ASSESSOR & MODERATOR CAPACITATION WORKSHOP Let share best practices to enhance quality This event is initiated by Monitoring Committee @SABPP1
SABPP VALUE CHAIN LEADERS Board Members HR Auditing Chief Executive Office Executive Assistant HEAD: STAKEHOLDER RELATIONS Connect with HR professionals & partners HEAD: LEARNING & QUALITY ASSURANCE Build capacity and accredit learning HEAD: RESEARCH & DEVELOPMENT Innovate profession through knowledge HEAD: PROFESSIONAL SERVICES Set standards & deliver HR professional services 1 x Assistant 2 x Assistant
GIZELLE MCINTYRE Director of The Institute of People Development (IPD). Within this role, Gizelle s responsibilities include designing Leadership, ETD, Talent Management and Management programmes, curricula and processes for organisations and managing a diverse team of L&D Associates and professionals in the design, delivery and evaluation of customised learning solutions. Gizelle s career spans 17 years of learning and development, consulting and management and graduate development. Gizelle received a Lifetime Achievement Award from the SABPP in 2015 for exceptional contributions in the HRD space. She has experience in corporate and National, Provincial and Local Government, in nongovernment organisations, public service and private corporates throughout all the sectors. -SADC, BMW, Assmang Chrome, De Beers, NAMDEB, Standard Bank, FNB, EOH, Nestlé, and many Provincial departments, Indwe Risk, Liberty Life and the South African Revenue Services (SARS)
CURRENT ISSUES IN ASSESSMENT AND MODERATION What impact will the change in NQF landscape have on Assessment and Moderation Assessment Practitioner vs Workplace Assessor Registrations Scope of practice
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE The Department of Higher Education & Training (DHET) published on 10 November 2015 a draft proposal for a new National Skills Development landscape which would take effect on 1 March 2018. The proposal is a government gazette with a deadline of 20 January 2016 for public comments. With National Skills Development Strategy (NSDS) III finishing its five year life-span in 2016 (now extended to March 2018), it was expected that a fine-tuning of the key skills development institutions would take place to support the new NSDS.
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE The title of the DHET document is "Proposal for the New National Skills Development Strategy (NSDS) and Sector Education & Training Authorities (SETAs) Landscape (NSLP 2015)". What changes are proposed? SETAs would be absorbed into the Department of Higher Education & Training but constituted as Specialised Delivery Units (Section 7B of the Public Service Act) They would become permanent structures, rather than have 5 year renewable life-spans They would remain 21 in number (no immediate mergers but clustered into five synergistic groupings) SETA Boards would remain unchanged but have greater representation from government departments in line with a stronger public sector focus
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Changes to Funding 80% of the current SETA Discretionary Grant would be shifted to the National Skills Fund (equivalent to the entire current PIVOTAL Grant) Employers would still be able to apply for the 20% Mandatory Grant (unchanged) and 10% of the remaining Discretionary Grant (renamed Sector Specific Grant)
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Changes to Funding SETA administration costs would remain at 10% of the Skills Development Levy, but likely reduced over time as a shared services unit realises bulk savings, and as other bodies take up previous SETA functions, such as Skills Planning Public sector organisations would spend 1% of their personnel budget on quality assured education and training leading to NQF qualifications and fulfill the same reporting obligations as the private sector so as to qualify for funding from the National Skills Fund
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Changes to the NSDS These changes relate to the development of the National Skills Development Strategy IV, the fourth successive five year skills strategy, which will now run from March 2018 - March 2023. There is an emphasis on building the capacity of providers and the relevance of their programmes to occupational learning
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Changes to the NSDS NSDS IV would be drafted by DHET, informed by consultation with bodies including the Human Resource Development Council (HRDC), and finalised by the Minister of Higher Education and Training NSDS IV would act as a guide for the allocation of all funding in the post-school sector (both Skills Development Levy funding and funding from the fiscus, or voted funds) via a Ministerial Statement
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Other changes The National Skills Fund would directly fund the Quality Council for Trades & Occupations (QCTO), currently the QCTO is funded separately by contributions from each SETA The National Skills Authority would perform a monitoring and evaluation function of the SETABs and be responsible for the skills development of SETA employees The DHET would be responsible for a central skills planning unit which would inform all of the postschool sector institutions
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Why are these changes proposed? The overarching reason for these changes is the White Paper for Post-school Education and Training, published by DHET in January 2014, setting out a vision for the postschool sector till 2030. Other reasons for the proposed changes include: Better co-ordination of skills funding through a central mechanism which can optimise spending and impact Alignment with research and evaluation of the SETA system which proposed a more focused mandate for SETAs (moving quality assurance to the QCTO, and skills planning to the DHET)
PROPOSED NEW SKILLS DEVELOPMENT LANDSCAPE Recognition that many occupations are crosssectoral and are not optimally served by the current sectoral focus of SETAs Recognition that institutional learning (generally funded by the fiscus, or voted funds) and workplace learning (generally funded by the Skills Development Levy) are complimentary to occupational learning and therefore need to be funded in a complimentary manner and from a cross-sectoral perspective The NSLP 2015 proposal document - The document is gazetted as Government Gazette No. 39386.
