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CIMAP Assessment Talk March2012

CIMAP Assessment Talk March2012



CIMAP Assessment Talk March 2012

CIMAP Assessment Talk March 2012



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    CIMAP Assessment Talk March2012 CIMAP Assessment Talk March2012 Document Transcript

    • The Chartered Institute for the Management of Assessment Practice (CIMAP) Advancing industryexcellence in assessment practice!Board Members:Chairperson:D.E Damons MSc; (FCIEA U.K)Vice-Chairperson:Prof. M. Mehl,Prof. W. Goosen, (FCIEA U.K);Mr. T. Tshabalala;Dr. W. Guest-Mouton;Mrs. A. Ismail;Dr. M. Serfontein, (FCIEA U.K);Dr. K. Deller;Mrs. R. Pillay (M.Ed.);Dr. L. Meyer, (FCIEA U.K);Mrs. A. Roode B.Com. (Hons)Ground Floor, 16 RepublicRoad, Bordeaux, Randburg,2125.Tel: (011) 329-9000 –extension: 9034Fax 086 218 4466,Web site: www.cimap.co.za,E-mail admin@cimap.co.za Assessment Talk... Chartered Institute for the Management of Assessment Practice Issue 4 - March 2012 Extraordinary services for the promotion of quality in assessment practices. CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 1
    • Message from the CIMAP Confederation CIMAP,Chairperson…. ASDSA and the SABPPDear Assessor and Moderators, The Confederation Agreement between CIMAP, the SA Board for People PracticesAssessors and moderators are the lifeblood of the NQF – without well (SABPP) and the Association of Skillsdesigned, carefully monitored and professionally executed assessments the Development in SA (ASDSA) has formulated acredits awarded to a candidate against nationally recognized standards andqualifications become valueless. credible network of skilled individuals working to endure industry professionalization andThe Chartered Institute for Management of Assessment Practitioners (CIMAP) is focused on creating a accountability.voice for these critical players in education, training, and development in South Africa. Thisprofessional body is dedicated to supporting the needs of everyone involved in assessment, Collectively these bodies represent themoderation, facilitation, and materials development. interests of the many professionals tasked with the implementation of skills developmentIn order to maintain standards of best practice we believe that CIMAP is the ideal platform for theprofessionalization of assessors, moderators, and material developers in South Africa through the initiatives.creation of a professional recognition pathway, management of a Code of Professional Conduct and themanagement of the continuing professional development (CPD) programme. Development Strategy and by working together in the sharing of knowledgePossibly the greatest challenge in this vast educational landscape is to unify a group of professionals that resources and dovetailing of activities eachare engaged at different levels, with different elements of the framework and across different sectors. organisation will enjoy the benefit of sharedThis is also the very reason for creating a professional body that can take up this role and bear theresponsibilities involved in driving the professional behaviour of assessors, moderators, and material exposure and advantage for members.developers.CIMAP was established in 2011 and aims to offer its members the following services:  A dedicated website where members can manage their own professional development and network with other education and training practitioners;  Channels for CPD events, seminars, e-learning and workshops hosted by approved training providers to assist members to keep professional knowledge current;  Regular communication with individual members via the website, Facebook and e-mail; Collective excellence and an  Setting and maintaining a professional standards through high levels of involvement with the Community of Expert Practice; uncompromising commitment  Securing funding for certification activities and then marketing activities to the constituency; to quality advancement!  Fostering a culture of lifelong learning by awarding professional designations;  Engaging with statutory bodies; Collective Green Paper engagement  Collaborating with complimentary professional bodies i.e. SABPP and ASDFSA ; road shows planed for CIMAP,  International reciprocity agreements i.e. with the CIEA; ASDSA and the SABPP -  Creating a representative platform for DHET registered FET & HET providers as corporate Members will be advised of booking members; arrangements by e-mail.  Negotiating special rates for our members to access professional services.We look forward to your active participation as a member of CIMAP. Membership applications forms are available at www.cimap.co.za / http://www.cimap.co.za/membership.htmYours in assessment excellence!Deonita Damons MSc, CEA (U.K).Obo CIMAP Board MembersTel: 011 329 9000 ext. 9034Email: khanyi@cimap.co.za; henriette@cimap.co.za; admin@cimap.co.zawebpage: www.cimap.co.zaE-mail:Website: www.cimap.co.za Skills Gap Workshop – A speech by the Deputy Minister of Higher Education and Training Closing theThe DHET workshop conducted in Pretoria on 13 March 2012 was highlighted by an elucidated speech by the Honorable Deputy Minister of Higher Education andTraining Prof H. B. Mkhize, MP.Please download a copy of the Deputy Minister’s full speech from the Department of Higher Education and Training website: http://www.dhet.gov.za/“The enormous human resource and skills shortage, characterised by, over-supply of low or unskilled workforce, a shortage of high –skilled workers with critical skills anda significant underdeveloped rural population ,and overall poor responsive human capital stock, limit South Africa’s global competitiveness. Unemployment is 24 %, usinga strict measure, and 40 % using a broad measure. Persistent unemployment especially, amongst the youth, points to a large disconnect between supply of, and demandfor, human resources and skills, respectively. Income inequalities are acute. Land distribution is among the worst in the world” (Mkhize; 2012).