SayPro Online Course SAQA 11516623453

Description

Assessors should check that the learner is competent in the following criteria:

A specific number of loans are approved in line with organisational targets
Lending practices and procedures are implemented in line with the lending policies of the Micro-Finance institution
The affordability rating of a small business to repay the loan is explained and justified in line with generally accepted industry practices and legal and governmental criteria.
The client retention rate is maintained at a level agreed within the Micro-Finance organisation
Reports are presented and explained in terms of pre-agreed client relationship indicators

Exit points for learners who do not complete the Qualification

Learners will be credited with Unit Standards in which they have proved
competence.
Learners who complete individual Unit Standards but do not complete
this Qualification retain their credits. However, should the substance of the Unit Standard change, the validity of the credit towards the Qualification may be reviewed.

Learners who change their provider or learning site before completing
the Qualification may transfer their credits to the new learning site.

13. INTEGRATED ASSESSMENT:

Assessment practices must be fair, transparent, valid, and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against these standards should direct enquiries to the Bank SETA.

The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The specific outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.

Learning, teaching and assessment are inextricably linked. Where appropriate assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in Communication, Mathematical Literacy and Computer Literacy should use authentic Micro-Finance contexts wherever practical.

Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner`s skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner`s needs. It provides information about problems experienced at different stages in the learning process. As it is criterion-referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes.

Assessment should also have a summative component. Summative assessment may be used on completion of a Unit Standard, but should not be the only form of assessment.

A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

Integration implies that theoretical and practical components should, where possible, be assessed together
.
Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all specific outcomes, embedded knowledge and Critical Cross-field Outcomes are evaluated. Assessment of the Critical Cross-Field outcomes should be integrated with the assessment of the specific outcomes. The Critical Cross-Field outcomes are implicit in some Unit Standards and programmes should be designed to extend and further reflect the integration