Question and Answer Session End of topic on current issues.
BEST PRACTICE FOR INTEGRATED ASSESSMENT Integrated assessments provide an engaging and creative learning platform that closely links to the realities graduates will experience in the real world of work It is a process that combines and blends the learning outcomes from multiple outcomes (ELO) into a series of realistic, employment focused activities. These assessments are conducted over a period of time with numerous formative and summative components.
BEST PRACTICE FOR INTEGRATED ASSESSMENT They demonstrate effective ways to synthesize topics into a coherent and contextualised framework using complementary skill and knowledge sets. The normal emphasis on the assessment of declarative knowledge and synthetic skills is replaced by measures of declarative and procedural knowledge blended into seamless assessment components that occur naturally. This creates learners and graduates ready for the workplace.
WHAT IS COMPETENCE? Reflexive Practical Foundational
INTEGRATED ASSESSMENT DESIGN
INTEGRATED ASSESSMENT DESIGN WILL CREATE EXCEPTIONAL LEARNING!
CONSIDERING HOW WE LEARN AND WORK TODAY - PADAGOGY WHEEL
Question and Answer Session End of topic on Integrated Assessment.
ETHICS AND PROFESSIONALISM ADOPTING A DEVELOPMENT AND NURTURING APPROACH
SABPP S APPROACH CODE OF CONDUCT SABPP s approach to business ethics is founded on the concept of utmost good faith and is characterised by integrity, reliability and a commitment to avoid harm. We expect equivalent standards of ethical behavior from assessors and moderators associated with SABPP.
ROLE OF ASSESSORS AND MODERATORS Assessors and moderators are required to acknowledge the important role that assessment plays in the recognition of achievement and undertake to ensure that assessment practices and procedures are fair, valid, reliable and practical and that assessment results are credible.
ASSESSORS AND MODERATORS To this end assessors and moderators are required to: Provide accurate information about learners Avoid the signing of any assessment and/ or moderation documentation (including but not limited to the learning materials, tools, assessments, reports and associated forms pertaining to achievements) that is incomplete, inaccurate or untrue. Ensure that the assessment process is clear, transparent and accessible to all learners
ETHICS AND PROFESSIONAL GUIDELINES Refrain from defacing or inappropriately amending any assessment evidence Provide for the constant review and improvement of both assessment practice and tools Provide opportunities and mechanisms for reassessment, both formative and summative.
ETHICS AND PROFESSIONAL GUIDELINES Be consistent in making assessment judgments against the unit standards. Attend assessor forums and keep updated on technical knowledge and knowledge of assessment practices Brief learners clearly about the assessment process, the evidence required and the tools that will be used to assess evidence against the unit standards. Assess the Critical Cross Field Outcomes in a contextualised way as part of integrated assessment.
Question and Answer Session End of topic on Ethics and Professionalism
ASSESSMENT FOR PERFORMANCE Performance assessment, also known as alternative or authentic assessment, requires learners to perform a task rather than select an answer from a ready-made list. For example, a learner may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic. Experienced assessors, coaches or other trained staff--then judge the quality of the learner s work based on an agreed-upon set of criteria.
ASSESSMENT FOR PERFORMANCE Here are some methods that have been used successfully to assess performance: Open-ended or extended response exercises are questions or other prompts that require one to explore a topic orally or in writing. Learners might be asked to describe their observations from a science experiment, or present arguments an historic character would make concerning a particular proposition. For example, what would Mandela argue about the reason for a Constitution?
ASSESSMENT FOR PERFORMANCE Assignments that require sustained attention in a single work area and are carried out over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem; conducting and explaining the results of an experiment; or even painting a car in a workshop. Portfolios (POE) are selected collections of a variety of performance-based work. A portfolio might include a learner's "best pieces" and the learner's evaluation of the strengths and weaknesses of several pieces. The portfolio may also contain some "works in progress" that illustrate the improvements the learner has made over time.
