Final Integrated Summative Assessment

Final

Integrated

Summative

Assessment Dr Linda Meyer

Presentation for the

SABPP

Background to the Final

Integrated Summative

Assessment

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 gathering

evidence and making judgments about an individual’s performance in

relation to registered national

standards and qualifications (SAQA,

2001: 16).

Assessments

• Formative assessment is “assessment that takes place during the process of learning and teaching”, with the purpose of supporting learning. (SAQA, 2001: 26)

Formative

• Summative assessment is used to make a “judgement about [learner] achievement” that is used at a particular point (usually at the end) of a learning programme to measure progress in terms of the requirements of national standards and qualifications so that credits can be awarded. (SAQA, 2001: 26)

Summative

• A form of assessment which permits the learner to demonstrate applied competence and which uses a range of formative and summative assessment methods. NSB Regulations (SA, 1998:4)

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;


Assessment

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).


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.


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 Summative

Assessment

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.


Assessment

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


Assessment

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.


Assessment

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.


Assessment 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.


Assessment 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 ;


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.


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.


Assessment

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 construct

example

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.za

The Chartered Institute for the Management of Assessment

Practice (CIMAP)

A registered NPO

http://www.cimap.co.za/

Education

Final Integrated Summative Assessment