Customer opinions have always had the potential to influence other people's attitudes towards a business. In the past, these opinions were communicated mostly by word of mouth. Customers are given general guidelines for reviews, and asked to allocate a star rating for the product or service reviewed. TRAINYOUCAN then use an algorithm (mathematical formula) to filter out any reviews that they suspect are false or automatically generated. The remaining reviews are then posted on this site. When more than one review has been posted, the sites average the star ratings to give a business or product an overall rating.

policy

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

1.      Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of  completion  of  all  required  modules.  Foundational  Learning Competence  (FLC)  is  a  pre- requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

2.      Objectives and criteria for assessment

The objectives and criteria for External Integrated Summative Assessment are to:

·     outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

·     outline   the  requirements   for  the  external  integrated  summative  assessment  for occupational qualifications, trades and part qualifications   and    guide all assessment

practices;

·     ensure  that  all  assessment  practices  are  aligned  to  legislation  and  national  policy environment;

·     ensure that  assessment is  understood as  an  integrated  process  within  the  learning experience; and

·     outline the most appropriate way for the AQP to carry out its functions for the given context.

3.      Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally  standardised  external  summative  assessment  is  an  integral  part  of  the  quality assurance of occupational qualifications, trades and part qualifications.

This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification

Assessment to Assessment Quality Partners (AQPs).

4.      Audience and applicability

This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the NQF.

5.      Rationale for a flexible approach

The assessment strategy will vary according to a number of factors.  Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

6.      Underlying principles and values

The following principles and values must be taken into consideration during the development of the processes.

External Assessment systems and processes must:

6.1 be fair, reliable, valid, ethical and transparent

6.2 be consistent across time, place, role players and respond to a non-sectoral demand led model

6.3 use  methodologies  that  are  fit-for-purpose  and  reflect  a  consistent  level  of  higher cognitive challenge

6.4 avoid tendencies of exclusivity

7.      Qualification Assessment Specifications

The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

Because  the  external  assessment  strategy  needs  to  be  fit  for  purpose,  a  Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification.  Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

8.      Criteria for the development of the external assessment specifications document

8.1    The external assessment strategy must be included.

8.2    Key occupational outcomes must be described.

8.3    The  point(s)  at  which  the  occupational  qualification  is  to  be  assessed  must  be indicated.

8.4    Critical identified elements of ‘external assessment’ to be externally moderated (if any)

must be indicated.

8.5    Eligibility requirements for candidates for external assessment must be specified.

8.6    Exemplars of external assessment instruments must be included.

8.7    The language(s) of assessment must be included.

8.8    Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

9.      Criteria for the development of external assessment instruments

9.1    The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.

9.2    Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.

9.3    Assessment  instruments  should  be  based  on  the  outcomes  of  the  occupational qualification or part qualification and assessment criteria stated in the assessment

specifications document.

9.4    Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

10.    Assessment techniques

A  range  of  assessment  techniques  to  ensure  that  assessment  is  educationally  sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

11.    Responsibilities for the implementation of the external integrated summative assessment policy

11.1. Roles and responsibilities of the QCTO

The QCTO must

11.1.1. Appoint an AQP for each occupational qualification or part qualification.

11.1.2. Publish  assessment  specifications  document,  developed  as  part  of  the qualifications development process.

11.1.3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.

11.1.4. Ensure that national standards are met through monitoring and evaluation of the

execution of functions by the AQP.

11.1.5. Evaluate the assessment and moderation processes.

11.1.6. Maintain a database of accredited SDPs and assessment centres/sites.

11.1.7. Monitor adherence to the QCTOs Code of Conduct for AQPs.

11.2. Roles and responsibilities of the AQP

The AQP will:

11.2.1. Ensure   that   it   receives   learner   enrolment   data   from   accredited   Skills

Development Providers (SDPs) on time for planning purposes.

11.2.2. Liaise   with  the  accredited   assessment  centres  and  approved  sites  on assessment instruments to be administered for a particular session.

11.2.3. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure

manner agreed upon.

11.2.4. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised

assessment centres that simulate working conditions or approved workplace sites.

11.2.5. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

11.3. Roles and responsibilities of assessment centres

Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

11.3.1. Assessment   instruments   should   be   developed   to   ensure   the   validity, consistency, quality and credibility of the assessments.

11.3.2. There   are   sufficient   invigilators   during   assessments   and   they   receive appropriate training.

11.3.3. There are no fraudulent activities during the assessment.

11.3.4. The  safe  storage  of  assessment  instruments  and  related  documentation  is adhered to.

11.3.5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.

11.3.6. Assessment materials are marked and results are captured accordingly.

11.4. Roles    and     responsibilities     of     systems     auditors,    invigilators     and administrators

These  key  role-players  need  not  necessarily  be  subject  matter  experts  or  expert practitioners since they focus on compliance. They check:

11.4.1.That all relevant assessment policies and procedures are implemented correctly

11.4.2.The secure handling of the assessment instruments and

11.4.3.The procedures for checking the identity of candidates and

11.4.4.The authenticity of the assessment processes.

11.5. Roles and responsibilities of the skills development providers

The skills development providers will:

11.5.1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.

11.5.2. Record  the  learner  achievements  resulting  from  internal  assessment  in statements of results.

11.5.3. Enrol  candidates  with  assessment  centres  when  they  become  eligible  for external assessment.

11.5.4. Coordinate the provision and assessment of the knowledge and practical skills

curriculum   components   of   an   occupational   qualification   based   on   the recommendations from the AQP.

11.5.5. Liaise with workplaces to assist candidates to have access to work experience.

11.6. Roles and responsibilities of the learners

The learners must:

11.6.1. Take   responsibility   for   their   learning   and   assessment   by   being   active participants;

11.6.2. Participate in assessment processes in an honest and disciplined manner;

11.6.3. Monitor their learning  towards  readiness  to conduct an  external  summative assessment and inform the provider when ready for external assessment;

11.6.4. Know the appeals procedure of the AQP so that they can follow it should there

be a need to do so.

12.    Complaints and Appeals

12.1.    Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.

12.2.    Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

13.    Coordination of Component Provision

The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

 

14.    Quality assurance and monitoring of policy implementation

14.1.    The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.

14.2.    Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.

14.3.    On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of

appointment. This schedule provides the basis for the QCTO to monitor, evaluate

and review the initial activities of the AQP.

14.4.   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO.

14.5.    Each year after the first year of appointment the AQP must also complete and submit

a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

www.trainyoucan.co.za

Trainer the Trainer

★★★★★
5 5 1
It was very helpful and very involving. Thank you and keep up the good work

Facilitator

★★★★★
5 5 1
Miranda Train was Outstanding and very Helpful. Very detailed as well

Train the trainer

★★★★☆
4 5 1
The trainer was very professional and she allowed the group to fully interact which made it easier for everyone involved to contribute their experiences. I am even keener to register for my SDF course next. Would recommend to anyone who wants to do a similar course.