“I would believe that the recommendations on both policy notes: “Higher Education and Growth” as well as “Challenges and options for Technical and Post-BasicEducation in South Africa”, will be valuable to policy makers and planners, in key partner departments, such as Department of Science and Technology. Together withsocial partners will guide and shape the future development of human capital, skills, innovation, academic and research institutions” (Mkhize; 2012). CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 2
    • Registered DHET FET Global University Ratings Someone has the right to say what will be tested, when it will be tested and what mark is good Provider Forum http://www.bloomberg.c enough to be considered an indicator of who has the om/news/2012-03- knowledge and who does not. “This is a power play and the winner gets the qualification – and all of the Article byForum Dr. Wilma Guest Mouton 15/harvard-tops-mit-for- a-second-year-in- benefits associated with having one. CIMAP Board member & FET Provider Forum university-rankings.html Convener The harsh reality is that academics and people with degrees and this serves, to a certain extent, toSouth Africa’s FET private providers have a wealth of The implementation of a fair and transparent dispute exclude those who do not have formalknowledge and experience. Collectively we can contribute resolution procedure for the enforcement of a qualifications, have developed most unit standardstowards delivering reliable quality training and professional code of conduct and ethics. and qualifications. In this scenario, RPL is justassessment. Private providers must stand together as a anotherprofessional association, representing a collective that is CIMAP aims to make a significant impact on thetechnically equipped to prove compliance, while fostering professionalization of the sector. and offer an Other difficulties experienced with RPL include:on-going improvement, and elevating the industrys affordable and inclusive membership base toprofessional status. registered FET providers as corporate members. RPL is an assessment system that challenges the context within which learning takes place. Credible industry representation is long overdue! We must embrace the opportunity to stand together Traditionalists believe true learning can only take as professionals and participate as active members place in a context-free environment such as theThe Chartered Institute for the Management of for our collective sustainability! classroom (although the classroom is also a uniqueAssessment Practice (CIMAP) is committed to taking the context), where general theories are taught andlead in the process of professionalization of the sector. LIST OF DHET FET COLLEGES: learnt according to universal principles. Yet learningStakeholders established CIMAP during 2011 and http://www.dhet.gov.za/LinkClick.aspx?fileticket=Fx04 does take place in the workplace and RPLpractitioners, including DHET registered FET providers, BivUySM%3d&tabid=36 acknowledges this.assessors and moderators now have a platform toarticulate collective needs in a democratic structure. Please send all written responses on the Green Paper The difficulty is that workplace learning is context- for Post-School Education and Training to bound. Each workplace has its own vocabulary, itsSAQA confirms that as a professional body or a wilmas@lantic.net by the 20 April 2012 to be included own processes and systems, its own hierarchy ofprofessional association involved in the education and in the CIMAP formal submission. jobs and its own division of labour. Rarely are twotraining environment, must apply to SAQA for recognition. workplaces identical. This is one of the keyWe must take accountability for our own destiny, and not difficulties with RPL because the standards andsit idly by hoping that consultants and regulators will qualifications are almost invariably written forenforce our needs and expectations. We will therefore The South African traditional training (and are therefore academic andensure that CIMAP is registered with SAQA as soon as RPL debate – context-free) – thus making them difficult to accessapplications are accepted. by RPL candidates.Our landscape has seen many changes and challenges and Although RPL challenges the context within whichwe therefore unite to address these. learning has taken place, it does not (yet) challenge the methods that will be used to assess the learning.Our immediate priorities are: The traditional assessment methods of the portfolio Providing professional membership for practitioners of evidence, challenge examinations, assignments and stakeholders, including assessors, moderators, and projects are all individualistic assessment and DHET registered FET providers (corporate methods developed within the academic context. membership). (Accredited providers will be eligible to They are not (generally) suitable to assess purely join CIMAP if they have proof of registration with experiential and contextual learning. This often DHET (as corporate members), or that the registration leads to poor RPL assessment results – and a failed process (as corporate affiliate members). RPL project. Constructively addressing the challenges facing private providers operating