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Moderation of the FSA –
Best Practice
Linda Meyer
INTEGRATED FSA
 The FSA for the qualification will
focus on the extent to which a
learner can demonstrate applied
competence.
 Applied competence, in terms of
the NQF is evidenced through
learner’s ability to integrate
concepts, ideas and actions in
authentic, real-life contexts and is
expressed as practical,
foundational and reflexive
competence
PURPOSE
 The final integrated summative
assessment refers to the process of
making judgments about achievement.
This is carried out when a learner is
ready to be assessed at the end of a
learnership or full qualification. The FSA
will be set by a registered assessor
appointed by the
Certification/Outsourced Partner after
notification from the provider/assessor
that the candidates are ready.
FSA
 Practical competence - demonstrated
ability to perform a set of tasks and
actions in authentic contexts
 Foundational competence -
demonstrated understanding of what we
are doing and why we are doing it
 Reflexive competence - demonstrated
ability to integrate our performances with
our understanding so that we are able to
adapt to changed circumstances and
explain the reason behind these
adaptations.
ASSESSMENT METHODS
 In setting the FSA, SETQAA would like
Certification/ Outsourced Partners
and/or assessors to take note of the
different assessment methods and
encourage the use of a wide variety of
methods.
SETTING OF FINAL INTEGRATED
SUMMATIVE ASSESSMENT (FSA)
• Function and role of the
Certification Partner/Outsourced
Partners
 The Certification/Outsourced
Partner is responsible for setting of
the FSA at NQF Level 4, with a
memorandum of model answers
and a grid showing its linkages
with the assessment criteria of the
qualification.
FSA
 All FSA tools and memoranda, even
in draft form, are the property of the
Services SETA ETQA and may not be
revealed to, or discussed with any
unauthorized person. The highly
confidential nature of these
assessment instruments must be
safeguarded at all times.
FSA
 If the assessment instrument and
memoranda are stored on computer,
thorough security measures must be
taken to prevent any illegal access to
these files.
 The contents of the assessment
instrument must reflect the relevant
unit standards and qualification and
must not be biased towards any
particular textbook or learning
material.
 A second assessment instrument
should be set as standby assessment
instrument. SETQAA have the right to
propose the use of either assessment
instruments for the FSA, if necessary.
FSA
 The Certification/Outsourced
Partner must ensure that the
assessment instruments are not
identical.
 The Certification/Outsourced
Partner must also ensure that
neither of these assessment
instruments are the same as any
previous assessment instruments.
FSA
MODERATION CRITERIA
 The moderator must ensure that the
assessment instrument is aligned with
the purpose and rationale of the
qualification and that it complies with
the applicable SAQA level descriptor.
 Draft assessment instruments must fall
within the ambit and in accordance
with the guideline document.
Functions and role of the
moderator
 After the Certification/Outsourced
Partner has set the FSA instrument,
with a memorandum of model
answers, an internal moderator,
appointed by the
Certification/Outsourced Partner,
must moderate all draft assessment
instruments and memoranda for the
assessment instruments under his/her
jurisdiction.
Functions and role of the
moderator
 During the moderation, the
assessment instrument and
memoranda are to be objectively
assessed by the moderator with
regard to the following:
Functions and role of the
moderator cont.
 The moderator must verify that
papers set for the FSA`s are not
identical.
 The moderator must verify that the
Unit Standards are appropriate to the
registered qualification.
Functions and role of the
moderator
The moderator must ensure that the
final summative integrated
assessment instrument is aligned
with the purpose and rationale of the
qualification and that it complies with
the applicable SAQA level descriptor.
Functions and role of the
moderator
 The moderator must ensure that the final
integrated assessment instruments must
fall within the ambit and in accordance
with this guideline document.
 The extent to which the prescribed Unit
Standards are covered as well as the
assurance that nothing is asked that is
outside the scope of the Unit
Standard/Qualification must be verified.
Functions and role of the
moderator
The spread and number of marks
allocated according to the weighting
and credits as per the registered
learnership/qualification must be
assessed.
Functions and role of the
moderator
The effectiveness of the type of
assessment methods used, written
questions, essays, paragraphs, case
studies, must be assessed.