Assessors

★★★★★
5 5 1
The facilitator was very informative and very helpful.

Assessor Course

★★★★★
5 5 1
Facilitator Ntuthukobwas excellent and he knows his stuff. Thank you TrainYouCan for the brilliant course

Assessor

★★★★★
5 5 1
Thanks very much to Ntuthuko I gained a lot,everything was clear ,I really enjoyed the course and he is very professional, thumbs up to TYC

Assessor Course

★★★★☆
4 5 1
The training of the Assessor course was plain simple and straight forward. The facilitator was very helpful and experienced

789106502

★★★★★
5 5 1
Great and easy to follow manual. Facilitator was clear and proffessional.

train the trainer

★★★★★
5 5 1
excellent course

Assessors

★★★★☆
4 5 1
Facilitator was well prepared and very helpful. Material was organized and easy to understand. Venue was a bit far off from where I stay (prefer sessions being made available in the West rand if possible). Easy payment at the venue and payment options made it no fuss and so much easier. Overall, I am happy with the price of the course, the material and the facilitator as well as in my choice of Trainyoucan. Thanks You!

115753 assessor course

★★★★★
5 5 1
Ntuthuko is sooo amazing making it easy for all learners to enjoy whilst grasping all the information given to them,he knows the study book by heart which encourages learners into wanting to be like him, not forgetting friendly staff and the food..... Big ups train you can knows their business

Charmaine Blose

★★★★★
5 5 1
Facilitator Ntuthuko was excellent, thank you so much TrainYouCan and hopefully I will do my Moderator Course with you sometimes this year.

726045865

★★★★★
5 5 1
Excellent facilitation very informative even though time frame was extremely limited. but I have enjoyed and educated

assessor

★★★☆☆
3 5 1
Greetings I am really concerned about my POE for the assessor because I have not received any feedback

moderator

★★★★★
5 5 1
Greetings I am happy about everything but i think we need more days for training because we are full time employed so that we can finish our POE on time

Moderator

★★★★★
5 5 1
Excellent! My first course with Trainyoucan, but certainly not my last. Professionally done, with attention to detail and great interaction between the facilitator and the candidates, ensuring complete understanding of the Unit Standard.

Moderation

★★★★★
5 5 1
Miranda did a highly exceptional Academic and practical facilitation of the Moderator Course in Jhb. Miranda is patient and strategic in drawing her audience to her well orchestrated lesson plan presentation. Everything learned, is everything to apply professionally in any moderation. Keep up the good work with your team TrainYouCan. I'm your best product.

Assessor

★★★★☆
4 5 1
Excellent info sharing and trainer.

Moderator

★★★★★
5 5 1
Ms Train was very clear in her explanations and I personally understood her style of facilitating keep on keeping Ms Train.

Assessors course

★★★★★
5 5 1
Very proffessional and friendly staff

Train the Trainer

★★★★☆
4 5 1
Thanks very much to Ezraah and Ntuthuko i have learned a lot and looking forwad to my nxt training in September

Moderator

★★★★★
5 5 1
Focused on what the Unit Standard expects a candidate should know and understand with personal attention to ensure the candidate will be successful.Thank you Trainyoucan!

Assessor Course

★★★★★
5 5 1
I enjoyed the class, the interaction and overall was content and satisfied with the delivery of the course. The facilities is seriously amazing great food. Thank you and keep up the great work

Train the Trainer

★★★★★
5 5 1
The Trainer was very professional. The course was thorough and extremely well presented. The Presenter/Trainer was clearly very knowledgeable and experienced. The instruction was clear and easily understandable. I enjoyed it and learn't a lot.

117871

★★★★★
5 5 1
Great content and trainer

Train-the-trainer

★★★★★
5 5 1
Course well organized and very informative. The trainer was excellent and very helpful.

Assessors course

★★★★★
5 5 1
Such an amazing training..from the begging to the end of the training..i was impressed and would definetely recommend train you can..thank you so much

Assessor course

★★★★★
5 5 1
Everything was good and I am looking forward to another course with you.

Conducting outcomes base

★★★★★
5 5 1
Course was good.

SDF

★★★★☆
4 5 1
I enjoyed the training, the Facilitator was fantastic! I really loved Ezra's energy and sense of humour, he made the learning fun. Many thanks for a great experience.

Asseccor

★★★★★
5 5 1
State of the art pesentation

Assessor

★★★★★
5 5 1
thank you for the experience and knowledge. Great work

Assessor Training

★★★★★
5 5 1
Training was effective and efficient. Well prepared with all necessary requirements. Facilitators demonstrated good interpersonal relationship with the learners which assisted in the learning process.

Moderator

★★★★★
5 5 1
The course i attended with trainyoucan was wonderful the facilitator was well prepared and knows exactly what he's talking about so i was very impressed and i would love to interact with them again thank you.

assessor course

★☆☆☆☆
1 5 1
This was a very informative course, well presented. I really enjoyed it and I gained a lot from it. It is actually a good one to me since I have students come to my workplace for practical. Thank you again. Miranda is a very good facilitator, very helpful and she knows her stuff.

assessor course

★☆☆☆☆
1 5 1
This was a very informative course, well presented. I really enjoyed it and I gained a lot from it. It is actually a good one to me since I have students come to my workplace for practical. Thank you again.

Assessor

★☆☆☆☆
1 5 1
Training was very informative and the facilitator was so good. Thank you.

Outcomes based asessor course

★★★★★
5 5 1
Very in depth and informative. Trainers are well versed and able to assist with all questions asked. Will definitely be doing the other courses related to this.

Assessor

★★★★★
5 5 1
Special thanks to our Facilitator Ntuthuko and Franko.......Train You Can you are the best!!!!!!

Moderation

★★★★★
5 5 1
It was super and the facilitator was perfect. Thank you keep the good work great stuff|

Assessor

★★★★★
5 5 1
i found it very interesting. i understand what was expected of me

Assessor training

★★★★★
5 5 1
Well planned and a good facilitator

Assessor

★★★★★
5 5 1
Training and Facilitator was on high level

Assessor

★★★★☆
4 5 1
Interesting course

Train the Trainer & Assessor

★★★★★
5 5 1
Find the courses very interesting & helpful. Presenter was very good and the facilities & food same. Will strongly recommend for others.

conduct outcome based assessments

★★★☆☆
3 5 1
Due to the public holiday, the course had to be completed at a fast pace. I would suggest courses are not run over public holidays.

Moderator

★★★★★
5 5 1
It was an informative training.well presented and the facilitator has a lot of experience.

