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Conduct Outcomes-based Assessments (Assessor)


Unit Standard (SAQA Reg. No 115753)

This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this course will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this course are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard will be able to:

  • Demonstrate understanding of outcomes-based assessment;
  • Prepare for assessments;
  • Conduct assessments;
  • Provide feedback on assessments; and
  • Review assessments.




Quality Assured Partner: ETDP-SETA



Assessor Learning Outcomes

People credited with this course are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability. The area of focus of this course will be;

The Skills Development Framework

  • The South African Qualifications Authority (SAQA)
  • The development of the National Qualification Framework
  • Implementation of the National Qualification Framework

The National Qualifications Framework (NQF)

  • These principles underpin the objectives of the National Qualification Framework
  • The objectives of the National Qualification Framework
  • Structure of the National Qualification Framework
  • Qualifications under the National Qualification Framework
  • Changes to the National Qualification Framework landscapeWhy the system failed
  • Legislative framework
  • Improving the National Qualification Framework
  • Standards and qualifications
  • Structure of the new National Qualification Framework
  • What has not changed
  • The Occupational Learning System (OLS)
  • Quality assurance under the NQF
  • Learner Achievements (awards) under NQF
  • Development of Qualifications and unit standards under NQF

Outcomes based training

  • Principles Of Outcomes-Based Education And Training
  • 3 Pillars Of Outcomes Based Education

Unit Standard Design

  • A Unit Standard Describes
  • The Purpose Of A Unit Standard

Competence (Range statement)

  • Applied Competence Is

Outcome Based Education (OBE) Terminology

Comparison Of Outcomes-Based Education To Contents-Based Education

  • Advantages Of OBE
  • Recognition Of Prior Learning (RPL)


  • Assessment Purpose
  • Principles Of Assessment
  • Comparison Of Old And New Assessments
  • Assessment Categories
  • Assessment Methods
  • Assessment Instruments
  • Criteria For Selection Of An Assessment Method/Instrument
  • The Overall Assessment Process


Prepare For Assessment

Role Players In The Assessment Process

  • Learner
  • Advisor
  • Assessor
  • Internal Moderator
  • External Moderator/Verifier
  • Assessors Need Expertise In The Following Areas
  • Selecting Assessors
  • Registration Of Assessors

Prepare For Assessments

  • Assessment Assignment
  • Resources And Logistical Arrangements
  • Assessment Documentation
  • Environment
  • Cost Effectiveness
  • Previous Assessments
  • Assessment Requirements
  • Assessment Activities
  • Assessment Methods
  • Barriers To Achievement
  • Special Needs Of Candidates


Prepare Candidates For Assessments

  • Assessment Details
  • Is The Candidate Ready For Assessment
  • Candidate Not Yet Ready
  • Candidate Ready
  • Pre-Assessment Meeting

Conduct Assessments & Document Evidence

  • Direct Evidence
  • Indirect Evidence
  • Supplementary/Historical Evidence
  • Principles Of Evidence

Assessment Practices

  • Environment And Assessment Practices

Conduct The Assessment

  • Unforeseen Circumstances
  • Language


Sufficient Evidence

  • Key Principles For Assessments
  • The “good assessment checklist”

Evaluation & Judgement

  • Evaluate Evidence
  • Quality Of Evidence
  • Considering Contingencies

Storing Of Assessment Documentation

Provide Feedback

  • Parties
  • Timeframe
  • Sequence
  • Quality And Sufficiency
  • Formats

Manner Of Giving Feedback

  • Negative Feedback

Feedback From The Candidate

  • Candidate Participation
  • Explanation and Clarification
  • Further Development


  • Appeal Procedure Example

Record Feedback

  • Checklist For Providing Feedback

Review Assessments

  • Good And Bad Practice
  • Feedback
  • Identify Weaknesses In The Assessment Design And Process
  • Weaknesses arising from unit standards or qualifications

Recognition Of Prior Learning (RPL)

  • Purpose
  • Principles
  • Process
  • Benefits
  • Diagnostic Assessments

Quality – Moderation

  • Essential Embedded Knowledge (EEK)
  • Quality
  • Moderation
  • Internal Moderation
  • External Moderation

Benefits of being a registered Assessor?

  • Employability prospect.
  • Work for your self as a freelance assessor.
  • Employability in a company as an internal assessor.
  • Improve your training skills and much more benefits.

Entry level requirements into this programme?

  • Certified copy of you ID document
  • School Grade 12 or tertiary qualifications
  • Curriculum Vitae (CV)

Target Audience

  • Training Managers / Supervisors / HR Managers
  • Trainers / Facilitators / Coaches
  • Skills Development Designers (SDF’s) /
  • Learning Material Designers / Moderators
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