Functions and role of the
moderator
 The questions, terminology,
numbering, spelling, punctuation,
sentence construction, units, and
symbols must be clear,
unambiguous and grammatically
correct so that candidates will know
exactly what is expected of them.
Functions and role of the
moderator
 The length of the assessment instrument
must take into account the time
allocated as well as reading time.
 The draft assessment instrument must
be of such a length that a well-
prepared learner will be able to answer
it comfortably within the time
allocated, with reasonable time
remaining for revision.
Functions and role of the
moderator
 It should be borne in mind that it
takes considerable time to read
through certain assessment
instruments.
 The memorandum must ensure that
model answers give enough detail
for the assessor of the FSA to conduct
an accurate and fair assessment.
Criteria for moderation of the FSA
instrument
 Standard of the paper (validity,
reliability and fairness)
 Questions of various types e.g. Multiple
Choice Questions, Case studies,
paragraphs, data response, essay, etc
 Questions from which candidates are to
choose – are they of equal difficulty
level
 Correct distribution in terms of cognitive
levels (Bloom’s Taxonomy)
Bloom’s Taxonomy
 In 1956, Benjamin Bloom, a professor at the
University of Chicago, shared his famous
"Taxonomy of Educational Objectives". Bloom had
identified six levels of cognitive complexity that
have been used over the past 40 years to make
sure that instruction stimulates and develops
learners' higher-order thinking skills. The Levels
are: Knowledge : Rote memory skills (facts, terms,
procedures, classification systems) Comprehension
: The ability to translate, paraphrase, interpret or
extrapolate material. Application : The capacity to
transfer knowledge from one setting to
another. Analysis : The ability to discover and
differentiate the component parts of a larger
whole. Synthesis : The ability to weave component
parts into a coherent whole. Evaluation : The
ability to judge the value or use of information
using a set of standards.
Bloom’s Taxonomy
 1. Knowledge: remembering of previously learned material; recall (facts
or whole theories); bringing to mind.
 Terms: defines, describes, identifies, lists, matches, names.
 2. Comprehension: grasping the meaning of material; interpreting
(explaining or summarizing); predicting outcome and effects (estimating
future trends).
 Terms: convert, defend, distinguish, estimate, explain, generalize,
rewrite.
 3. Application: ability to use learned material in a new situation; apply
rules, laws, methods, theories.
 Terms: changes, computes, demonstrates, operates, shows, uses, solves.
 4. Analysis: breaking down into parts; understanding organization,
clarifying, concluding.
 Identify parts: See Related Order; Relationships; Clarify.
 Terms: distinguish, diagrams, outlines, relates, breaks down,
discriminates, subdivides.
 5. Synthesis: ability to put parts together to form a new whole; unique
communication; set of abstract relations.
 Terms: combines, complies, composes, creates, designs, rearranges.
 6. Evaluation: ability to judge value for purpose; base on criteria;
support judgment with reason. (No guessing).
 Terms: appraises, criticizes, compares, supports, concludes,
discriminates, contrasts, summarizes, explains.
Bloom’s Taxonomy
 .Knowledge (finding out)
a. Use - records, films, videos, models, events, media, diagrams,
books...
b. observed behavior - ask match, discover, locate, observe, listen.
 2. Comprehension (understanding)
a. Use - trends, consequences, tables, cartoons....
b. observed behavior - chart, associate, contrast, interpret, compare.
 3. Application (making use of the knowledge)
a. use - collection, diary, photographs, sculpture, illustration.
b. observed behavior - list, construct, teach, paint, manipulate, report.
 4. Analysis questions (taking apart the known)
a. use - graph, survey, diagram, chart, questionnaire, report....
b. observed behavior - classify, categorize, dissect, advertise, survey.
 5. Synthesis (putting things together in another way)
a. use - article, radio show, video, puppet show, inventions, poetry,
short story...
b. observed behavior - combine, invent, compose, hypothesis, create,
produce, write.
 6. Evaluation (judging outcomes)
a. use - letters, group with discussion panel, court trial, survey, self-
evaluation, value, allusions...
b. observed behavior - judge, debate, evaluating, editorialize,
recommend.
Criteria for moderation of the FSA
instrument
 Overall: how does the standard of
the assessment instrument compare
in relation to other qualifications/s
assessment instruments and
previous assessment instruments.