Assessor

★★★★★
5 5 1
Thanks guys with good learning experience you gave us.everything was well organised.but please do the above mention cause for 5 days.KEEP UP THE GOOD WORK

SDF

★★★★★
5 5 1
Awesome presentation and facilitation. ease of understanding due to the practicality of the learning material and the Poe is seamlessly designed. I will be doing other courses for certain via TRAINYOUCAN. The refreshments were more than adequate and the lunch was superb. Friendly patient and accommodating staff. Ezra brings his wealth of experience in the industry to the class which makes the course that much more hands on and practical.

Assessor

★★★★★
5 5 1
The training went well it was easy to understand thanks to facilitator Ntuthuko

Moderator

★★★★★
5 5 1
Training was up to standard

Assessor

★★★★★
5 5 1
Keep the good work.

SDF

★★★★★
5 5 1
Fantastic facilitation as well as POE building guidance. Friendly warm reception from the foyer right through, the help desk is a lifesaver. The fact that everything is streamlined online makes it a breeze. Refreshments more than adequate. Thank you for the wealth of information shared and knowledge that I gained is priceless!!! Ezra is a fantastic facilitator

Moderator course

★★★★☆
4 5 1
Very good sessions and the facilitator was very helpful.

Assessor

★★★★☆
4 5 1
Great presentation Expectations met Facilitator interacted with all students fairly Time period was short, as it was a lot of work to complete, Nevertheless was completed, under extreme pressure.. Happy with everything though

Assessor

★★★★★
5 5 1
The facilitor was very friendly and very informative about the subject we were dealing with.

Assessor

★★★★★
5 5 1
The facilitator was very supportive and The material were up to date

Train the trainer

★★★★★
5 5 1
Course was informative, Material provided accordingly, Trainer was well equipped. Thank you for an excellent course

Assessor

★★★★☆
4 5 1
Thank you very much for the good work .We enjoyed every session from our facilitator Ntuthuko.Keep doing the good work ....thank you Trainyoucan

115753 Assessor Course

★★★☆☆
3 5 1
I am definately looking forward to study more with you. Kind Regards, Phakamile Maseko

115753 Conduct outcomes-based assessment

★★★★☆
4 5 1
The course was difficult to understand, however once the principals were understood it was much easier

Assessor's training

★★★★☆
4 5 1
Thank you Ezra for all your support and advice. Really appreciated.

Assessors

★★★★★
5 5 1
Fabulous course, really informative and eye opening ... see you on the next one

843063777

★★★★★
5 5 1
Great training

Assessor

★★★★★
5 5 1
Miranda was excellent and extremely helpful.She is patient and gives you her individual attention. Only grouch is the accessibility to the training centre.

Assessor

★★★★★
5 5 1
It is a very formative course. I have learned when ever you set an assessment as an assessor must follow the six steps in the assessment process. Step1 plan, step 2 prepare, step 3 conduct, step 4 judgement, step 5 feedback and the last step review. Thanking you inadvance we have learnt so much last week

Train the trainer

★★★★★
5 5 1
Really enjoyed both training sessions. Great to have learnt all these wonderful skills. Can't wait to use it

Train the trainer

★★★★★
5 5 1
Excellent course. Well done

Assessor

★★★★★
5 5 1
Hi there Our teacher was so good , everything was clear and easy to understand even our units standards are very simple. I don't have complains . Regards

Facilitator

★★★★★
5 5 1
Your training and feedback on US 117871 and POE were excellent

Train the trainer

★★★☆☆
3 5 1
Training was good. but some learners they have aspecial back ground, needs more support but time frame was too short.

conduct outcomes based assessments

★★★★★
5 5 1
The course content was excellent as was the venue and catering. The facilitator certainly knew the course work. the only problem I had was the content wasn't explained in too much detail and I am struggling to complete my POE

Assessor Course

★★★★★
5 5 1
Ezra is an excellent facilitator, is knowledgeable. Accommodates all participants in class. Keeps the class in check. Thank you.

Assessor

★★★★☆
4 5 1
Very informative. Easy to follow study material. Facilitator engaged learner and answered all questions

Skills Development Facilitator

★★★★★
5 5 1
Excellent course. Ezra was able to answer each and every question of mine and the interactive workshops made it that more fun. Job Well Done

Conducting assessment

★★★★★
5 5 1
Found this one to be more intense and a lot more paperwork. Quite informative and helpful. My knowledge is defiantly wider.

SDF

★★★★★
5 5 1
Course was Excellent,Ezra is brilliant and def an expert.

Conduct outcome based assessment

★★★★★
5 5 1
Good communication with the help desk

Assessor Course

★★★★★
5 5 1
Facilitator was excellent, kept the class engaged at all times. Overall experience with Train You Can was excellent as well, from registration to submission of Portfolio. Well organised all round. Keep it up guys!!!

0836616195

★★★★★
5 5 1
Exellent support from TRAIN YOU CAN

Train the trainer

★★★★★
5 5 1
Well presented and very informative.

assessor

★★★★☆
4 5 1
Thank you for your support.

Facilitator

★★★★★
5 5 1
it was alright i willing to do the next course.

Assessor

★★★★★
5 5 1
Quite informative

SDF

★★★★★
5 5 1
I was very impressed with the course and assessment process with Phumzi. She is professional and friendly and efficient. Thank you.

Assessors

★★★★★
5 5 1
Very fun and interactive. A great learning experience. Ezra made each one feel comfortable and at ease. Specific information and to the point! Would recommend this company to all

Assessor

★★★★★
5 5 1
Great training! Great trainers! And great office support. Over all experience.... Excellent!!

conduct assessment

★★★★★
5 5 1
good facilitator

Train the trainer

★★★★★
5 5 1
The course was very useful and it enhanced my skill.

Assessor

★★★★★
5 5 1
Very informative and well laid out.

Assessor course

★★★★★
5 5 1
It was a great course. Presented by an excellent facilitator.

train the trainer

★★★★☆
4 5 1
enjoyed the experience

843305493

★★★★★
5 5 1
Great course. Ready for more! Miranda and Santie were professional and knowledgeable. Great online forum.

Assessor

★★★★☆
4 5 1
Informative and well presented.

Facilitator

★★★★★
5 5 1
the facilitator training was overwhelming as has given us new dimensions in training.

Facilitator

★★★☆☆
3 5 1
It was alright though I expected more out of the course

assessor

★★★★★
5 5 1
Your service so far is excellent, keep up the good work.friendly staff you have

Facilitator

★★★★★
5 5 1
Excellent

facilitator

★★★★☆
4 5 1
can you make available the proof of attandance letters so that we can be able to submit to our work place. and when you choose venue can you consider the fact that not all of us are driving or familiar with some of the venues

Train the Trainer

★★★★☆
4 5 1
Very interesting training. Ezra kept us involved and made the course simple. The only thing is he forgot to emphasize reading at our own time.

