SayPro Online Course SAQA 11516663450

Description

Assessment Criteria for Exit Level Outcome 1:

The candidate is expected to perform a structured analysis of problems typified by the following performances:

1. Interprets and clarifies requirements, leading to an agreed definition of the problem to be addressed.
2. Identifies interested and affected parties and their expectations.
3. Gathers, structures and evaluates a sufficient range of information relating to the problem.
4. Performs structured analysis.
5. Evaluates the result of the analysis and revise or refine as required.
6. Evaluates health and safety risks and perform analyses required by applicable legislation.
7. Documents and reports conveying outcome to the requesting party.

Assessment Criteria for Exit Level Outcome 2:

This outcome is normally demonstrated after problem analysis as defined in outcome 1. The candidate is expected to work systematically to synthesise a solution to a problem, typified by the following performances:

1. Proposes potential approaches to the solution.
2. Conducts a preliminary synthesis following selected approaches.
3. Evaluates potential solutions against requirements and wider impacts.
4. Presents reasoned technical, economic and contextual arguments for the selected option.
5. Fully develops chosen solution.
6. Evaluates the resulting solution.
7. Documents the solution for approval and implementation.

Assessment Criteria for Exit Level Outcome 3:

This outcome is normally demonstrated in the course of design, investigation or operations. The candidate typically:

1. Displays mastery of understanding of current and emerging technologies in the practice area.
2. Applies general and underpinning engineering knowledge to support activities of certificated engineers.
3. Displays working knowledge of areas that interact with the practice area.
4. Applies related knowledge: financial, statutory, safety, management.

Assessment Criteria for Exit Level Outcome 4:

The candidate is expected to display personal and work process management abilities when doing the following activities:

1. Manages self.
2. Envisions and plans strategically to fulfil company goals.
3. Establishes understanding and acceptance of goals and plans in other.
4. Leads and works effectively in a team environment, energizing individuals and teams to realize goals.
5. Manages people, works priorities and resources, asserting authority and control over affairs, systems, processes and people.
6. Establishes and maintains professional and business relationships.
7. Provides leadership in technology and health and safety.

Assessment Criteria for Exit Level Outcome 5:

This outcome is normally displayed in the course of analysis and solution of problems. The candidate typically:

1. Identifies interested an affected parties and their expectations.
2. Identifies environmental impacts of the engineering activity.
3. Proposes measures to mitigate negative effects of engineering activity.
4. Communicates with stakeholders.
5. Determines or develops work processes to be used as required by health and safety legislation.

Assessment Criteria for Exit Level Outcome 6:

The candidate is expected to:

1.Demonstrate knowledge and understanding of applicable Health and Safety legislation.
2.Identify and ensure compliance with applicable legal, regulatory and health and safety requirements for the operational and engineering activity.
3.Identify hazards, assess and manage risk, applying defined, widely accepted risk management strategies.
4. Select safe and sustainable materials, components and systems.
5. Ensure that required records on health and safety matters are kept.

Assessment Criteria for Exit Level Outcome 7:

The candidate is expected to be sensitive to ethical issues and adopt a systematic approach to resolving these issues typically when the candidate:

1. Identifies the central ethical problem.
2. Identifies affected parties and their interests.
3. Searches for possible solutions for the dilemma.
4. Evaluates each solution using the interests of those involved, accorded suitable priority.
5. Selects and justifies solution that best resolves the dilemma.

Assessment Criteria for Exit Level Outcome 8:

A candidate typically exhibits judgment by:

1. Considering several factors, some of which may not be well defined.
2. Considering the interdependence, interactions and relative importance of factors.
3. Foreseeing consequences of actions.
4. Evaluating a situation in the absence of full evidence.
5. Drawing on experience and knowledge.

Assessment Criteria for Exit Level Outcome 9:

The candidate displays responsibility by performance when he/she:

1. Demonstrates a professional approach at all times.
2. Has due regard to technical social, environmental and sustainable development considerations.
3.Takes advice from a responsible authority on any matter considered to be outside area of competence.
4. Makes decisions and takes responsibility for work output.

