SayPro Online Course SAQA 11516659258

Description

Associated Assessment Criteria for Exit Level Outcome 1:

The polygraph examination meets international standards of good practice.
A decision is made to proceed with an examination based on analysis of the case facts and accurate identification of the problem.
The suitability of a subject is assessed based on basic knowledge of human physiology and behaviour and expert opinion is sought if necessary.
Techniques and methodology of polygraph examination are used effectively to achieve a valid result option.

Associated Assessment Criteria for Exit Level Outcome 2:

Polygrams are interpreted to inform a specialist opinion.
An opinion is expressed and substantiated based on the interpretation of the polygraph tracings.

Associated Assessment Criteria for Exit Level Outcome 3:

International good practice is contextualised for an African environment and applied to provide an ethical service.
Knowledge of democracy, human rights and ethics is applied to a polygraph process.

Associated Assessment Criteria for Exit Level Outcome 4:

Efficient study skills are applied to collect and synthesise information from a variety of sources.
Developments in the field are researched to inform or improve current practice.
Knowledge of the polygraph environment is applied to operate as an informed polygraph examiner.
Issues relating to detection of deception are discussed and an informed opinion is expressed that contributes to the current debate.
Sources are acknowledge with due regard for intellectual property rights and copyright.
Knowledge of investigative interviewing is applied to the polygraph process.

Associated Assessment Criteria for Exit Level Outcome 5:

Information from research is presented using the conventions of polygraph examination and without resorting to plagiarism.
Verbal and written feedback to clients and examinees is coherent, reliable and accurate.

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 the competencies in the Qualification and/or associated Unit Standards should direct enquiries to the relevant ETQA.

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 has a formative monitoring function. Formative assessment should be used to assess gaps in the learners’ 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, he/she 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.

Assessment should take place in an authentic context as far as is possible. 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. 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.