Moderator

★★★★☆
4 5 1
High level of professionalism.Regular feedback and follow up. The facilitator was helpful,not intimidating,patient with slow workers,knowledgeable about subject,supportive.

Train the Trainer

★★★★★
5 5 1
Well structured course, great experiential learning with quality trainer, staff and environment. Franklin Gunkel-Prac.CHSO;TechSaiosh

Assesor

★★★★★
5 5 1
The course was very good and presentation excellent.

Assesor

★★★★★
5 5 1
The course was very good and presentation excellent.

Train the Traniner

★★★★★
5 5 1
Very helpful and efficient. Definitely will be doing more courses.

Assessor course

★★★★☆
4 5 1
This course was very informative and relevant to me with regards to my career path as I have worked as a facilitator before. I'm grateful for the opportunity. Thank you

Assessor

★★★★★
5 5 1
Enjoyable and informative course. The experienced trainer was confident, well prepared, knowledgeable and able to make material easily understood by all learners. The trainer encouraged the learners and put them as ease. A very positive learning experience.

Train the trainer

★★★★☆
4 5 1
Ezra is a great facilitator, enjoyed his sessions. Presented very well.

SDF

★★★★★
5 5 1
Very good program and the training forum is very helpful thank you guys keep it up!!!!!!!!

115753 Conduct outcomes-based assessment

★★★★★
5 5 1
Excellent service. I thoroughly enjoyed the whole experience and I will definitely be recommending it to other people.

Moderator

★★★★★
5 5 1
I have had a wonderful experience with Train You Can and hope to continue with them. The while team has been amazing and so happy that I passed *smiley face*

Train the Trainer

★★★★☆
4 5 1
Very comprehensive training. Trainer related well to the learners and presented training on the level of the learners. Learned a lot from the trainer. He is definitely a subject matter expert.

Train the Trainer

★★★★☆
4 5 1
Very comprehensive training. Trainer related well to the learners and presented training on the level of the learners. Learned a lot from the trainer. He is definitely a subject matter expert.

Train the Trainer

★★★★★
5 5 1
Very informative course, well presented. Gained a lot of knowledge on the subject. Can't wait to put into practice.....

Train the Trainer

★★★★★
5 5 1
The course was well organized and presented with an experienced facilitator

115753 Conduct outcomes-based assessment

★★★★★
5 5 1
Brain is tired.

Train the Trainer

★★★★★
5 5 1
Excellent. Ezra certainly knows how to keep the class engaged and is extremely helpful. I've learnt a lot from him.

Assessor

★★★★★
5 5 1
All the course learning outcomes were covered and the facilitator made it easy to understand.

train the trainer

★★★☆☆
3 5 1
everything was Organized and set, the study material, Network Connectivity and Facilitator contributed positively. Great Work.

836616195

★★★★★
5 5 1
Thoroughly enjoyed the training, Ezra is a fantastic facilitator!

Assessor

★★★★☆
4 5 1
Many thanks guys for a wonderful learning experience with you guys. I really enjoyed the learning and Ezra was very good.

Assessor Course

★★★★★
5 5 1
The course was wonderful and the Facilitator was a very big help.

Conduct Outcomes- Based Assessment

★★★★☆
4 5 1
It was a very good course and having Ezra as a facilitator has made things clear. Keep up the good work.

Assessor course

★★★★☆
4 5 1
I found the training to be very informative and helpful, it felt like I was back to school and I love learning, I got to participate in class and do homework. I just need to make sure I pass my POE. The Facilitator was amazing

Assesors Course

★★★★★
5 5 1
Facilitor Ezra Steenkamp was very good. I thoroughly enjoyed the course

Assessor

★★★★☆
4 5 1
The training went well is was easy to understand the facilitator Mirada

115753

★★★★★
5 5 1
Ezra is well spoken and he delivered more than i expected.Well done ,keep itup you and your team .

Assosers

★★★★★
5 5 1
Was excellent

Train the Trainer

★★★★☆
4 5 1
The course was very well presented, the venue and refreshments were also catered very well.

moderator course

★★★★★
5 5 1
Ezra did an outstanding job. He was very knowledgeable and made the course very exciting. Personally it was very educative and informative for me and i would certainly recommend.

117871

★★★★☆
4 5 1
Great course really enjoyed the Trainer.

Train the Trainer

★★★★★
5 5 1
Great course

Train theTrainer

★★★★★
5 5 1
From the moment that I made the booking to my final day at the course yesterday , everything was handled very professionally. Ezra is extremely knowledgeable and experienced and I learnt a lot from him.

Assessor

★★★★★
5 5 1
Course was well delivered .

Assessors

★★★★★
5 5 1
It was a good course. Ezra was excellent. He made it enjoyable.

TTT

★★★★☆
4 5 1
Really enjoyed the inetervention

Assessor Training

★★★★☆
4 5 1
Great course with plenty of extra material and easy to access. Lovely food. Good group of people and a fantastic learner support system. Ezra did a great job at delivering the material in an easy to follow and up to date know how of various sectors. Thank you everyone

conduct outcomes based assessment

★★★★★
5 5 1
Very organised facilitator, knew what he was talking about. And great food

Assessor

★★★★★
5 5 1
Ezra did a fantastic job and I learnt a lot. Keep up the good work. Will certainly recommend .

Assesor Course

★★★★☆
4 5 1
Very great course, and well informed trainer on the content material. I enjoyed participating in the classes and the tea,lunch served was fresh, healthy and adequate. I was however uncomfortable at times by the facilitators views and opinions on some issues beyond the course content that would have been better if he did not share as some things were offensive and misinformed at times. Otherwise i thoroughly enjoyed my time at Train you can and will do further courses with you. Keep up the good standards.

Assesor

★★★★★
5 5 1
It was amazing course learn a lot also the facilitator Maranda was amazing , know her field and absolutely helpful answering questions . Patient and friendly. I hope to be doing Moderator course in near future , I hope to have her again as facilitator.

Facilitator

★★★★☆
4 5 1
The course was great I had more than enough

outcomes based assessment

★★★☆☆
3 5 1
The training was satisfactory.

Assessor

★★★★★
5 5 1
The training was very educative and informative. Facilitator was very helpful and put us through the different aspects of the programme making it very easy to grasp.

Assessors

★★★★★
5 5 1
Excellent content and facilitation.

Assessors

★★★☆☆
3 5 1
Professional. Cant always understand the facilitator, but informative & relevant.

115753 conduct outcomes based assessment

★★★★★
5 5 1
I was quite happy with TRAINYOUCAN. Their Help desk is fantastic and always informs you about the process. I can highly recommend TRAINYOUCAN to anyone who want to do these short courses.

Train the Trainer

★★★★★
5 5 1
The course was presented excellently. The presenter made everybody feel calm, relaxed and easy to learn. The training mermaid expectations and I'm ready and confident to face the world. Thank you for imparting the knowledge and skill. Keep up the good work and all the best for the future Ezra and train toucan.