Criteria for moderation of the FSA
instrument
•Intellectually challenging and
allowing for creative responses from
candidates
•Suitability of examples and
illustrations
 Relationship between mark
allocation, level of difficulty and
time allocation
Criteria for moderation of the FSA
instrument
 FSA do not count more than
continuous assessment of providers –
the objective for the FSA is to check
the standard across providers and
across qualifications -
STANDARDISATION
Technical Criteria
•Cover page with all relevant details
such as time, unit standards and
instructions to candidates
•Clarity of instructions to candidates
•Lay out: learner friendly
•Correct numbering
Technical Criteria
•Mark/weighting allocation clearly
indicated
•Quality of illustrations, graphs, tables
etc must be print ready
•Complete memorandum with model
answers with mark/weight allocation
and provision for alternatives
Registered Unit Standards and
Qualifications
•Relevance to registered
Qualification, i.e. unit standards,
specific outcomes, assessment
criteria
•Levels of questions
•Coverage of unit standards
•Weighting and spread of contents
History of tool
 Full history of FSA (when it will be
conducted, who will be assessed,
when and where) with all drafts,
internal moderators’ comments etc.
must accompany the assessment
instrument each time it is submitted
to the external moderator (SETQAA)
Cognitive skills
 What conceptual constructs of the unit
standards does the assessment
instrument deal with?
 e.g. – reasoning ability
• ability to communicate
• ability to translate from verbal to symbolic
• ability to compare and contrast
• ability to see causal relationship
• ability to express an argument clearly
Cognitive skills
 Are these constructs representative of the
best and latest developments in the
training of this knowledge field?
 Are the questions challenging and allowing
for creative responses from candidates?
 Suggested application of cognitive levels
for an NQF Level 4 qualification is:
• 10% knowledge
• 20% comprehension
• 40% application
• 30% analysis, synthesis, evaluation
Language and bias
• Correct terminology
• Appropriate language register – for the
level of the learner
• Avoidance of gender, race, cultural,
provincial bias
• Clear and unambiguous specification of
instructions within questions e.g. list,
describe
Time
• Relationship between difficulty level of
questions and time
• Relationship between time and mark
allocation and answer requirements
Internal Moderation
 Is there evidence that the paper
has been internally moderated?
 Quality, standard and relevance of
input from internal moderator.
Competency of Assessor
• Knowledge of assessor setting the FSA
with regard to qualification.
• Knowledge, experience, expertise in
assessment
Marking Memorandum
 Correctness of memorandum
 Correspondence with questions.
 Alternative answers provided
 Does it facilitate assessment?
Alignment Grid
 Did they use the grid showing the
alignment of the instrument with the
purpose, rational, assessment
criteria and NQF level descriptor of
the qualification as issued by the
SSETA used?
Overall impression of the paper
• Fairness of the assessment instrument as
whole
• Will the assessment instrument as a whole
assess the achievement of the purpose of the
qualification and the exit level outcomes
• Recommendations for improvement or
maintenance of qualification/unit standards.
• final acceptance/rejection of individual
assessment questions and whole assessment
instrument needs to be substantiated
REFERENCES OR RECORDS
 ETQA-F 005 Final Integrated
Summative Assessment Instrument
 Only after written approval from the
external moderator, SETQAA will
approve and sign off the final
assessment instrument and notify the
Certification/Outsourced Partner to
proceed with the distribution of the
assessment instrument and conduct
the assessment.
