- ETDP SETA registered and accredited. Click here to confirm our accreditation.
- NQF Level 6, total of 10 Credits.
- US 115759
- Minimum requirements by the SETA for registration.
- Minimum requirements for Training Provider Accreditation.
- Generic course that can be used in any SETA or sector.
- On completion learners will be registered with SAQA on the NRLD database.
- Duration of 3 days + FORUM Support.
- Manned helpdesk 7 days a week.
- Assist with FREE SETA registration support to members worth
- Only make use of leading edge facilitators with years of expertise in this field.
- We members of the Association for Skills Development in South Africa.
- We regret that support is limited to individuals who successfully completed the course with TRAINYOUCANonly.
PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.
Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures 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 are able to:
Demonstrate understanding of moderation within the context of an outcomes-based assessment system,
Plan and prepare for moderation,
Advise and support assessors,
Report, record and administer moderation, and
Review moderation systems and processes.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:
It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.
UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation within all fields of learning. It is accepted that moderation happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation. This standard is intended to cover any situation in which moderation occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.
2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
Moderation is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation plan and process.
Moderation covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
Moderation is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
Moderation activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
Moderation involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation of simple, single-task assessments will not be valid for awarding this unit standard.
3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation system in place, assessors of moderators should provide a mock system for the purposes of the assessment.
4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.
Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
A candidate-moderator wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
Anyone assessing a candidate-moderator against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-moderators must demonstrate that they assess in terms of the scope and context defined in all the range statements.
Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
Outcomes-based education, training and development
The role and function of moderation – directly assessed through assessment criterion ‘Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.’ and indirectly assessed throughout the unit standard.
Moderation methods – directly assessed through assessment criterion ‘A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments.’ and ‘Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.’, and indirectly assessed through application throughout the standard.
Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld.’, and indirectly assessed via a requirement to judge whether the principles are applied by assessors.
Principles and practices of RPL – assessed in terms of the requirement for candidate moderators to moderate RPL-related assessments.
Methods of assessment – directly assessed through assessment criterion ‘Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations’, and indirectly when checking the appropriateness and fairness of assessment methods used by assessors
Potential barriers to assessment – assessed when dealing with special needs.
The principles and mechanisms of the NQF – this knowledge underpins the standard
Assessment policies and ETQA requirements
Knowledge of quality assurance policy and procedures
Understanding of organisational or institutional contexts
Understanding the curriculum (where applicable).
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