Skills Development Facilitator

★★★★★
5 5 1
Very hands-on training

Facilatator

★★★★★
5 5 1
Great experience would recommend this course to all my friends . It was hard work but I loved it.

Conduct Moderation

★★★★☆
4 5 1
Course was great and learned a lot. Like the idea that some of the work is conducted in the classroom to give guidance on expectations. The lecturer Esra Steenkamp did a great job explaining uncertainties. Company service was great, with pleasant venue surroundings and helpful administrative staff.

SETA breakfast workshop 26May17

★★☆☆☆
2 5 1
I was hoping this workshop would've been as informative as the assessor's course I did (great stuff!). Unfortunately the speakers didn't stick to their subject, and it turned out to be more of a marketing exercise. The last speaker (forgot his name) was so negative about everything he spoke about, I actually left (and noticed a few others did too). Nelly Naidoo was the only speaker that stuck her subject. Please take this as constructive feedback - I will still attend your courses in future. Thank you.

Assessor Course

★★★★★
5 5 1
The training was so much as productive as I expected. The facilitator was excellent though he seemed like he was a bit on a rush sonetimes. I wouldn't change anything about the course I learnt a lot.

Facilitator and Assessor

★★★★★
5 5 1
Miranda is an excellent Facilitator, she is patient, kind and very helpful. It was a pleasurable week attending the Facilitator and Assessor's course. I will definately be enrolling for the Moderator's course in July. Thank you

Assessor

★★★★☆
4 5 1
Very Practical and it exceeded my expectations.

Assessor

★★★★☆
4 5 1
Informative and nicely packaged. I am ready to start the work

0604381400

★★★★★
5 5 1
Course was great, learned a lot

115753 - Assessor

★★★★☆
4 5 1
Course was good. Miranda was very pleasant and helpful.

Assessor course

★★★★★
5 5 1
We will recommend you to everybody. You guys are excellent and we will also make use of Trainyoucan again

train the trainer

★★★★★
5 5 1
Excellent service from the whole organisation and the course great.

assessor

★★★★★
5 5 1
course was little bit intense but informative and interesting.

Train the trainer

★★★★☆
4 5 1
It was informing and worth attending.

Train the trainer

★★★★★
5 5 1
Thank you for being a super star company making dreams come true being legally compliant and very well operating system speedy replies to any question under the sun and friendly assistance. Appreciate

Conduct displinary hearing

★★★★★
5 5 1
The course was very much informative and helpful

LEARNING FACILITATION

★★★★★
5 5 1
THANK YOU SO MUCH FOR AN OUTSTANDING REVIEW, YOUR WORK IS INCREDIBLE. THE SERVICE AT TRAINYOUCAN IS EXCELLENT. THANK YOU SO MUCH PHUMI AND EZRA AND THE REST OF THE TRAINYOUCAN TEAM.

Facilitator

★★★★★
5 5 1
Great class

Conduct Outcomes Based Assessment

★★★★☆
4 5 1
Satisfactory service

Facilitator

★★★★☆
4 5 1
Great experience. Got to absorb a lot in the 3 days

train the trainer

★★★★★
5 5 1
A very well organised and informative course.

Train the Trainer

★★★★★
5 5 1
The training qas awesome and very informative and easy to adopt.thank you somuch.

Train-the-Trainer

★★★★★
5 5 1
Well prepared and well organised training. All my expectations were met. Nothing to improve.

Train a Trainer

★★★★★
5 5 1
Ezre is the best person to train this course as a result I will refer more people. Content well explained. He is excellent. I will attend more courses like Moderator soon

SDF

★★★★☆
4 5 1
I did receive assistance even thou it took long. It will be more appreciated if you can reduce the turn around time of assistance.

Train the Trainer

★★★★★
5 5 1
The program was well planned and very organized. Looking forward to other courses with Train you Can, Ezra was very clear, informative and very welcoming. Well done

Train the Trainer

★★★★★
5 5 1
The program was well planned and very organized. Looking forward to other courses with Train you Can, Ezra was very clear, informative and very welcoming. Well done

Train the Trainer

★★★★★
5 5 1
Very insightful and useful course for facilitators. I also appreciated the easier access to helpdesk! Thank you.

Moderator training

★★★★★
5 5 1
The training was informative and very understandable. Miranda is a super excellent facilitator who dedicates herself and heart into what she does. She makes one feel comfortable and handles problems and queries raised with ease and professionalism. The course went beyond my expectation more so with the reasonable cost against the student material and training provided. Thank you to Miranda and Trainyoucan

Assessor

★★★★★
5 5 1
I am amazed how well the poe system work. You truelly gain all the knowledge by researching and putting together the poe questions!

Train the trainer

★★★★★
5 5 1
It was informing and worth attending.

train the traner

★★★★★
5 5 1
I can even only suggest that the Lerner's are advised if lunch will not be served

Train the trainer

★★★★★
5 5 1
I found the forum and Mirande very helpful

train the trainer

★★★★★
5 5 1
Excellently done

Train the trainer

★★★★☆
4 5 1
the course was very informative Ezra was clear and i enjoyed his style of teaching, he got us all involved

Assessor

★★★★★
5 5 1
Awesome course

Event Management

★★★★★
5 5 1
Miranda was a great facilitator who gave us more than we expected from the session. We left there with great insight and above that, our dreams and goals more focused and defined to achieve them. Thank you for the great courses.

Events Management

★★★★★
5 5 1
Miranda Train is 5 star deserving facilitator. She is well spoken very passionate to what she is doing and very patient with her learners. Miranda you are awesome

Events Management

★★★★★
5 5 1
Miranda Train is a deserving 5 star grade. She is well spoken, lead you to understanding, and very patient and A competent Trainer

Train the Trainer

★★★★★
5 5 1
Really enjoyed Training. Looking forward to my next course

Assessor

★★★★☆
4 5 1
I enjoyed the training, very informative. Ezra Steenkamp was a very good Trainer. Food was great!

assessor

★★★★★
5 5 1
I would like to thank Miranda for the wonderfull training

Assessors training course

★★★★☆
4 5 1
My expectations were met

Moderator

★★★★★
5 5 1
One can really not complain of anything from the service that you guys are offering to students. it is actually Tops!!! I just wish that trainyoucan branch-out to other provinces such as EC, Port Elizabeth. I have refered many people to your institution. unfortunately others cant make it due to distance as Durban and JHB is far for them. other than that, keep up the good work!!!!

Assessor

★★★★★
5 5 1
Esra S. Was a perfect person to give the course. I learned a lot and I so happy for the outcome

Assessor

★★★★★
5 5 1
Esra S. Was a perfect person to give the course. I learned a lot and I so happy for the outcome

Assessor

★★★★☆
4 5 1
Thank you Miranda, the course was amazing

assessor

★★★★☆
4 5 1
The training is what was expected.

train the trainer

★★★★★
5 5 1
Ezra you are packed with knowledge wonderful session!look forward to another session soon.

