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Final Integrated Summative Assessment
 

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. ...

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 Final Integrated Summative Assessment Presentation Transcript

    • FinalIntegratedSummativeAssessmentDr Linda MeyerPresentation for theSABPP
    • 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.
    • 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”.
    • 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.
    • 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).
    • 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
    • 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.
    • 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).
    • 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.
    • 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;
    • 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).
    • 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.
    • 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).
    • 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.
    • 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.
    • 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
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • Design FISA FISA Instrument is aligned; Multiple versions; Security; Fit for Purpose (Blooms, Level descriptors ect). Technical specifications; Validity, Authentic, Current, Reliable and Sufficient ;
    • 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.
    • 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.
    • 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;
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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;
    • Moderation Is there evidence that the paper has been moderated? Quality, standard and relevance of input from moderator.
    • 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
    • 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.
    • 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.
    • Thank you www.cimap.co.zaThe Chartered Institute for the Management of Assessment Practice (CIMAP) A registered NPO