within the SETA ETQA Article by Dr. Karen Deller The knowledge that is presented for assessment by environment. These challenges include protracted CIMAP Board Member CPD Activity Convener workplace candidates rarely looks and sounds like payment complications, securing programme the knowledge expected by the assessor – it is not approval and external moderation dates from ETQAs, This article explains why RPL is difficult to implement necessarily less theoretical or even less ineffective communication channels etc. and why it may not always be the solution for every sophisticated (although it may be) - it is simply workplace learner. It has been included here because different because it comes from a different site ofThe imperative need to strengthen the formal implementers of RPL need to understand some of the learning (a different context with different languagerelationships with the regulators, industry professional frustrations that surround RPL implementation and practices). If the assessor is academicallybodies, and collective and representative bodies must be upfront. trained in motivational theory for example, they willlobbied immediately. expect knowledge on motivational theory to be The urgent review and representation to address RPL is ‘sold’ as a tool for social transformation – it has neatly packaged into theories such as Maslow and inconsistent ETQA standards of applications, including been seen as a way to narrow the apartheid and Herzberg’s theories. The reality is though those programme approval, external moderation education wage gap by providing a way to recognise workplace managers with no formal training would (verification) activities, the registration of SDF’s, the skills and knowledge that workers have gained not know these theories but they will probably be experientially. able to tell you how they motivate their staff and get constituent assessors and moderators etc. A work based results. transparent set of regulations for internal and RPL boldly states that all knowledge is important – not external moderation processes is long overdue. only that which is gained traditionally through the  A traditional assessor (especially one with no Assessments and moderation standards of practice formal curricula of universities and technikons. Thus, workplace experience in management) will must be consistently applied at a national level. for many, RPL is about justice and transformation. decide that the candidate is not yet competent The varying interpretations on the meaning and because they ‘cannot even discuss basic However, the reality is not as simple as the theory, motivational theory’ – the candidate on the construction of skills programmes; agreeing on which is why many talk about RPL and very few other hand will think the assessor is crazy common set of criteria and definitions for deliverables actually implement it successfully. RPL is both because ‘there is no way Maslow will work in The discrepancies amongst quality systems between contentious and power-laden with pedagogical and my team’. ETQAs; political undertones. For example, for knowledge to  The language that is used in the workplace is Preparing a well organised and consolidate be recognised, someone must define what knowledge often different to the language used in constructive feedback report on the current defects in ‘counts’ and what knowledge is ‘legitimate’. academia (and the unit standards and Exit Level the Green Paper for Post-School Education and Outcomes are invariably worded using Someone must set the unit standards or exit level academic language not workplace language) Training; 2012 and the current vacuum created in outcomes and decide what assessment tools are and this can also disadvantage workplace RPL terms of the QCTO with the promulgation of the appropriate to use to determine who has the candidates. Assessors (and providers) need to National Qualifications Framework Act 67, 2008. knowledge and who does not. challenge their own language, habits, discourses Future constructive feedback and timely input on and vocabularies and be open to the fact that green papers and policy directives relevant to Someone has the right to say what will be tested, when the workplace has its own community of education and skills development. Fostering closer it will be tested and what mark is good enough to be practice that is not wrong, it is just different. considered an indicator of who has the knowledge and Assessors who do not know working relationships with the ETQAs and defining who does not. clearer role definitions resulting into improved delivery quality. CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 3
    •  However, the workplace is almost entirely Qualifications that are constructed with unit standards  People who have been working for a long time practical – very few managers will sit a new are more suited to training provision: often have difficulty validating much of their recruit down and tell them that the theory experience in writing. Furthermore, it is often  That RPL (although this was not initially the behind compiling a strategy and policy. they difficult or inappropriate to access private intention). Unit standards provide learners and will not debate with the new manager the information from businesses for RPL claims. Thus facilitators with minute detail that can be trained benefits and uses of Porter’s model against and assessed: but they are overly contextual and candidates may be unable to prove their claims of Senge’s – they will simply tell the new virtually impossible for RPL candidate assessment. prior experience satisfactorily. manager how to