Train the trainer

★★★★★
5 5 1
Ezra is the best..i genuinely enjoyed the way he taught us.It was very informative and a bigger learning step.I will definitely come back@ TRAIN YOU CAN

Train The Trainer

★★★★★
5 5 1
Totally enjoyed the course, Ezra is a mine of knowledge, I would definitely be attending more courses with Train You Can

Train the trainer

★★★★☆
4 5 1
Miranda was very helpful. Enjoyed the training.

Moderation

★★★★☆
4 5 1
Training was well executed by the facilitator and Ezra is knowlegdeable about the industry. Training was both insightful and fruitful.

assessor

★★★★☆
4 5 1
Warning could be given before enrollment of the amount of home based work entailed to ensure delegates do not have private comitments that may detract from the complete learning experience.

Train the Trainer

★★★★★
5 5 1
This programme has been very helpful and has assisted me to better myself as a trainer. Thank you for all the help.

Train the trainer

★★★★★
5 5 1
Excellent service all round. Was kept informed of everything that was happening. Course was well covered and very interesting. Knowledgeable trainer.

train the trainer

★★★★☆
4 5 1
the course was very good very helpfull

Conduct outcomes based Moderation

★★★★★
5 5 1
Thank you for the continues support and efficient service. MostlyI am thrilled with my results.

Assessor

★★★★★
5 5 1
The professionalism by Train You Can was excellent. Ezra was very motivating with respect to the course. I was fortunate that I shared work with a motivated group as well. It has certainly helped me "revitalise" my personal confidence to plant more seeds. I still have to complete my P.O.E. for submission so still quite a bit to complete. I will recommend Train You Can to a number of my Associates for courses. Please thank Ezra on my behalf. He's great Kind regards Mark Glasson

train the trainer

★★★★★
5 5 1
Ezra was very knowledgeable about the industry he works in. He also gave us excellent ideas on facilitation. I would highly recommend the course and the food was great too.

moderation

★★★★★
5 5 1
Training was well executed by the facilitator, the use of practical examples, group discussions and class presentations assisted me to understand the content very well. Keep it up and we'll done

Moderation

★★★★★
5 5 1
Superb training. The facilitator was friendly and was always prepared for each lesson. He knows his work thoroughly

Train the Trainer

★★★★☆
4 5 1
Attended Day 1 of 3. Informative, simple to understand. Facilitator has the group engaged continuously - enjoyable and fun :)

train the trainer

★★★☆☆
3 5 1
Great course

Assessor

★★★★★
5 5 1
Will certainly help me enter this new chapter with greater confidence

Assessors

★★★★☆
4 5 1
Course taught you how to assess & all associated requirements.

Assessor

★★★★☆
4 5 1
A well presented, informative course. I look forward to the rest of my ODETDP courses.

Assessor course

★★★★☆
4 5 1
I meet my expections.

facilitator's course

★★★★★
5 5 1
a very good program which has helped me to improve fully on my career as a trainer . thank you so much TRAINYOUCAN for this program. My bosses are quiet happy with me after i have received training from you guys.

SDF

★★★★★
5 5 1
Training with Ezra was completely worth it!

Conduct a Disciplinary Hearing

★★★★☆
4 5 1
Course was good, informative and facilitator was very patient with questions and queries.

unit standard ID. 115753

★★★★★
5 5 1
extremely helpful and on point with the assiatnce offered. Thank you Phumzi for all your help and guidance, Trainyoucan support has been amazing.

Assessor Training

★★★★★
5 5 1
Had a great time on the course. Miranda i's great, easy and fun to work with.

Facilitator

★★★★★
5 5 1
Very good. Miranda made the train8ng and understanding the portfolio seem so easy

Assessors course

★★★★★
5 5 1
I loved the course. It gave me a whole new perspective on training. Miranda was wonderful. Her passion rubbed off on me and I can only hope that one day I will be able to be as good as she is.

Assessors

★★★★★
5 5 1
Great training by a very knowledgeable man Ezra! Will definitely recommend trainyoucan to others!

OBE

★★★★★
5 5 1
I had a lot of fun learning and can use this training to further my career

train the trainer

★★★★★
5 5 1
many thanks to Ezra, no regrets training with him. Training was very well presented and fruitful.

OBE

★★★★★
5 5 1
Very well facilitated. Learnt a lot and had a great time discussing the topic

OBE Training

★★★★★
5 5 1
A very intense and admin demanding course but very well facilitated as well as accommodated. I felt that the environment that was created was conducive for learning and we got a lot of positive work done. Many thanks to Miranda for looking after us so well. I will be back for more training.

Train the trainer

★★★★★
5 5 1
Very knowledgeable trainer!

Assessors

★★★★★
5 5 1
Very good. Loved it.

Assessors

★★★★★
5 5 1
I found the corse very interesting and wil sugest it to my friends and family

Assessors

★★★★★
5 5 1
Very good. Loved it.

Facilitator

★★★★★
5 5 1
great course

Assessor Training

★★★★★
5 5 1
Miranda had good energy in the class, explained clearly, gave extra advise whenever requested, and knew the syllabus well.

Assessorial

★★★☆☆
3 5 1
Ok

assessor

★★★★★
5 5 1
the service was over the roof,

Conduct outcome based assessment

★★★★★
5 5 1
I must give thumbs up to Ezra for making the course easy to understand, his presentation skills are beyond measure. I will strongly refer my other colleagues to trainyoucan. the whole training was well planned, keep up the good work.

115753 - Assessor Course

★★★★★
5 5 1
Thank you Ezra for your insight and guidance to give us the insight and direction in this most interesting program, which enables us to become empowered to continue with the high standard that is required. This program was most beneficial. Also thank you to Phumzi Nzama for her hard work behind the scenes

facilitator

★★★★☆
4 5 1
Great trainer, knowledgeable and affordable fees

Beginners sdf workshop

★★★★☆
4 5 1
Training was very informative and delivered exceptional ly.

Facilitator Training

★★★★★
5 5 1
The training was excellent it catered over and above my expectations. Miranda Train made it more enjoyable to learn.

assessor

★★★★☆
4 5 1
Training was excellent, simple and easy to understand thanks to ezra. Hospitality was great. Really enjoyed the course. I will definitely be back to do a few more

Facilitator Training

★★★★★
5 5 1
Well done to the Trainyoucan Team and especially to Miranda Train. I have made use of a different service provider in the past and I must say didn't come close. Thank you for your patience and the professional way in which the training was conducted. I will definitely make use of Trainyoucan in future and I will recommend it to anyone. regards Mike Patrick

moderator

★★★★☆
4 5 1
I enjoyed the training thoroughly which was very informative. The trainer Esra well prepared in the facilitation process.

