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Determining which Assessment Strategy to Adopt

Completion requirements
Factors to be Considered in Determining which Assessment Strategy to Adopt
  • The planned combination of learning outcomes which has a defined purpose, and which is intended to provide qualifying learners with applied competence and a basis for further learning.
  • Value added to the qualifying learner in terms of enrichment of the person through the provision of status, recognition, credentials and licensing; enhancement of marketability and employability and opening up access routes to additional education and training.
  • Benefits to society and the economy through enhancing citizenship, increasing social and economic productivity, providing specifically skilled people as well as transforming and redressing legalities of inequity.
  • Compliance with the objectives of the NQF.
  • Inclusion of both specific and critical cross-field outcomes that promote lifelong learning.
  • International comparability.
  • Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved.
  • A range of assessment methods and instruments such as portfolios, simulations, workplace observations, written and oral examination in both formative and summative assessments are selected.
  • Indication whether the qualification may be achieved in whole or part through the recognition of prior learning that may have been achieved through formal, non-formal and informal learning and work experience.

In addition to these, the design of assessment should also take into account, about learners:

  • Skills
  • Status
  • Recognition
  • Credentials
  • Marketability
  • Employability
  • Access to further learning
  • The equivalence of skills, status, recognition, etc. with learners elsewhere who have acquired the same or similar qualifications
  • Formative and summative assessments
  • The range of assessment methods and instruments
  • The integration of roles, actions, skills, behaviours, etc. as specified in the learning outcomes, and whether the integration of these is evidence of understanding the purpose of the applied competence
  • Where applicable, recognition of learning already in place and the method(s) of ascertaining that such learning is in place