SayPro Online Course SAQA 11516666729

Description

Associated Assessment Criteria for Exit Level Outcomes 1:

1.1 The architectural space and the design process is described in terms of the area of responsibility of the designer.
1.2 Designs are communicated to clients in a manner that is appropriate to the level of understanding of the client.
1.3 Interior Design elements are integrated into structural design aspects to enhance the aesthetic appearance of the completed building.

Associated Assessment Criteria for Exit Level Outcomes 2:

2.1 The interior is designed to be in accordance with client preferred tastes.
2.2 The design is in accordance with client approved budgets.
2.3 The design is communicated to the client through sketches and drawings that are appropriate to indicate the intended result.
2.4 The design incorporates any special needs of the client.
Range: Special needs include catering for physically handicapped people.

Associated Assessment Criteria for Exit Level Outcomes 3:

3.1 Designs ensure maximum safety and security of occupants.
3.2 Designs are functional and aesthetically pleasing.
3.3 The principles of design are implemented according to client requirements.
3.4 The impact of various designs on global resources is described in terms of sustainability.

Associated Assessment Criteria for Exit Level Outcomes 4:

4.1 Structural and decorative design are contrasted in terms of suitability for a given situation.
4.2 A selected design is justified for suitability to a given situation, based on the influence of historic styles.
4.3 Designs incorporate decorative uses of various materials that are appropriate to the context.
4.4 Specific styles are classified into historical times and the reason for the application of the style is described according to generally accepted historical evidence.
4.5 Chronological events are described in terms of world historical styles and designs.

Associated Assessment Criteria for Exit Level Outcomes 5:

5.1 Designs are appropriate for the setting and client preferences.
5.2 Ideas and concepts are presented visually to the client in a manner that is easily understood.
5.3 The way in which interior design and artistic styles have evolved is explained in the context Africa and South Africa.

Integrated Assessment:

All assessment is done rigorously under internal policy and procedures.
A staff member has been appointed to handle Quality Control.

Assessment of the programme:
Who will be assessing the programme.

Assessment in each section is done by the lecturer(s) in that specific section:

Assessment of written and oral theoretical tests and exams is done by means of test/examination papers, compiled by lecturers in the particular subject, accompanied by complete written memoranda for marking, both of which is scheduled for handing in well in advance of the test/examination date.

The Head of the School of Interior Design uses his/her discretion in doing spot or general checks for balance in covering the syllabi, level-suitability, thoroughness, language usage, and clarity of papers and memoranda. No test or examination paper may be given without approval of the Quality Control Officer. This person keeps records of all papers monitored.

Likewise, evaluation of written assignments is thoroughly pre-planned.

Evaluation of concrete, practically executed examination or test assignments is always carried out by consensus of at least two staff members suitably qualified and/or endowed, according to an assessment schedule to ensure objectivity.

Assessment process:

The learners are assessed in two ways:

Assessments conducted during the programme while learners are still in training (formative assessment).
Assessments conducted at the end of the training period (summative assessment) to judge whether the learner is fully competent on the specific outcomes of each section, based on the evidence collected during both the formative & summative assessments.

The students are assessed according to the specific outcomes of each section. As some subjects have a larger theoretical component and others has a larger practical component, assessment methods and instruments are adapted for each subject.

The following table gives an outline of the assessment methods and instruments used:
> It is imperative that all assessments comply with the principles of good assessment; Fair, valid, reliable & consistent.
> For this reason mark sheets were developed for each assessment instrument, which can be adapted for each section according to the subject matter. This also ensures that every learner is assessed objectively and that the same assessment criteria are used for every piece of evidence provided by each and every candidate.

Remedial support:

For students who fail to prove themselves competent on sections of the programme, a remedial support policy was developed as follow:

After each exam a report is sent to the student and their parents.
Details regarding Extra Classes is included in this report.
Any student who proved themselves not yet competent on any particular subject is asked to attend extra classes.
A Timetable for the Extra Classes is placed on the notice board.
Each tutor is responsible for monitoring attendance to these classes.
A report is sent to parents regarding attendance and improvements.
At the end of the students studies a letter of recommendation is given to students.
Details of additional courses etc. is provided if the student wishes to further her studies.

Appeal policy and procedure.

When a situation arises where a learner is not satisfied that the assessment complied with the principles of good assessment, he/she can lodge an appeal against a decision made by the facilitator of a course (if he/she acted as the assessor) or against the assessor who otherwise conducted the assessment.

Learners are informed of their right to appeal, and the information regarding the appeals procedure is included in the information booklet that the learner receives when enrolling for classes. It is the policy of Potchefstroom Akademie that the appeals procedure is open to all learners and that no learner may be prevented from lodging an appeal.

Student records of assessment – Portfolio of evidence.

To keep record of all assessments conducted throughout the programme, each student will keep a portfolio of evidence. The purpose of this portfolio is both to enable the student to keep record of his/her own assessment and to enable him/her to keep track of their own academic progress.

The following will be included in the portfolio:
> Exam rules and regulations.
> Equipment checklist.
> Assessment policy.
> Learner support.
> Appeals policy and procedure.
> Copy of contract with the Academy.
> Record of any correspondence between academy and student.
> Results and comments of assessments.
> All certificates/diplomas of courses done throughout the year.
> Exam regulations and information.
> Case studies completed.
> Record and reports of experiential learning.
> Practical exam checklist.

These portfolios are checked twice a year by lecturers (appointed to each student) in order to make sure that the students update their portfolios on a regular basis.The Head of Department then do spot checks after the portfolios have been checked by the lecturers to ensure Quality control.

External moderating process.

As mentioned previously, all written questionnaires and exam papers, together with a memoranda are handed in well in advance of the assessment date in order to be moderated internally & externally.