Train the Trainer

★★★★★
5 5 1
Well done to the Train you can team. Excellent approach to facilitating, it gives one the self confidence to stand in front and conduct training efficiently. Keep up the good work! Kubeshan

Conduct Outcomes-based Assessment

★★★★☆
4 5 1
The course went smoothly. Facilitators for the online course could make contact with students and encourage interaction and questions.

Moderator

★★★★★
5 5 1
Overall a very good course and good experience with the Trainyoucan team. Having been an online learner is was perhaps more challenging than face to face, however if instructions are read and the forums used you will be successful! Recommend this training provider!

assessor

★★★★☆
4 5 1
the course went very well ,Erzas teaching methods were good ,understood whats needed during or carrying out an assessment.

moderators course

★★★★★
5 5 1
it was a pleasure doing the course with trainyoucan,i am living in Johannesburg and i heard about trainyoucan.i made my way down to Durban and the course to be very fruitful,compared to the assessor course i did with another training academy, i was stressed out.but ,Mr Ezra Steenkemp made the course so easy to understand,the materials used completely different.i will definitely recommend train you can to anybody. once again thank you Ezra....

Train the Trainer

★★★★★
5 5 1
Excellent training done by a very Dynamic Ezra Steenkamp which made training very effective. Keep up the brilliant work!

assesor

★★★★★
5 5 1
Miranda was an excellent facilitator

Assessor Training

★★★★★
5 5 1
The course was concise, and covered the areas needed. This course is extremely beneficial to me for my future, and look forward to the future support in achieving accreditation. Thank you for the insight, and job well done.

115753

★★★★★
5 5 1
Ezra - you are awesome. This sister enjoyed the course. Sister Sister. It wasn't an easy course for me, but you did explain it well and Im looking forward to putting my POE together. Thank you Trainyoucan.

Facilitator, Assessor

★★★★★
5 5 1
Awesome , Thank u Ezra, training was fruitful and very inteactive. will definately recommend to my friends thanks

Skills Development Facilitator Training

★★★★★
5 5 1
I recently went on SDF Training with Train You Can. I found the facilitator (Ezra) to be very helpful. No question asked by students was left unanswered. The actual classroom session was very interactive, which I loved. I am happy to report that contact is still being maintained by my fellow classmates and myself :) I absolutely loved the course and cannot wait to complete it so that I can go on another!

Assessor

★★★★★
5 5 1
I am receiving excellent help with all queries thay I have/had. Especially using watsapp. Thank you.

Assessor Course

★★★★★
5 5 1
The course content was thorough and well structured with excellent training materials to work from. Ezra's facilitation put everyone at ease and encouraged all learners to participate in various activities. I found the course very helpful.

Assessor

★★★★★
5 5 1
Excellent feedback. I was kept informed.

Assessor Course

★★★★★
5 5 1
The course was well presented and the knowledge imparted will stand all learner assessors in good stead in the future. Ezra Steenkamp is truly a people's person who interacted with our diverse group in a professional and friendly manner. I thoroughly enjoyed the course and will certainly recommend Trainyoucan to fellow learners.

Assessor Course

★★★★★
5 5 1
The course was well presented and the knowledge imparted will stand all learner assessors in good stead in the future. Ezra Steenkamp is truly a people's person who interacted with our diverse group in a professional and friendly manner. I thoroughly enjoyed the course and will certainly recommend Trainyoucan to fellow learners.

Assessor training

★★★★★
5 5 1
I thoroughly enjoyed the training; well prepared and great narration

Train the trainer and assessor training

★★★★★
5 5 1
Feedback to queries are provided almost instantly. Moments after payment was received I was notified that my training materials were available. Brilliant service! Thank you!

Assessor and Train the Trainer

★★★★☆
4 5 1
It was very informative and very stimulating..I enjoyed every moment.although it was very difficult.Thanks to Phumzile at the office for her excellent and professional assistance ,you are a real STAR

SDF Training

★★★★★
5 5 1
Brilliant! Great Facilitator, Thank you Erza! Great course material

Facilitator Training

★★★★★
5 5 1
I was very happy with how the training was conducted and intend registering for more training in the near future. I hope there will be doors that will be opened aftet getting the certificate.

Assessor

★★★★★
5 5 1
Very well structured and awesome facilitation. Keep up the good work Ezra. Job well done.

assesor

★★★★★
5 5 1
Essra was really good at explaining processes and I didn't feel bored at all. he has a good sense of humour which helped

Assessor course

★★★★★
5 5 1
Good Day I am very happy to have been declared competent. The learning and assessment was made easy and informative fir me to completely blend and understand the course. I would like to thank you for your time and for being patient even though i took time to complete the course and i promis you the problem was not you it was my job i travelled alot. I would like to even do other courses with you... specially Moderator and SDF Couses. Please keep me updated on your specials. TRAINYOUCAN you huys are the best. Thank you again

Train the Trainer

★★★★★
5 5 1
The course was informative and well presented

Assessor Course

★★★★★
5 5 1
Excellent and love the training. Well done Ezra on the Training, loved attending the course and want to do more of them.

Assessor Course

★★★★★
5 5 1
Excellent and love the training. Well done Ezra on the Training, loved attending the course and want to do more of them.

Assessor

★★★★★
5 5 1
Very good and loved the training, Well done Train You Can

Mr Esra Steenkamp

★★★★★
5 5 1
Mr Esra Steenkamp .Thanks for this weeks training it was excellent. Your input and professionalism is highly appreciated.For me personally it was very stimulating.I enjoyed every moment of it although difficult and challenging Frans Grey

Assessor Training at UFET College Northdale Campus 16-18 March 2015

★★★★☆
4 5 1
Facilitator, Miranda Train did a wonderful job. The content was most enriching and she had just the right attitude as well as substantial patience. I will definitely recommend her for future trainings.

Assessor

★★★★★
5 5 1
the course has been of great learning experience! I cant wait to do Moderator's one! and ofcourse the SDF one! Train You can, especially their Elearning part, is very much convenient for us people who are far from Durban, and yet even having busy schedules! thank you Train-You-Can for simplicity and convenience!!!!!!!

Assessor Course

★★★★★
5 5 1
I enjoyed the course immensely and, not knowing what to expect, I found the workload just enough. I was very grateful for the support and flexibility from the tutor and Phumzi. I found the Forum very useful as well. It was great in clarifying any points which I may not have understood. Thanks guys.

