Assessor Training Course

What will I be qualified as once I’ve completed this course?

Assessors are the glue which holds the learner and the end-result together. They evaluate the skills and competencies demonstrated and provided by the learner and directly engage in providing constructive feedback by means of support and remediation to ensure the learner understands what it takes to reach the desired learning outcome. They are responsible for making a decision if a learner is competent or not yet competent in a specific topic or learning objective. They are great decision-makers and judges and are intuitively built and trained to ensure and see to it that learners are learnt and trained adequately.

What will I be able to do?

Work in any industry that is related to your area of expertise and be allowed to assess the skills and competencies that an individual has. You will plan and prepare the student for the assessment and then manage and conduct the relevant assessments in accordance with to the relevant frameworks. This will be done by collecting adequate evidence to prove the competency of the individual that you are assessing. You will feedback continuously to the student and you will then make a judgement call as to whether the person is competent or not yet competent, with the option of appealing and being re-assessed. You will be responsible for capturing all the relevant evidence as required by the ETQA and communicating results to the candidate.

In which industries will I be able to work?

In any industry where your expertise lies

What could I do to further improve my skills and my chances of furthering my career?

Become a subject expert in certain programs so that you can assess them effectively

PROGRAMME STRUCTURE

Lesson 1: Overview of Education and Training in South Africa
  • The Skills Development Framework
  • The South African Qualifications Authority (SAQA)
  • The development of the NQF
  • Implementation of the NQF
  • The National Qualifications Framework (V1)
  • These principles underpin the objectives of the NQF (V1)
  • The objectives of the NQF (V1)
  • Structure of the NQF (V1)
  • Qualifications under the NQF (V1)
  • Changes to the NQF landscape
  • Why the system failed
  • Legislative framework
  • Improving the NQF
  • Standards and qualifications
  • Structure of the new NQF (2010 and onwards)
  • What has not changed?
  • The Occupational Learning System (OLS)
  • Quality assurance under the NQF (V2)
  • Learner Achievements (awards) under NQF
  • Development of Qualifications and unit standards under NQF (V2)
Lesson 2: Outcomes based training
  • Definition
  • Principles of Outcomes-Based Education and Training
  • 3 Pillars of Outcomes Based Education
  • Comparison of Outcomes-Based Education to Contents-Based Education
  • Advantages of OBE
  • Recognition of Prior Learning (RPL)
  • Role Players in The Assessment Process
  • Learner
  • Advisor
  • Assessor
  • Internal Moderator
  • External Moderator/Verifier
  • Selecting Assessors
  • Registration of Assessors
  • Unit Standard Design
  • Registration of Assessors
  • Unit Standard Design
  • Competence
  • Applied Competence
  • 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
  • Assessment Instruments
  • Evidence
  • Direct Evidence
  • Indirect Evidence
  • Supplementary/Historical Evidence
  • Principles of Evidence
Lesson 3: Prepare for Assessments
  • Assessment Assignment
  • Assessment Requirements
Lesson 4: Prepare Candidates for Assessment
  • Assessment Details
  • Is the candidate ready for the assessment?
  • Pre-Assessment Meeting
Lesson 5: Conduct Assessment and Document Evidence
  • Environment and Assessment Practices
  • Conduct the Assessment
  • Unforeseen Circumstances
  • Language
  • Questioning
  • Sufficient Evidence
  • Key Principles for Assessments
  • The “good assessment checklist”
Lesson 6: Evaluate Evidence and Make Assessment Judgements
  • Evaluate Evidence
  • Quality of Evidence
  • Storing of Assessment Documentation
Lesson 7: Provide Feedback on Assessments
  • Parties
  • Timeframe
  • Sequence
  • Formats
  • Manner of giving feedback
  • Feedback from the candidate
  • Explanation and Clarification
  • Further Development
  • Disputes
  • Appeal Procedure Example
  • Checklist for Providing Feedback
Lesson 8: Recognition of Prior Learning
  • Purpose
  • Principles
  • Process
  • Benefits
  • Diagnostic Assessments
Lesson 9: Review Assessments
  • Good and Bad Practice
  • Feedback
  • Quality
  • Moderation
  • Meeting Roles
  • Internal Moderation
Unit Standard Alignment:
  • US 115753, Conduct outcomes-based assessment, NQF 5, 15 credits
Articulation: Credits obtained during this skills programme will contribute towards qualification: 50334, NC: Occupationally Directed Education, Training and Development Practices, NQF Level 5. Delivery Method: The programme is facilitated by a competent subject matter specialist/s, who utilises the following techniques to ensure that the session is practical and experiential: Discussion; Role Plays; Exercises & Case Studies; Simulations, Videos/DVDs; and learner assessment. 50331, NC: Occupationally Directed Education, Training and Development Practices, NQF Level 6. Delivery Message: English The programme is facilitated by a competent subject matter specialist/s, who utilises the following techniques to ensure that the session is practical and experiential: Discussion; Role Plays; Exercises & Case Studies; Simulations, Videos/DVDs; and learner assessment. Language of delivery: English Certification:
  • Upon completion, the learner will receive a n iCALC Training Academy Certificate of Attendance.
  • Upon verified Competence, the learner will receive a Certificate of Competence from ETDP SETA.
Accreditation and Registration: ETDP SETA: ETDPS1440