STAKEHOLDERS INVOLVED IN
QA OF ASSESSMENT
PROCESSES
Provider internal assessors
Provider internal moderators
Certification/Outsourced Partner
assessors
Certification/Outsourced Partner
moderators
SETQAA external moderators
SETQAA external verifiers
TRAINING PROVIDER ASSESSMENT
Assessment should happen on a CONTINUOUS
basis during learnership/training – formative as
well as summative
Evidence gathered in PoE
Internally moderated and reports submitted to
SETQAA at regular specified intervals (See
moderation policy)
Externally moderated/verified by SETQAA
PoE submitted for external moderation by CP at
end of learning
FSA (PRACTICAL
OBSERVATION)
Should be set and conducted
CONTINUOUSLY and/or AT END of
learnership/ qualification
Set and assessed by registered
assessors, moderated by registered
moderators appointed by CP
Externally verified by SETQAA
FSA (WRITTEN COMPONENT)
Conducted AT END of
learnership/Qualification
Set and moderated by registered
assessors and moderators appointed
by CP
Assessed and moderated by registered
assessors and moderators appointed
by CP
Externally moderated/verified by
SETQAA appointed moderators
PRACTICAL COMPONENT THEORETICAL
COMPONENT
CONTINUOUS ASSESSMENT VS FINAL SUMMATIVE ASSESSMENT
SETQAA DOC
FSA Moderation process
 APPLICATION FOR MODERATION OF FINAL
INTEGRATED SUMMATIVE ASSESSMENT
INSTRUMENT RECEIVED BY SSETQA
 EXTERNAL MODERATOR APPOINTED BY
SSETQA
 NO COMMUNICATION PERMITTED BEWEEN
DEVELOPER AND MODERATOR
 MODERATION OF FINAL INTEGRATED
SUMMATIVE ASSESSMENT INSTRUMENT / RPL
TOOL
FSA Moderation process
 PRELIMINARY REPORT PREPARED BY
MODERATOR AFTER THE FSA/RPL TOOL
HAS BEEN MODERATED - REMEDIATION
IDENTIFIED
 TOOL SENT BACK TO DEVELOPER FOR
REMEDIATION TO BE ADDRESSED
 THE DEVELOPER MAY REMEDIATE /
REQUEST ADDITIONAL INFORMATION
OR APPEAL THE MODERATION DECISION
THROUGH THE SSETA APPEALS
PROCEDURE
FSA Moderation process
 REMEDIATION COMPLETED
 SENT TO EXTERAL MODERATOR TO
CONFIRM REMEDIATION & FINAL
REPORT SUBMITTED
 ELECTRONIC VERSIONS SENT
 FSA/RPL TOOL REGISTERED ON
DATABASE
 The Certification/Outsourced
Partner assures the rectification is
done and sends the final draft
together with the Moderators report
to SETQAA for external moderation.
 The Certification/Outsourced
Partner assures the rectification is
done and sends the final draft
together with the Moderators report
to SETQAA for external moderation.
 Only after written approval from
the external moderator, SETQAA
will approve and sign off the final
assessment instrument and notify
the Certification Partner to proceed
with the distribution of the
assessment instrument and
conduct the assessment.
Thank you

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Linda Meyer - Moderation of FSAs - best practice (1)

  • 1. Moderation of the FSA – Best Practice Linda Meyer
  • 2. INTEGRATED FSA  The FSA for the qualification will focus on the extent to which a learner can demonstrate applied competence.  Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence
  • 3. PURPOSE  The final integrated summative assessment refers to the process of making judgments about achievement. This is carried out when a learner is ready to be assessed at the end of a learnership or full qualification. The FSA will be set by a registered assessor appointed by the Certification/Outsourced Partner after notification from the provider/assessor that the candidates are ready.
  • 4. FSA  Practical competence - demonstrated ability to perform a set of tasks and actions in authentic contexts  Foundational competence - demonstrated understanding of what we are doing and why we are doing it  Reflexive competence - demonstrated ability to integrate our performances with our understanding so that we are able to adapt to changed circumstances and explain the reason behind these adaptations.
  • 5. ASSESSMENT METHODS  In setting the FSA, SETQAA would like Certification/ Outsourced Partners and/or assessors to take note of the different assessment methods and encourage the use of a wide variety of methods.
  • 6. SETTING OF FINAL INTEGRATED SUMMATIVE ASSESSMENT (FSA) • Function and role of the Certification Partner/Outsourced Partners  The Certification/Outsourced Partner is responsible for setting of the FSA at NQF Level 4, with a memorandum of model answers and a grid showing its linkages with the assessment criteria of the qualification.
  • 7. FSA  All FSA tools and memoranda, even in draft form, are the property of the Services SETA ETQA and may not be revealed to, or discussed with any unauthorized person. The highly confidential nature of these assessment instruments must be safeguarded at all times.