HR Practitioner

★★★★★
5 5 1
Did we respond to your request as expected? Training was excellent -Do you have any suggestions on how we can improve our service. More examples -If you attended one of our classroom sessions, would you please rate the facilitator? I would rate Ezra 150/100 -Do want have a compliment or complaint? More compliment than a complaint The only complaint i would have is when we had to do our presentation- it was done outside of the facility and was very noisy as well as disruptive by external

Mr

★★★★★
5 5 1
very prompt to reply to query,and excellent communication between trainyoucan and students

Assessors Course

★★★★★
5 5 1
I recently attended the Assessor Course with Ezra 21-23 January 2015. It was fantastic. Ezra and Franko are very friendly, and Ezra excellent Facilitator.. All my questions were answered, and I was very happy with venue, teaching, lunch, everything. Thanks Taryn

Assessor Course

★★★★★
5 5 1
I recently attended the Assessor Course with Ezra 21-23 January 2015. It was fantastic. Ezra and Franko are very friendly, and Ezra excellent Facilitator.. All my questions were answered, and I was very happy with venue, teaching, lunch, everything.

assessors course

★★★★★
5 5 1
Was very impressed,I really enjoyed the training ,with Train You Can. I had very good support from the staff at Train You Can. Thank you very much.

Assessor course

★★★★★
5 5 1
Was a wonderful experience and very informative and practical. Thank you

Assessor Course

★★★★★
5 5 1
Great course! Excellent materials and presentations.Ezra provided great depth on the topics that were covered. There is no question that Ezra knew what he was talking about. His technical expertise in was reflected in all areas of the course and everything was done very professionally.

Assessor Course

★★★★☆
4 5 1
Dear Sir/Madam, I would like to see more Tutor oriented interaction in the form of video content with explanations rather than having to do as much personal research as required by this course. I believe this will add another dimension to the course and aid in the learning experience as well as save time for completion of the activities. The response to queries, activities and my POE was very efficient and I commend you for that. The POE was also very well compiled and provided all the information necessary. Kind Regards E Swart

eLearning Course

★★★★★
5 5 1
Just want to thank you guy for helping me with the course. I really enjoyed the course and found your support and manuals extremely helpful and user friendly. Definitely recommended for future learners.

Facilitator course

★★★★★
5 5 1
Hi Phumzi, Thank you for your feedback. I am glad that I successfully completed the course. Could you provide me information on the moderator course? The facilitator course was a challenge to me, with all the activities and other documents to be completed. I can truly say that I would recommend that a forthcoming facilitator complete a facilitator course with you as your material are excellent in comparison to other providers. Looking forward to hear from you. Kind regards,

ELearning - Assessors

★★★★★
5 5 1
The course material and quality was of high standard, user friendly and support provided by the Help Desk and Assessor was always prompt and efficient! I would recommend TrainYouCan for prospective students and I will personally be using them for further studies again. Thank you for the positive experience. Ursula

Forum

★★★★★
5 5 1
I found the course very helpful, especially the forum. I really enjoyed completing this Assessors Course.

Forum

★★★★★
5 5 1
I found the course very helpful, especially the forum. I really enjoyed completing this Assessors Course.

I love you guys.

★★★★★
5 5 1
I love you guys. Many thanks for helping me so many months after my course. No questions asked for my late submission, no additional cost. No I can apply for the job and hopefully get work.

Ezra

★★★★★
5 5 1
I really enjoyed attending the course with Esra. Found it very informative and looking forward in doing another course with you. Eric

Train the Trainer

★★★★★
5 5 1
Brilliant value for the money! E Learning can be tough and lonely, but the support and forum was extremely helpful.\r\n\r\nThank you!

Train You Can

★★★★★
5 5 1
Many thanks guys for a wonderful learning experience with you guys. I really enjoyed the learning and can\'t wait for the next course.

Train you can is the best

★★★★★
5 5 1
What a good experience I had with Train you can classes. This is the best company and experience I had in a long time.\r\n\r\nMany thanks Ezra for the training

Trainyoucan

★★★★★
5 5 1
Really enjoyed my training session with Gert. Was very informative and a subject matter expert in his field. Not only did he help us with our assignment but also able to provider us with support after the training session.

Support

★★★★★
5 5 1
Found this training provider to be very helpful and very informative. Received quick responses from their helpdesk and was very helpful during the course.

Assessor Course

★★★★★
5 5 1
Was very happy with the course and got my certificate and SOR. Thanks Train You Can for all the help.

Assessors

★★★★★
5 5 1
What a joyful experience with Train You Can. I really enjoyed the training and is very grateful for the support I received through the helpdesk. Thanks to Phumzi on the helpdesk for her endless support and quick responses. Will really miss the training.

Assessor Course

★★★★★
5 5 1
Really enjoy training. Was very nice and people helped me with the activities. Thank you for my certificate that I received.

ELEARNING

★★★★★
5 5 1
VERY IMPRESSIVE AND THANKS FOR ALL THE HELP.\r\n\r\nCOMPLETED THE TIME IN RECORD TIME. \r\n\r\nWELL DONE TO THE HELPDESK SUPPORT. REALLY PROFESSIONAL.

elearning

★★★★★
5 5 1
Firsty I must say many thanks for the extention on courses. Going from 3 months to almost 20 months later.\\r\\n\\r\\nCourse was not easy but thank you to the form for all the help. I LOVE YOU FORUM!

Training courses

★★★★★
5 5 1
Hi there. Many thanks for the extention and the ongoing support form your staff and so happy for the use of the forum. It really helped me to compile my POE. Really impress support from your company and will recommend you any time to new students.

SDF

★★★★★
5 5 1
Very impress with the support from the helpdesk. Will definitely enroll soon again for another course. Loved the forum support.

Assessor

★★★★★
5 5 1
Many thanks to Phumzi for the help and sorry for all the questions. Really going to miss the Training staff and really enjoyed doing the course with you guys.

Assessors Course

★★★★★
5 5 1
Really enjoyed doing this course with Train You Can. Very impress with the feedback and support given. Thanks guys.

Helpdesk

★★★★★
5 5 1
Was very impressed with the quick service and feedback received from your helpdesk. Thanks for all the help.

Assessors Course

★★★★★
5 5 1
Many thanks to the TUCan team for the course. I so enjoyed the course and very happy to receive my certificate. Zuma

Customers who read online reviews

The number of internet users reading online reviews has risen dramatically in recent years. For example, the Local Consumer Review Survey 2013 of around 2800 local consumers in the United States, Canada and the United Kingdom found that:
  • 85% had read online reviews of local businesses
  • 79% trusted online reviews as much as personal recommendations
  • 67% read 6 reviews or less before making a purchasing decision.
Like many other forms of social media, online review sites give us the chance to develop a closer relationship with ourcustomers. You're likely to get to read reviews from a range of customers, many of whom might not otherwise tell you their opinions of your business. You can also reply to both positive and negative reviews, demonstrating that you're interested in what customers have to say. Through your replies, customers can get to know our company as an individual, not just 'business x'. Many customers enjoy knowing the person behind the business, and may become more loyal to you as a result.