The process is as follow:

Examination papers:

The internal examiner should have sent the external moderator the following documents in order to approve the examination paper:

The curriculum: this should indicate to the moderator the content of the section, which has received great emphasis in the course. It is important to note this as it tells one what has been emphasized as “essential to know”.This should constitute the bulk of the paper. Questions should also reflect the various levels of knowledge testing, i.e and analysis.

The proposed question paper; This should be assessed for content and its appropriateness. The question and the memorandum should be consistent. Wording should be checked for clarity. The appropriate use of task words should be checked. These words give some information of the degree of difficulty of the question.More than 60% of task words should be of the higher order type. It is also important to check that the number of marks is appropriate for the question. Ensure that the marks add up correctly and that the time allocated for the total number of marks is realistic. Usually 3 (three) hours are allocated for a total of 100 marks. Fewer or more marks should require proportionally less or more time.

The memorandum or marking guide; This should serve as a guide. It gives the examiner an idea of memory, the type and level of content that is expected from the candidate. It also gives an evaluation idea of the level at which content has been taught.

Examination scripts:

The following is expected from the external examiner regarding the examination scripts:

Where the scripts exceed 100, only 10% of the scripts have to be moderated.
Where the scripts are less than 100, e.g. 30, at least, 10 should be moderated.
The moderator should check if the scripts have been marked fairly and consistently.
Common problems should be identified, which may be related to the wording of the question. In this case it may be suggested that all students are given an additional 2-3 marks in compensation.
Addition of marks should be spot checked.
All scripts that the examiners have referred to the examiner should be examined.
All borderline pass/failure and distinction or no distinction scripts, should be checked. It is not an obligation to mark up to 50% if a student has scored 48% or 49%.
An indication should be given in the moderating report whether these scripts were checked and what the moderators’ impression is of the knowledge of that student.
Check that all relevant information has been credited, i.e. that memos have not been rigidly adhered to in the process.
The moderators report should be written. It should include the following:
> The number of scripts that have been moderated.
> An indication of the standard of the answers. Ex; Indicate whether the students are given information which is outdated etc.
> An indication of the standard of the questions. Ex; Was there any question in which the students scored very high or very low marks? Did this appear to be related to the question in any way?
> It is not necessary to calculate the percentage pass on individual questions or the overall pass or failure rate.
> Any suggestions for improvement in the teaching or examination of the course are always valuable and useful.

For qualifications of subject lecturers acting as assessors, see 3.2, Academic Staff.

Every member of staff, who conducts assessments, will complete the training course on Unit Standards ASSMT 01 & ASSMT 04. For this reason future training of staff members in the principles of planning and conducting good assessment is in place as part of the ongoing improvement of the services provided for by the department and Potchefstroom Akademie.

In addition to (but not limited to) assessment training the following qualifications will be required of assessors:

Relevant qualifications in the specific field of expertise that will be assessed.
Experience in that specific field which may include relevant experience in the industry.
Level of qualification at least 1 Level higher than the qualification that will be obtained.

External Examiners & Moderators:

All exit level examinations are moderated externally according to our written policy.
External examiners and moderators were appointed for final year exams on exit level.

Criteria for external examiners:

Relevant qualification in the specific field of expertise that will be assessed.
Experience in that specific field which may include relevant experience in the industry.
Level of qualification at least 1 level higher than the qualification that will be obtained.
Examiners have to be from a reliable educational institution of acknowledged firm in the specific field of expertise.

Criteria for external moderators:

Relevant qualification in the specific field of expertise that will be moderated.
Relevant experience in that specific field which may include relevant experience in the industry.
Level of qualification at least 1 level higher than the qualification that will be obtained.
Moderators have to be from a reliable educational institution or acknowledged firm.
Relevant knowledge regarding the subject matter that will be moderated.
The external moderator should have knowledge regarding higher education policy of the Akademie.

The process for appointing external examiners and moderators is the following:

Institutions highly acknowledged on academic level or highly acknowledged in the field of Interior Design and Decorating can be approached to appoint examiners and moderators.
Examiners & moderators can also be form related professions in the industry such as architects, artists, industrial designers. etc. especially in related subjects as building construction, drawing for design, ceramic art etc.

Qualifications of external moderators and examiners:

All external moderators and examiners qualifications have to meet the following criteria for the specific subjects.
> At least the same level, preferably higher than the incumbent lecturer, according to policy documents.
> They have to have experience in the specific subject field.
> They have to be subject matter experts.

Learner work to be moderated externally:

External examinations:

The following learner work will be evaluated by external examiners.

All year-end examinations (written and oral) and final practical assignments/projects of the following sections, at exit level, will be assessed externally, (This includes all Study Units of each section):

Exit Level 1:

Interior Design II at NQF Level 6.
Design Technology II at NQF Level 6.
Building Construction II at NGF Level 6.
Presentation Techniques II at NQF Level 6.
Professional Practice II at NQF Level 6.
History of Interior Design and Visual Art Styles II at Level 6.

External moderating:

The following criteria are laid down for external moderating of external examinations:

The year-end examinations and final practical assignments/projects of all exit level subjects will be moderated externally.

Moderators will be appointed according to specific criteria that is given in our moderating policy (3.8.3 – Process for appointing):
> The moderators must be informed of all examinations on exit levels.
> All tests and examinations papers, with the memorandums, must be handed in before the examination date in order for the moderator to check the quality of these question papers as well as the memorandums.
> Moderators should be familiar with the contents of the subject.
> Moderators should be willing to take responsibility to assess candidates against the National Standards.
> The moderators have to be informed on what the specific outcomes of the sections are that has to be assessed.
> Moderators have to make fair judgments based on the evidence against the criteria.
> Moderators have to be fair and objective.
> Moderators have to be positive and honest, without being critical.