  • 8. FSA  If the assessment instrument and memoranda are stored on computer, thorough security measures must be taken to prevent any illegal access to these files.  The contents of the assessment instrument must reflect the relevant unit standards and qualification and must not be biased towards any particular textbook or learning material.
  • 9.  A second assessment instrument should be set as standby assessment instrument. SETQAA have the right to propose the use of either assessment instruments for the FSA, if necessary. FSA
  • 10.  The Certification/Outsourced Partner must ensure that the assessment instruments are not identical.  The Certification/Outsourced Partner must also ensure that neither of these assessment instruments are the same as any previous assessment instruments. FSA
  • 11. MODERATION CRITERIA  The moderator must ensure that the assessment instrument is aligned with the purpose and rationale of the qualification and that it complies with the applicable SAQA level descriptor.  Draft assessment instruments must fall within the ambit and in accordance with the guideline document.
  • 12. Functions and role of the moderator  After the Certification/Outsourced Partner has set the FSA instrument, with a memorandum of model answers, an internal moderator, appointed by the Certification/Outsourced Partner, must moderate all draft assessment instruments and memoranda for the assessment instruments under his/her jurisdiction.
  • 13. Functions and role of the moderator  During the moderation, the assessment instrument and memoranda are to be objectively assessed by the moderator with regard to the following:
  • 14. Functions and role of the moderator cont.  The moderator must verify that papers set for the FSA`s are not identical.  The moderator must verify that the Unit Standards are appropriate to the registered qualification.
  • 15. Functions and role of the moderator The moderator must ensure that the final summative integrated assessment instrument is aligned with the purpose and rationale of the qualification and that it complies with the applicable SAQA level descriptor.
  • 16. Functions and role of the moderator  The moderator must ensure that the final integrated assessment instruments must fall within the ambit and in accordance with this guideline document.  The extent to which the prescribed Unit Standards are covered as well as the assurance that nothing is asked that is outside the scope of the Unit Standard/Qualification must be verified.
  • 17. Functions and role of the moderator The spread and number of marks allocated according to the weighting and credits as per the registered learnership/qualification must be assessed.
  • 18. Functions and role of the moderator The effectiveness of the type of assessment methods used, written questions, essays, paragraphs, case studies, must be assessed.
  • 19. Functions and role of the moderator  The questions, terminology, numbering, spelling, punctuation, sentence construction, units, and symbols must be clear, unambiguous and grammatically correct so that candidates will know exactly what is expected of them.
  • 20. Functions and role of the moderator  The length of the assessment instrument must take into account the time allocated as well as reading time.  The draft assessment instrument must be of such a length that a well- prepared learner will be able to answer it comfortably within the time allocated, with reasonable time remaining for revision.
  • 21. Functions and role of the moderator  It should be borne in mind that it takes considerable time to read through certain assessment instruments.  The memorandum must ensure that model answers give enough detail for the assessor of the FSA to conduct an accurate and fair assessment.
  • 22. Criteria for moderation of the FSA instrument  Standard of the paper (validity, reliability and fairness)  Questions of various types e.g. Multiple Choice Questions, Case studies, paragraphs, data response, essay, etc  Questions from which candidates are to choose – are they of equal difficulty level  Correct distribution in terms of cognitive levels (Bloom’s Taxonomy)
  • 23. Bloom’s Taxonomy  In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives". Bloom had identified six levels of cognitive complexity that have been used over the past 40 years to make sure that instruction stimulates and develops learners' higher-order thinking skills. The Levels are: Knowledge : Rote memory skills (facts, terms, procedures, classification systems) Comprehension : The ability to translate, paraphrase, interpret or extrapolate material. Application : The capacity to transfer knowledge from one setting to another. Analysis : The ability to discover and differentiate the component parts of a larger whole. Synthesis : The ability to weave component parts into a coherent whole. Evaluation : The ability to judge the value or use of information using a set of standards.
