Final Integrated Summative Assessment


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A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.

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Final Integrated Summative Assessment

  1. 1. FinalIntegratedSummativeAssessmentDr Linda MeyerPresentation for theSABPP
  2. 2. Background to the FinalIntegrated SummativeAssessmentCurrent vs. QCTO requirements,Historic Experience & Context,SETAs, Professional Bodies / Statutory Bodies (EAAB - PDE)Future, Provider vs. Assessment Quality Partners (AQP) requirements.
  3. 3. SABPP – FISA FISA Requirement -contained in the SABPP ETQA Assessment And Moderation Policy. “In the case of full HR. qualifications (including HR. Learnerships), the assessment cycle also includes a Final Integrated Summative Assessment (FISA) against the exit level outcomes of the HR. qualification”.
  4. 4. Occupational Qualifications Occupational qualifications are a feature of the revised NQF and are designed to address skills needs in the labour market. They will replace legacy occupational qualifications such as those for the trades and work- focused unit standards-based qualifications.
  5. 5. Assessment is defined as..A structured process for gatheringevidence and making judgmentsabout an individual’s performance inrelation to registered nationalstandards and qualifications (SAQA,2001: 16).
  6. 6. Assessments• Formative • Summative • A form of assessment is assessment is used to assessment “assessment that make a “judgement which permits takes place about [learner] the learner to during the process achievement” that is demonstrate of learning and used at a particular applied teaching”, with the point (usually at the competence purpose of end) of a learning and which uses supporting programme to a range of learning. (SAQA, measure progress in formative and 2001: 26) terms of the requirements summative of national standards assessment and qualifications so that methods. NSB credits can be awarded. Regulations (SA, (SAQA, 2001: 26) 1998:4) Formative Summative Integrated
  7. 7. Integrated Assessment: Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this Qualification. In addition to the competence assessed to achieve the Unit Standards: learners must demonstrate that they can achieve the outcomes in an integrated manner.
  8. 8. Integrated Assessment… should [assess] the ability to combine key foundational, practical and reflexive competence with some critical cross-field outcomes and apply these in a practical context for a defined purpose. The context should be relevant to real life application (SAQA/CIDA, 2003: 62).
  9. 9. Guidelines for Integrated Assessment Assessment approaches must confirm a learner’s ability to integrate knowledge. Assessments must focus on a learners’ ability to demonstrate applied knowledge (applied competence). According to the NQF - evidence of applied competence is the learners’ ability to integrate concepts, ideas and actions in authentic, real-life contexts.
  10. 10. Guidelines for Integrated Assessment Assessing a number of outcomes together; Assessing a number of assessment criteria together; Assessing a number of unit standards together; Using a combination of assessment methods and instruments for an outcome/outcomes;
  11. 11. Guidelines for IntegratedAssessment Collecting naturally occurring evidence (such as in a workplace setting); Acquiring evidence from other sources such as supervisor’s reports, testimonials, portfolios of work previously done, logbooks, journals, etc. (SAQA, 2001: 55).
  12. 12. Guidelines for Integrated Assessment Integrated assessment should offer an opportunity to demonstrate the depth and breadth of learning at all stages and in a variety of ways throughout the learning programme. Assessments are important moments in the course of learning programmes.
  13. 13. Guidelines for Integrated Assessment “However, educators should guard against over-assessment where each outcome “(or worse, each assessment criterion) [is assessed separately resulting in] hundreds of little fragmented meaningless assessments of the check- list type, taking up valuable learner and educator time without anything of value being learnt” (LGWSETA, 2004: 13).
  14. 14. Under the QCTO system .. Key quality assurance processes are articulated as: Monitoring and support of learner progress during programme implementation ; and Final integrated summative assessment of learners for occupational competence.
  15. 15. Final Integrated SummativeAssessmentThe FISA refers to the process of making judgments about achievement on a qualification/learnership.This is carried out when a learner is ready to be assessed at the end of a learnership or full qualification.The FISA must be set by a constituent assessor and moderated by a constituent moderator.
  16. 16. Final Integrated SummativeAssessmentFISA should not weigh more than continuous assessment of providers,The objective for the FISA is to confirm the standard across providers and across qualifications - STANDARDISATION
  17. 17. Final Integrated SummativeAssessmentDatabase of sample assessment instruments & tasks are included,Examples of good integrated assessments are combined,Formats are designed for recording evidence e.g. templates, log- books.
  18. 18. Final Integrated SummativeAssessmentA FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
  19. 19. Final Integrated SummativeAssessment Practical competence - demonstrated ability to perform a set of tasks and actions in authentic contexts; Foundational competence - demonstrated understanding of what we are doing and why we are doing it; Reflexive competence - demonstrated ability to integrate our performances with our understanding so that we are able to adapt to changed circumstances and explain the reason behind these adaptations.
