assessments. In instances whereby this is not complied with, endorsement of results may not be granted.
LGSETA Verification policy 2021
MustLGSETA · Assessment design · LGSETA providers only
For endorsement of learner achievements, the provider must have properly documented evidence that all four steps of assessment were followed: assessment planning and preparation documentation, appropriate assessment activities and tools, assessment reports to learners, and assessment review.
Properly documented evidence that all four steps of assessment were followed (Assessment planning and preparation documentation, appropriate assessment activities and tools, assessment reports to learners and assessment review).
LGSETA Verification policy 2021
MustLGSETA · Assessment design · LGSETA providers only
Assessment documentation must serve as proof that the assessment principles were followed in the assessment process.
Assessment documentation serves a proof that assessment principles were adhered to during assessment process
LGSETA Verification policy 2021
MustLGSETA · Assessment design · page 6 · LGSETA providers only
All assessment, including assessment through e-learning, must comply with LGSETA assessment policies and procedures.
All assessment must comply with LGSETA assessment policies and procedures.
E Learning Guidelines
MustCHIETA · Assessment design · CHIETA providers only
A registered CHIETA constituent assessor or moderator must review all assessment or moderation practices, especially their design, identify shortcomings caused by poor quality unit standards or qualifications, and inform the moderator and the CHIETA ETQA of these findings with recommendations.
Review all assessment/ moderation practices with special reference to assessment/ moderation design and identify shortcomings in assessments/ moderation arising from poor quality of unit standards or qualifications. Inform the moderator and the CHIETA ETQA of such findings and make recommendations;
Download
MustCHIETA · Assessment design · CHIETA providers only
A registered CHIETA constituent assessor or moderator must provide information, guidance and advice on access and equal opportunities for all learners in the assessment process.
Provide information, guidance and advice on access and equal opportunities for all learners in the assessment process;
Download
MustCHIETA · Assessment design · CHIETA providers only
A registered CHIETA constituent assessor or moderator must follow the principles of good assessment (appropriate, fair, manageable, integration between work and learning, valid, reliable, authentic, sufficient, systematic, open, consistent, current, practicable) set out in the SAQA assessor or moderator standard.
Adhere to all the principles of assessment as set out in the SAQA assessor/ moderator standard. Good assessment principles include the following:
Download
MustCHIETA · Assessment design · page 2 · National
The learner has the right to be assessed internally as specified and to have access to the assessment results of the workplace based learning programme.
be assessed internally as specified and have access to the assessment results of the workplace based learning programme;
Annexure 1 WPBLPA Form 2019
MustCHIETA · Assessment design · page 4 · National
The provider must conduct the internal assessments for the knowledge and practical skills components specified in the workplace based learning programme.
conduct internal assessments for the knowledge and practical skills components specified in the workplace based learning programme; and
Annexure 1 WPBLPA Form 2019
MustTETA · Assessment design · page 8 · National
Accredited skills development providers and approved workplaces must assess knowledge, practical skills and work experience in line with the criteria set out in the curriculum components.
Knowledge, practical skills and work experience will be assessed by accredited skills development providers and approved workplaces in accordance with the criteria outlined in the various
Qcto draft curriculum and assessment policy
MustTETA · Assessment design · page 9 · National
All learners on occupational programmes registered at NQF levels 3 to 4 must be assessed against the Foundational Learning part qualifications.
The QCTO requires that all learners undertaking occupational programmes registered on NQF levels 3‐4 are assessed against the Foundational Learning part qualifications
Qcto draft curriculum and assessment policy
MustPSETA · Assessment design · page 3 · PSETA providers only
Learners must be assessed in line with the provider's assessment policy.
Learners are assessed as per the SDP’s assessment policy.
PSETA learning programmes implementation process guidelines.
MustAgriSETA · Assessment design · AgriSETA providers only
The provider must have a plan for the special needs that have been identified.
Plan for special needs identified
Moderation Guide
MustAgriSETA · Assessment design · AgriSETA providers only
The assessment strategy and related assessment toolkit must be suitable for the target group in the project.
Assessment strategy and related assessment toolkit suitable for target group in this project
Moderation Guide
MustTETA · Assessment design · TETA providers only
For correspondence or distance learning, the provider must have an assessment design that covers formative, summative, practical and workplace assessments.
An assessment design focusing on formative, summative, practical and workplace assessments
E learning guidelines
MustTETA · Assessment design · TETA providers only
For e-learning, the provider must have a process for conducting assessments of online portfolios of evidence and for reviewing the assessment tools and methods.
Process for conducting Assessments of online POEs and the Review of the assessments tools/methods
E learning guidelines
MustQCTO · Assessment design · page 8 · National
An assessment centre must conduct integrated external summative assessments in accordance with the Assessment Quality Partner's requirements.
conduct integrated external summative assessments in accordance with the AQP requirements
QCTO Policy on Accreditation of Assessment Centres