practically do a marketing One of the limiting factors here is the training of  Finally, there is the issue of transfer of knowledge. and HR plan. assessors and moderators (and ETQA staff) who Most employers and academics accept that new believe that every candidate MUST achieve each graduates need time to transfer their academicIn the workplace the theory and research usually assessment criterion from each specific outcome knowledge to the workplace to make it usable.starts the higher up you go in the hierarchy – this is from every unit standard for the whole qualification in order to be found competent. Some employers have graduate developmentdiametrically opposite to the academic world. programmes, which facilitate this transfer  This is a time consuming and labour intensive task, process. Yet little cognisance is taken of theIt is, therefore, very difficult for a manager with 5- that can be soul destroying for a working adult with difficulties faced by the RPL candidate who is10 years of practical management experience to responsibilities outside of the workplace. No trying to transfer and convert his workplaceRPL for a BCom because although she may do university in the world for any faculty (including experience into academic learning in order tomarketing, HR. management, financial budgeting medicine) requires 100% pass in all subjects – yet enjoy the benefits that having a qualification willand business management this does not match many assessors and ETQAs expect this from workers. provide.anything that is in the traditional (theoretical)BCom syllabus.  Traditional classroom learning values mental learning, which is and individualistic and solitary The discussion above presents some of the many process; whereas multiple individuals operating in reasons why RPL is difficult to implementThis challenge is not only with HEI qualifications, groups that interact with the context to create practically. International (and some local)however, the NQF 1-4 certificates in the vocational socially construct workplace learning situated experience shows that for RPL to be successful(SETA) sector also contain a lot more ‘LIST’, learning. It is, therefore quite difficult for some there needs to be an appreciation of experiential‘DISCUSS’, ‘EXPLAIN’ and ‘DESCRIBE’ unit standards people to clearly articulate their own role in the (workplace) knowledge for what it is without tryingthan they contain ‘DO’, ‘APPLY’, ‘CONDUCT’ and production of knowledge – and group to force it into the mold of academic knowledge.‘MANAGE’ unit standards simply because even assessments are not often not seen as valid an Experiential knowledge must not be seen as inferiorthese qualifications have primarily been authentic. – just different because it was acquired in adesigned/influenced by academics who believe different context (the workplace as opposed to thethat the entrants into these qualification will be  RPL candidates need immense support from within classroom) and because of this the RPL process isblank slates who need to develop theoretical the company. The reality is that a company (even most successful if workplace learning can beunderstanding BEFORE acquiring practical the Public Service) is not in the business of learning – evaluated differently and against differentapplication. The tragedy is that this qualification learning is a tool to assist it to meet its own business standards/outcomes.structure may be suitable for new entrants – but it goals. Academic institutions, on the other hand, areis not suitable for the RPL of workers with a great in the business of learning so they support debate, transparency with evidence, theoretical exploration, “It had long since come to my attentiondeal of experience. that people of accomplishment rarely sat This is one of the main reasons why RPL has etc. To succeed at RPL the company culture needs to ‘learn’ to support the endeavour – in other words, back and let things happen to them. They failed – the content and context of the qualifications do not match what the the learning culture must be developmental and went out and happened to things.” employees are doing in their day-to-day lives supportive. Leonardo da Vinci and they are instead expected to repeat theory. When they cannot do so they are Assessment for Learning: demotivated and led to believe that they know little. Making learning meaningfulMost RPL relies on the production of a portfolio of through the formativeevidence (PoE) which catalogues anddemonstrates knowledge in such a way that the processassessor can relate to it, find it and measure it. Ifthis is done ‘correctly’ (and many SETAs havedetailed rules about what a PoE must look like and Article by Henriette van Twisk - CIMAP COO Much of the criticism within the RPL literature relatescontain) then credits can be awarded – if the PoE to the administrative processes, particularly withdoes not match the criteria it is deemed not-yet- As the facilitators and assessors of adult learning,competent. It is immensely difficult for a lowly- respect to paperwork (specifically paperwork for audit we have to expand our thinking about what theeducated (or non-educated), non- administratively requirements) and onerous bureaucratic procedures assessment process can do; we must move beyondinclined employee from a non-English speaking to be followed which, it is often claimed, is in excess of using it to judge competence to using it as activitiesbackground to comply with the requirements for a the bureaucratic guidelines for conducting regularportfolio with limited guidance. and interactions with the learner that will lead to training programmes. more