  20. 20. Final Integrated SummativeAssessment More than one FISA instrument should be developed. The moderator must ensure that the assessment instrument is aligned with the purpose and rationale of the qualification and that it complies with the applicable SAQA level descriptor. Draft assessment instruments must fall within the ambit and in accordance with the guideline document. Blooms and SAQA level descriptors considered.
  21. 21. Bloom’s Taxonomy 1. Knowledge: remembering of previously learned material; recall (facts or whole theories); bringing to mind. Terms: defines, describes, identifies, lists, matches, names. 2. Comprehension: grasping the meaning of material; interpreting (explaining or summarizing); predicting outcome and effects (estimating future trends). Terms: convert, defend, distinguish, estimate, explain, generalize, rewrite. 3. Application: ability to use learned material in a new situation; apply rules, laws, methods, theories. Terms: changes, computes, demonstrates, operates, shows, uses, solves.
  22. 22. Bloom’s Taxonomy 4. Analysis questions (taking apart the known) a. use - graph, survey, diagram, chart, questionnaire, report.... b. observed behavior - classify, categorize, dissect, advertise, survey. 5. Synthesis (putting things together in another way) a. use - article, radio show, video, puppet show, inventions, poetry, short story... b. observed behavior - combine, invent, compose, hypothesis, create, produce, write. 6. Evaluation (judging outcomes) a. use - letters, group with discussion panel, court trial, survey, self-evaluation, value, allusions... b. observed behavior - judge, debate, evaluating, editorialize, recommend.
  23. 23. Design FISA FISA Instrument is aligned; Multiple versions; Security; Fit for Purpose (Blooms, Level descriptors ect). Technical specifications; Validity, Authentic, Current, Reliable and Sufficient ;
  24. 24. Final Integrated Summative Assessment The Moderator must ensure that the FISA instrument is aligned with the purpose and rationale of the qualification, and that it complies with the applicable SAQA level descriptor. The FISA must be of such a length that a well-prepared learner will be able to answer it comfortably within the time allocated, with reasonable time remaining for revision.
  25. 25. Final Integrated Summative Assessment Standard of the paper (validity, reliability and fairness) Questions of various types e.g. Multiple Choice; Questions, Case studies, paragraphs, data response, essay, etc; Questions from which candidates are to choose – are they of equal difficulty level; Correct distribution in terms of cognitive levels (Bloom’s Taxonomy); Overall: how does the standard of the assessment instrument compare in relation to other qualifications/s assessment instruments and previous assessment instruments.
  26. 26. Final Integrated SummativeAssessment Intellectually challenging and allowing for creative responses from candidates; Suitability of examples and illustrations; Relationship between weighting allocation, degree of difficulty and time allocation;
  27. 27. Technical Criteria  Cover page with all relevant details such as time, unit standards and instructions to candidates  Clarity of instructions to candidates  Lay out: learner friendly  Correct numbering
  28. 28. Technical Criteria  Mark/weighting allocation clearly indicated;  Quality of illustrations, graphs, tables etc must be print ready  Complete memorandum with model answers with :  Mark/weight allocation and provision for alternatives
  29. 29. Registered Unit Standards and Qualifications  Relevance to registered Qualification, i.e. unit standards, specific outcomes, assessment criteria  Levels of questions  Coverage of unit standards  Weighting and spread of contents
  30. 30. Conceptual constructexample What conceptual constructs - The assessment instrument must deal with:e.g. – reasoning ability  ability to communicate  ability to translate from verbal to symbolic  ability to compare and contrast  ability to see causal relationship  ability to express an argument clearly
  31. 31. Cognitive skills Are these constructs representative of the best and latest developments in the training of this knowledge field? Are the questions challenging and allowing for creative responses from candidates? Suggested application of cognitive levels for an NQF Level 4 qualification is:  10% knowledge  20% comprehension  40% application  30% analysis, synthesis, evaluation
  32. 32. Language and bias  Correct terminology;  Appropriate language register – for the level of the learner;  Avoidance of gender, race, cultural, provincial bias;  Clear and unambiguous specification of instructions within questions e.g. list, describe;
  33. 33. Moderation Is there evidence that the paper has been moderated? Quality, standard and relevance of input from moderator.
  34. 34. Alignment Grid The availability of an alignment grid showing the alignment of the instrument with the purpose, rational, assessment criteria and NQF level descriptor of the qualification. Focus on ELO’s
  35. 35. Overall impression Fairness of the assessment instrument as whole, Will the assessment instrument as a whole assess the achievement of the purpose of the qualification and the exit level outcomes, Recommendations for improvement, Monitoring and Review.
  36. 36. FISA construct example: Knowledge Assessment; PoE (completed by the learner); Workplace based project; Expert Practitioner Panel interview and presentation; Focus on Work Integrated Learning Practice.
  37. 37. Thank you Chartered Institute for the Management of Assessment Practice (CIMAP) A registered NPO