  • 24. Bloom’s Taxonomy  1. Knowledge: remembering of previously learned material; recall (facts or whole theories); bringing to mind.  Terms: defines, describes, identifies, lists, matches, names.  2. Comprehension: grasping the meaning of material; interpreting (explaining or summarizing); predicting outcome and effects (estimating future trends).  Terms: convert, defend, distinguish, estimate, explain, generalize, rewrite.  3. Application: ability to use learned material in a new situation; apply rules, laws, methods, theories.  Terms: changes, computes, demonstrates, operates, shows, uses, solves.  4. Analysis: breaking down into parts; understanding organization, clarifying, concluding.  Identify parts: See Related Order; Relationships; Clarify.  Terms: distinguish, diagrams, outlines, relates, breaks down, discriminates, subdivides.  5. Synthesis: ability to put parts together to form a new whole; unique communication; set of abstract relations.  Terms: combines, complies, composes, creates, designs, rearranges.  6. Evaluation: ability to judge value for purpose; base on criteria; support judgment with reason. (No guessing).  Terms: appraises, criticizes, compares, supports, concludes, discriminates, contrasts, summarizes, explains.
  • 25. Bloom’s Taxonomy  .Knowledge (finding out) a. Use - records, films, videos, models, events, media, diagrams, books... b. observed behavior - ask match, discover, locate, observe, listen.  2. Comprehension (understanding) a. Use - trends, consequences, tables, cartoons.... b. observed behavior - chart, associate, contrast, interpret, compare.  3. Application (making use of the knowledge) a. use - collection, diary, photographs, sculpture, illustration. b. observed behavior - list, construct, teach, paint, manipulate, report.  4. Analysis questions (taking apart the known) a. use - graph, survey, diagram, chart, questionnaire, report.... b. observed behavior - classify, categorize, dissect, advertise, survey.  5. Synthesis (putting things together in another way) a. use - article, radio show, video, puppet show, inventions, poetry, short story... b. observed behavior - combine, invent, compose, hypothesis, create, produce, write.  6. Evaluation (judging outcomes) a. use - letters, group with discussion panel, court trial, survey, self- evaluation, value, allusions... b. observed behavior - judge, debate, evaluating, editorialize, recommend.
  • 26. Criteria for moderation of the FSA instrument  Overall: how does the standard of the assessment instrument compare in relation to other qualifications/s assessment instruments and previous assessment instruments.
  • 27. Criteria for moderation of the FSA instrument •Intellectually challenging and allowing for creative responses from candidates •Suitability of examples and illustrations  Relationship between mark allocation, level of difficulty and time allocation
  • 28. Criteria for moderation of the FSA instrument  FSA do not count more than continuous assessment of providers – the objective for the FSA is to check the standard across providers and across qualifications - STANDARDISATION
  • 29. Technical Criteria •Cover page with all relevant details such as time, unit standards and instructions to candidates •Clarity of instructions to candidates •Lay out: learner friendly •Correct numbering
  • 30. Technical Criteria •Mark/weighting allocation clearly indicated •Quality of illustrations, graphs, tables etc must be print ready •Complete memorandum with model answers with mark/weight allocation and provision for alternatives
  • 31. Registered Unit Standards and Qualifications •Relevance to registered Qualification, i.e. unit standards, specific outcomes, assessment criteria •Levels of questions •Coverage of unit standards •Weighting and spread of contents
  • 32. History of tool  Full history of FSA (when it will be conducted, who will be assessed, when and where) with all drafts, internal moderators’ comments etc. must accompany the assessment instrument each time it is submitted to the external moderator (SETQAA)
  • 33. Cognitive skills  What conceptual constructs of the unit standards does the assessment instrument deal with?  e.g. – reasoning ability • ability to communicate • ability to translate from verbal to symbolic • ability to compare and contrast • ability to see causal relationship • ability to express an argument clearly
  • 34. Cognitive skills  Are these constructs representative of the best and latest developments in the training of this knowledge field?  Are the questions challenging and allowing for creative responses from candidates?  Suggested application of cognitive levels for an NQF Level 4 qualification is: • 10% knowledge • 20% comprehension • 40% application • 30% analysis, synthesis, evaluation
  • 35. Language and bias • Correct terminology • Appropriate language register – for the level of the learner • Avoidance of gender, race, cultural, provincial bias • Clear and unambiguous specification of instructions within questions e.g. list, describe
  • 36. Time • Relationship between difficulty level of questions and time • Relationship between time and mark allocation and answer requirements
  • 37. Internal Moderation  Is there evidence that the paper has been internally moderated?  Quality, standard and relevance of input from internal moderator.