Assessment Criteria for Exit Level Outcome 10:

The candidates demonstrate effective communication when they:

1. Write clear, concise, effective, technically, legally and editorially correct reports using a structure and style, which meets communication objectives and user/audience requirements.
2. Read and evaluate technical and legal matter relevant to the function of the practicing Certificated Engineer.
3. Ensure correct interpretation of received instructions.
4. Issue clear instructions to subordinates using appropriate language and communication aids, ensuring that language and other communication barriers are overcome.
5. Make oral presentations using structure, style, language, visual aids and supporting documents appropriate to the audience and purpose.

Assessment Criteria for Exit Level Outcome 11:

The candidate demonstrates the ability to manage his or her own professional development toward the Stage 2 Certificate when he/she:

1. Plans and executes own professional development strategy.
2. Selects appropriate professional development activities.
3. Keeps record of professional development strategy and activities.
4. Displays independent learning ability.

General Assessment Criteria:

Professional level competence is more than satisfying a set of attributes individually. Rather, professional level competence must be assessed holistically.

Demonstration of competence must take place in a typical work context of a Certificated Engineer and involve different types of work. Competence statements accommodate different types of technical work, engineering management and in all cases have occupational health and safety considerations.
Work involves the supervision, management and leadership of different levels of workforce who must work effectively and safety.

Note on Associated Assessment Criteria:

Overlap exists between performances specified for different outcomes. The same evidence may be used toward assessing competence under different outcomes.

Integrated Assessment:

The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve the Exit Level Outcomes of the qualification as per the rules specified. Applicable Critical Cross-Field Outcomes must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

Certain Exit Level Outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools to assess the foundational, reflective and practical competencies within the regulatory environment.

A detailed portfolio of evidence is required of the practical, foundational and reflective competencies of the learner. Assessors and moderators should develop and conduct integrated assessment by making use of a range of formative and summative methods.

Assessors should assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Unit standards associated with this qualification must be used to assess Specific and Critical Cross-Field Outcomes.

During integrated assessment, the assessor should make use of formative and summative assessment methods and should assess combinations of practical, foundational and reflective competencies. Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, the qualification applies in an integrated assessment approach.

Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of the fundamental unit standards should be conducted in conjunction with the core and elective unit standards where applicable.

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 the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

Assessors and moderators should use a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated.

The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.

Formative Assessment:

Assessment criteria for formative assessment will typically take place during training and serves to guide the learner towards full competence and is described in the various unit standards. Formative assessment takes place during the process of learning and assessors can use a range of appropriate assessment methods and tools or in any agreed-upon method of assessment of the knowledge required to perform the various competencies in a holistic manner. To be allowed access to the final qualifying assessment, a learner must show that he/she has reached a level of overall integrated competence.

The methods of assessment could include but not limited to the following:

On-the-job Observations.
Role-play and/or Simulations.
Knowledge tests, exams, case studies, projects, logbooks, workbooks.
Verbal report backs (presentations).
Portfolios of Evidence (RPL).
Working in teams (360 degrees evaluations).
Scenario sketching Incident reports.

The assessment tools and methods used by the assessor must be:

Fair, not to hinder or disadvantage the learner in any way.
Valid, to measure what is intended to measure.
Reliable, consistent and delivers the same output across a range of learners and assessors.

Summative Assessment:

For the learner to be certified competent against the qualification, he/she must prove overall competence through the integration of the competencies expressed in the unit standards. The elements of importance here are overall abilities, problem-solving capability and safe working. In addition, assessors should be satisfied that the learner has achieved a level of competence to be able to take charge of any aspect of the regulatory operations.

The learner’s ability to demonstrate competence against a particular unit standard, under real-life working conditions and in the presence of an assessor, will be assessed. The summative assessment can also be used as a diagnostic assessment tool aimed at identifying the learner’s skills gaps.

Workplace Assessment:

Workplaces can be used for assessment purposes provided that the appropriate facilities, tools, equipment, and support systems are available and accessible to both the assessor and the learner. The regulatory operations industry agreed on the following requirements for workplace assessment:

Assessment needs to occur in a familiar environment at the time of assessment.
Assessment needs to take place at a time and venue mutually agreed to by the assessor and the learner.

Methods of Assessment:

The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:

Portfolio of Evidence.
Written tests.
Practical tests.
Oral Assessment methods.
In-situ (on-the-job) observations.
Simulation.
Structured classroom discussions and oral tests.

These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-job demonstration for practical competence. The assessment must integrate a number of different methods (no less than two of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.