effective skills transfer.The PoE may be suitable assessment tool for theassessor and moderator but it is certainly not  This rigorous process is deemed necessary to ensure Assessment for learning is essentially formativesuitable for most workplace RPL candidates unless credibility of the process with students and industry assessment. Formative assessments should helpthey have had extensive support. clients, but deserves attention in order to address learners grow rather than just holding themAnother factor here is that of learning styles – the concerns in this regard. Specifically, it seems thecompilation of a portfolio of evidence may be accountable for their learning. level of documentation required to be kept and thesuitable for introverted, highly structured, focus of audits on the components, rather than theindividualistic and procedurally orientated learners A useful analogy is to view it as a "global positioning task, is a disincentive to providers to engage in RPL,– but not suitable for other personality types. system" for facilitators, coaches and assessors to particularly as many applications are best assessed use to find out where learners are in the learningThus large sectors of the learner population are by professional judgements, which cannot be easily, process so they can adjust learning support to getdisadvantaged by the use of only a single or adequately, described in the written form. them to the next level of learning.assessment instrument. (This broadly refers to theMyers-Briggs Type Indicator (MBTI) learning styles  The time consuming nature of RPL, not only in The following South Africans have been awardedadaptation of the widely practiced MBTI the top U.K Assessment Practice Award - Chartered assessing, but also in providing advice and guidance,personality inventory. Educational Assessor (CEA) U.K - Congratulations! is another disincentive. If RPL is to work, there must i. Ms. Deonita DamonsThe type most comfortable with the PoE would be be much less emphasis on paper-based recording ii. Professor Wynand Goosenan ISTJ – other types will have trouble and and much greater emphasis on holistic assessment iii. Dr. Michele Serfonteinfrustration, but the ENFP (extraverted, big picture processes and the attendant requirement for iv. Dr. Linda Meyerwith no attention to detail with a collectivist all- professional judgement by professional assessors. v. Mrs. Elizabeth Findleyfor-one-one-for-all attitude who cannot followprocess) is almost doomed to failure.) CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 4
    • The assessment information is about the learner, yetoften we overlook the importance of detailed,specific feedback during the formative assessmentprocess. We have neglected the fact that learners CIMAP Sponsors:can benefit from a global positioning system too.When formative assessment is cast as a tool forlearners to use to develop critical skills, it becomes PREDEX LMS:"assessment for learning," as explained in the book, DEAR TRAINING PROVIDERSClassroom Assessment for Student Learning: Doing  Provide every learner with continuous, accurate,  Do you require a seamless process to upload toIt Right-Using It Well. (Stiggens & Chappius, 2008) descriptive feedback that relates directly to the SETA’s, with no delays due to failure to adhere to intended learning targets, pointing out both the SETA specifications?Assessment for learning applied correctly provides strengths and areas for further development.  Do you require a simple, effective alternative toinformation early in the learning process to tracking learner programme information?influence learning. The litmus test of an effective For example, the learners support team can use  Are you wasting your valuable time on calculatingassessment for learning is that it informs learners assessment information on learning targets as learner achievement credit values?about their own learning, helping them focus their feedback to students, pointing out what they have mastered and what they still need to develop.  Do you require a streamlined searching, assimilating,learning energies where they are likely to be most Learners can then begin to reflect, mirroring the and administrating accreditations?effective. So it can be said that traditional formative process used in giving feedback.  Design, print, and administrate your own certificates.assessment enlightens the facilitator, coach or  Print professional learner achievement reports withassessor, while assessment for learning enlightens If we, as assessors and facilitators of learning adopt the click of a button.the learner. this strategy, we will develop in learners a vision of  Do you want to control who has access to your data what good work looks like from the beginning of the learning process, an understanding of where they are with an effective security system?Formative assessments tend to focus on standards, at any given point in relation to that standard of  SMS your students notifying them of their latestproviding results that reveal which standards excellence, and a repertoire of actions for closing the assessment results.learners are or are not mastering. However gap between the two.  