  • 38. Competency of Assessor • Knowledge of assessor setting the FSA with regard to qualification. • Knowledge, experience, expertise in assessment
  • 39. Marking Memorandum  Correctness of memorandum  Correspondence with questions.  Alternative answers provided  Does it facilitate assessment?
  • 40. Alignment Grid  Did they use the grid showing the alignment of the instrument with the purpose, rational, assessment criteria and NQF level descriptor of the qualification as issued by the SSETA used?
  • 41. Overall impression of the paper • Fairness of the assessment instrument as whole • Will the assessment instrument as a whole assess the achievement of the purpose of the qualification and the exit level outcomes • Recommendations for improvement or maintenance of qualification/unit standards. • final acceptance/rejection of individual assessment questions and whole assessment instrument needs to be substantiated
  • 42. REFERENCES OR RECORDS  ETQA-F 005 Final Integrated Summative Assessment Instrument
  • 43.  Only after written approval from the external moderator, SETQAA will approve and sign off the final assessment instrument and notify the Certification/Outsourced Partner to proceed with the distribution of the assessment instrument and conduct the assessment.
  • 44. STAKEHOLDERS INVOLVED IN QA OF ASSESSMENT PROCESSES Provider internal assessors Provider internal moderators Certification/Outsourced Partner assessors Certification/Outsourced Partner moderators SETQAA external moderators SETQAA external verifiers TRAINING PROVIDER ASSESSMENT Assessment should happen on a CONTINUOUS basis during learnership/training – formative as well as summative Evidence gathered in PoE Internally moderated and reports submitted to SETQAA at regular specified intervals (See moderation policy) Externally moderated/verified by SETQAA PoE submitted for external moderation by CP at end of learning FSA (PRACTICAL OBSERVATION) Should be set and conducted CONTINUOUSLY and/or AT END of learnership/ qualification Set and assessed by registered assessors, moderated by registered moderators appointed by CP Externally verified by SETQAA FSA (WRITTEN COMPONENT) Conducted AT END of learnership/Qualification Set and moderated by registered assessors and moderators appointed by CP Assessed and moderated by registered assessors and moderators appointed by CP Externally moderated/verified by SETQAA appointed moderators PRACTICAL COMPONENT THEORETICAL COMPONENT CONTINUOUS ASSESSMENT VS FINAL SUMMATIVE ASSESSMENT SETQAA DOC
  • 45. FSA Moderation process  APPLICATION FOR MODERATION OF FINAL INTEGRATED SUMMATIVE ASSESSMENT INSTRUMENT RECEIVED BY SSETQA  EXTERNAL MODERATOR APPOINTED BY SSETQA  NO COMMUNICATION PERMITTED BEWEEN DEVELOPER AND MODERATOR  MODERATION OF FINAL INTEGRATED SUMMATIVE ASSESSMENT INSTRUMENT / RPL TOOL
  • 46. FSA Moderation process  PRELIMINARY REPORT PREPARED BY MODERATOR AFTER THE FSA/RPL TOOL HAS BEEN MODERATED - REMEDIATION IDENTIFIED  TOOL SENT BACK TO DEVELOPER FOR REMEDIATION TO BE ADDRESSED  THE DEVELOPER MAY REMEDIATE / REQUEST ADDITIONAL INFORMATION OR APPEAL THE MODERATION DECISION THROUGH THE SSETA APPEALS PROCEDURE
  • 47. FSA Moderation process  REMEDIATION COMPLETED  SENT TO EXTERAL MODERATOR TO CONFIRM REMEDIATION & FINAL REPORT SUBMITTED  ELECTRONIC VERSIONS SENT  FSA/RPL TOOL REGISTERED ON DATABASE
  • 48.  The Certification/Outsourced Partner assures the rectification is done and sends the final draft together with the Moderators report to SETQAA for external moderation.
  • 49.  The Certification/Outsourced Partner assures the rectification is done and sends the final draft together with the Moderators report to SETQAA for external moderation.
  • 50.  Only after written approval from the external moderator, SETQAA will approve and sign off the final assessment instrument and notify the Certification Partner to proceed with the distribution of the assessment instrument and conduct the assessment.