INTEGRATED ASSESSMENT of Applied Competence

  • ID: 2903273
  • Book
  • 66 pages
  • Knowledge Resources
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Importance of integrated assessment to avoid fragmented assessment. The focus of this book is to promote the use of integrated assessment, particularly in the post-school education and training system. The common practice of fragmented, over-assessment overburdens the learning and assessment process and increases the duration of learning programmes, as well as the time spent on doing the assignments and assessing the learner’s achievement It also increases the cost of assessment and wastes money that should be more productively used for training.

What is covered in this book?

This publication describes the planning and design of the integrated assessment of a learning programme that is focused on assessing applied competence It provides practical guidelines, examples and templates for the designers of learning programmes, curricula and assessments to make more use of integrated assessments The processes described in this publication are derived from practical experience in designing assessments for outcomes-based programmes in a variety of contexts and is grounded in the theoretical underpinnings of integrated assessment espoused by the South African Qualifications Authority (SAQA).

Relevance to different assessment processes
The process described in the book is equally relevant for:

- Assessing a number of unit standards clustered together,
- Assessing a number of outcomes of one unit standard,
- Assessing a module, especially where a wide range of topics are covered in the module,
- Assessing one or more Exit Level Outcomes of qualifications that are not based on unit standards, and
- Even for assessing learning programmes that do not lead to credits on the National Qualifications Framework (NQF), but that are designed to achieve clearly described outcomes for developing competence in job performance

What benefits will readers gain?
The book will contribute to the overall improvement of assessment practices, especially by reducing the burden of assessment resulting from assessing fragmented units of learning in isolation This will benefit a wide range of stakeholders:

- The learners, who will complete less assessments, but who will be assisted to develop applied competence through the integrated assessments;
- Assessors, who will have a reduced work load as well as assessment instruments that enable them to truly assess whether the learners have developed the required competence;
- Employers, through staff who have developed the competence required for work performance while taking less time out of work to complete assignments;
- ETQAs and everyone involved in quality assurance processes by reducing the administrative burden and having the confidence that the assessments are focused on the competence that the unit standards, qualifications and/or learning programmes were designed to develop; and
- The entire system, by using the time, energy and money spent on assessment more constructively and efficiently
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Acronyms And Abbreviations
Icons Used
About the Author
Acknowledgements
Introduction To Integrated Assessment
Problem Statement: Why Integrated Assessment?
Overview of What is Covered in This Publication
Relevance of The Process for Different Programmes
Understanding integrated assessment of outcomes-based programmes
Clarifying key assessment concepts
Assessment-related concepts
Integrated assessment
How does integrated assessment relate to other assessments?
Integrated assessment of formative and summative assessment
Integrated assessment on different levels
Key features of integrated assessment
Benefits of integrated assessments
Applied competence
PLANNING AND DESIGNING INTEGRATED ASSESSMENTS
Introduction
Outcomes-based programmes
The place of assessment in the design of outcomes-based programmes
Overview of the design process
Step 1: Preparation
Introduction
11 What should be in place before planning integrated assessment?
Step 2: Determine the programme objectives and intended learning outcomes
Introduction
21 Describe the objectives and outcomes of the programme
22 Select the qualification
23 Analyse the qualification and/or unit standards
24 Finalise the learning outcomes of the programme
Step 3: Design integrated assessments
Introduction
31 Questions to ask when designing integrated assessment
32 Decide how to structure the integrated assessment
33 Avoid over-assessing small units of learning
34 Determine what constitutes sufficient evidence
35 Structure integrated assessment around clusters of outcomes
36 Pitch the assignment on the NQF level
37 Promote the assessment of applied competence
38 Integrate the CCFOs into the assessments
39 Integrate Essential Embedded Knowledge in the assessment
310 Integrate learning and integrated assessment
Step 4: Develop an outcomes/assessment matrix
CONCLUSION
REFERENCES
ANNEXURES
ANNEXURE A: Example: Learning programme design process
ANNEXURE B: Example: Integrated assessment of skills programmes
ANNEXURE C: Example: Integrated assessment based on workplace process
ANNEXURE D: Example: Integrated assessment of an ELO
ANNEXURE E: Example: FAs and SAs in final integrated assessment
ANNEXURE F: Level descriptors for NQF Level 2 and Level 7
ANNEXURE G: Example 1: Assessment matrix with workplace assessment
ANNEXURE H: Example 2: Assessment matrix
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