ASSESSMENT FOR PERFORMANCE
ASSESSMENT FOR PERFORMANCE WHAT DOES THE RESEARCH SAY? Active learning. Research suggests that learning how and where information can be applied should be a central part of all curricular areas. Also, learners exhibit greater interest and levels of learning when they are required to organize facts around major concepts and actively construct their own understanding of the concepts in a rich variety of contexts. Performance assessment requires learners to structure and apply information, and thereby helps to engage learners in this type of learning.
ASSESSMENT FOR PERFORMANCE WHAT DOES THE RESEARCH SAY? Curriculum-based testing. Performance assessments should be based on the curriculum and the organisational/industry specific needs. This allows the curriculum to "drive" the assessment. Research shows that most trainers shape their lessons in a variety of ways to meet the requirements of tests rather than looking at what the final outcome needs to be.
ASSESSMENT FOR PERFORMANCE WHAT DOES THE RESEARCH SAY? Worthwhile tasks. Performance tasks should be "worth teaching to"; that is, the tasks need to present interesting possibilities for applying an array of curriculum-related knowledge and skills. The best performance tasks are inherently instructional, actively engaging learners in worthwhile learning activities. learners may be encouraged by them to search out additional information or try different approaches, and in some situations, to work in teams.
ASSESSMENT FOR PERFORMANCE WHAT DOES THE RESEARCH SAY? The positive features of performance assessment comes at a price. Performance assessment requires a greater expense of time, planning and thought from learners and assessors. One teacher reports, "We can't just march through the curriculum anymore. It's hard. I spend more time planning and more time coaching. At first, my learners just wanted to be told what to do. I had to help them to start thinking."
Question and Answer Session End of topic on Assessment for Performance
MODERATING FOR QUALITY RATHER THAN COMPLIANCE This a group activity. Please sit in groups and discuss this topic. A spokes person should give their views. Thereafter the panel will share based on certain principles and industry practices
MODERATING FOR QUALITY RATHER THAN COMPLIANCE Its not a tick box exercise It s not just writing a report. It s about : Identifying the need to redesign assessments if required. Providing an appeal procedure for dissatisfied learners. Providing a procedure for the reassessment of learners. Evaluating the performance of assessors. Providing procedures for the de-registration of unsatisfactory assessors. Providing feedback to National Standards Bodies. Verifying that assessments are fair, valid, reliable and practicable.
MODERATING FOR QUALITY RATHER THAN COMPLIANCE In our experience an effective moderator is someone who: has had extensive experience as an assessor; has credibility and holds the professional respect of stakeholders; listens and explains; can facilitate a good discussion on assessment; is open to innovation in assessment techniques; is clear on their role within the moderation system; acknowledges the role and expertise of an accredited organisations assessors; can share assessment ideas; makes clear and consistent moderation judgements; and in a timely manner uses the moderation system to feed back necessary amendments to the standard setting body.
MODERATING FOR QUALITY NOT COMPLIANCE Internal moderation Who is performing your moderation? Why are you moderating? External moderation Verification Monitoring and Evaluation
Question and Answer Session End of topic on Moderating for quality rather than compliance
WHAT IS EXTERNAL MODERATION Provide advice and guidance to training providers*. Maintain an overview of provision across training providers. Check that all the staff involved in assessment are appropriately qualified and experienced (which may well be easier said than done in South Africa which suffers from an acute shortage of genuinely qualified Training and Development professionals). Check the credibility of assessment methods and instruments. Check the internal moderation systems described above. Sample test results to monitor and observe assessment processes and the test results. Check assessors' decisions.
EXTERNAL MODERATION The process of determining how accurate the skills programme or qualification was implemented. The SABPP (External Moderator) uses the process of external moderation to establish or confirm the validity of the roll out or the implementation of the skills programme or qualification.
EXTERNAL MODERATION SABPP uses a developmental approach Recognising that the EM may not have all solutionssome may need to be directed to higher authority for decisions. SABPP is the visitor to provide advice and guidance to training providers Ensure that all the staff involved in assessment are appropriately registered with the SABPP qualified and experienced. Validate the credibility of assessment methods and instruments and confirm the internal moderation system of the provider.
MANAGE RPL ASSESSMENTS AND COMPILE POE S Choose the correct path RPL Advising Session Gaps Identified Top-up Training Assessment, Moderation & Certification RPL Review Gather your evidence
THANK YOU! Man often becomes what he believes himself to be. If I keep on saying to myself that I cannot do a certain thing, it is possible that I may end by really becoming incapable of doing it. On the contrary, if I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning. Mahatma Gandhi
CONTACT Derisha Pillay (LQA@sabpp.co.za) Naren Vassan (naren@sabpp.co.za) Telephone 011-045 5400
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