Predex LMS offers all of the above-mentionedassessment for learning doesnt ask who is and isnt functionalities and many further advantages in a costmeeting standards. Rather, it asks how each learner This is assessment for learning and is this not after all effective manner.is doing on her or his journey up the scaffolding what we are trying to reflect on their growth so theyleading to each standard. It provides this develop a strong sense of academic self-sufficiency. Andrew – 0823859047information to learners in terms that they can andrewdb@predexlms.com What are you views on the concept of "assessmentunderstand, in to support their learning process for learning"? Please let us know by forwarding yourthrough levels of proficiency leading to success. comments to views@cimap.co.za Childs Play - Parent Involvement ProgrammeAssessment for learning keeps learners and their Please contact us if you would like to become anworkplace coaches and assessors in touch with active member in regional structures. Your child’s mind-set stems from her beliefs and thisunderstanding and achievement on a continuous influence her thoughts. Her thoughts determine her Henriette van Twisk is the COO of CIMAP. actions. Her actions have a positive or negative result.basis, allowing them to know what specific actionsthey can take to improve the learning every day. When am I “Professional”? Beliefs are the assumptions that we make aboutIn traditional formative assessment contexts, we A true professional exhibits three key elements: ourselves, about others in the world and about how we •Academic knowledge, Experience & Behaviourconduct the assessments, keep records, and track expect things to be. Beliefs are about how we perceivepast two decades, including research about the things. Our values stem from our beliefs. This means that a professional needs to have apower of feedback published in Review of suitable qualification, be able to do the job and beEducational Research. Their vision and mission also determine a person’s self- recognised for how the job is done. The ability to fulfill esteem and confidence. A vision is a statement of who all three requirements for professionalism is you are and who you can become. It is the frameworkThis reveals that when assessment meets learners confirmed by passing the ultimate test of competence for the process of creating your life, based on yourinformation needs i.e. when learners are informed – achieving a professional designation. beliefs and values. Becoming a professional will require some dedicationabout the learning targets from the beginning, and commitment, but it is well worth the effort!engage in regular reflection on their own growth, A child who knows and understands her uniqueness andand play a role in communicating their learning-the who has a DREAM will be inspired and remain focused. Your professional designation will communicate toachievement gains are profound, especially for low Some parents live their lives through their children clients, learners and your employer that you exemplify because they have not taken responsibility to createachievers. In assessment for learning, we professionalism and a commitment to ethical conduct. their own dreams when they should have done so. This isacknowledge that when learners reflect regularly CIMAP Membership applications forms are very selfish and the child will not value ‘care – and -and correctly, and track and share their progress,their confidence in themselves as learners and their available at respect’ as a result thereof.motivation to do well grows along with their rising http://www.cimap.co.za/membership.htm Tips:  Encourage your child to do just once what othersachievement - they own their learning journey. says she can’t do.Research conducted around the world over the Negotiated Member Benefits  Support your child to see the opportunity in everyWhile formative assessment as traditionally defined  BEE Exemption Letters – R 860.00 (Ex Vat) problem –brainstorm possible solutions together.can contribute to effective preparation for  Full BEE compliance audits (dependent on size of  Teach your child to say I CAN instead of I CAN’T.summative assessment, it is the practice of organisation).  Let your child use all her senses to regularly visualizeassessment for learning that wields the proven  Full accounting services (including invoice the successful achievement of her goals and dreams.power to help a whole new generation of learners preparations, SARS compliance etc. requirements  Tell your child what attributes, qualities and actionstake responsibility for their own learning, become from R 1800.00 per month. make her special and unique.lifelong learners, and achieve at much higher levels.  Please contact: Dirk on dirk@mfd.cc.za /  Ask your child to create a vision statement and to 012 546 8622 define who she wants to be; what she wants to do;This is done by helping learners learn to engage in the values she wants to anchor her life to, the legacymeaningful reflection and goal setting, to practiceidentifying their own strengths and areas for Interesting SA facts: mfds@telkomsa.net  she wants to leave. Give your child lots of recognition and praise.  SAs GDP size: 27th largest in the world.development and teaching learners to keep track of  At about 5.3% of gross domestic product (GDP) Contact us: http://www.pip-obe.com/about-piptheir achievement on specific learning targets. and 20% of total state expenditure, Amanda - 082 551 0497  R 165 billion allocated to the departments of basicAssessors who support this notion will follow these education and of higher education and trainingsteps as a strategy: for 2010/11, R 17 billion more than in 2009/10. At the outset of a learning program, make sure  The HE budget for 2010/11 was R 8,4 billion. learners have a clear vision of the learning Universities received R 17,5 billion and R 3,8 billion targets that they are responsible for achieving. was allocated for FET colleges.  SETA system R8 billion.  Source Stats SA, National Treasury 2012. CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 5