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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

assessments

Formative and Summative activities and assessments

Formative and Summative activities and assessments.

  • Formative assessment is designed to help a student learn by “restructuring their understanding/skills and build more powerful ideas and capabilities.”. It is characterised as assessment for learning. It helps learners by giving feedback at an early stage that can influence the future learning process. It is seen as low stakes as it gives students the opportunity to act on any feedback before their final grade.
  • Summative assessment tries to summarise what a learner has learnt at a particular point in time. It contributes to grades and gauges the student’s ability to meet specified learning outcomes. It is characterised as assessment of learning. It is important to note that the difference between formative and summative assessment is about how it is used, rather than the type of student work leading to feedback (e.g. a piece of coursework could be summative or formative depending on the information given to the student).

How do you charge for your Assessments completed.

How do you charge for your completed Assessments?

This difficult question has been asked by many. Some would suggest charging between R150 and R650.

Factors to take into consideration when determining what to charge:

  1. CREDITS
    This is the number 1 factor that determine the assessment fees. Credits in short give an indication of the amount of work involved with the program, the duration of the learning process, the amount of workplace or practical experience required and also the duration of the assessment.

A generic formula:
5 Credits = 1 day of training and 1 week of practical experience in the workplace/previous experience.
I also think it’s fair to say that 1 day of training = 1 hour of assessment. Any rate above this should be questioned.

So there you go! Every 5 credits should be 1 hour of work in theory.

CALCULATION: If I charge R150 per hour of assessment and complete 8 assessments during the day, then my expected payment should be R1200. This also is roughly the average/recommended facilitator daily fee.

  1. NQF Level
    Theoretically, NQF level should not affect the cost of the assessment. While we could argue that higher education costs more than lower education levels, what matters more is the amount of work involved.

In practice we use more “assessment-type” instruments in lower NQF levels such as 1, 2 and 3. People on NQF 1–3 normally struggle with the language of instruction, may not have the needed computer skills and battle with assignment-type evidence; therefore, we make more use of instruments like written tests, observation and interviews. These instruments involve more labour on the part of the assessor.

When we talk about higher NQF levels such as NQF 4 to 6, the learners are more computer literate and able to complete assignment-type questions. The work is less labour-intensive for the assessor here than it is in lower NQF levels.

CALCULATION: Completing assessments for NQF 4, 5 and 6 is easier if it consists of assignments. Your work is ready and just waiting to be assessed. Working with lower NQF levels involve working with people and more written paperwork; this could cause a massive delay in the process.

  1. DESIGN OF THE MATERIAL.
    Now this can break or make you and all depends on how the material was developed. Questions you should ask include:
    -How many pages are there in the assessment guide?
    -How user friendly is the guide?
    -How much evidence is required by the instruments?
    -What type of instruments are used?
    -Can the learner complete the assessment electronically or must it be done in writing?
  2. PAYMENT TERMS.
    Payment terms are also a major issue. When will you be paid? The amount of work should be in proportion to the final agreed amount.

Advice:

  1. Calculate the amount of work involved.
  2. Calculate the amount of time it will take you to complete the assessments.
  3. Set your daily rate.
  4. Work out your budget.
  5. Agree on payment terms and numbers.