linda meyer - moderation of fsas - best practice (1)
DESCRIPTION
The final integrated summative assessment refers to the process of making judgments about achievement. This is carried out when a learner is ready to be assessed at the end of a learnership or full qualification. The FSA will be set by a registered assessor appointed by the Certification/Outsourced Partner after notification from the provider/assessor that the candidates are ready.TRANSCRIPT
Moderation of the FSA –
Best Practice
Linda Meyer
INTEGRATED FSA
The FSA for the qualification will focus 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
PURPOSE
The final integrated summative assessment refers to the process of making judgments about achievement. This is carried out when a learner is ready to be assessed at the end of a learnership or full qualification. The FSA will be set by a registered assessor appointed by the Certification/Outsourced Partner after notification from the provider/assessor that the candidates are ready.
FSA
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 METHODS
In setting the FSA, SETQAA would like
Certification/ Outsourced Partners
and/or assessors to take note of the
different assessment methods and
encourage the use of a wide variety of
methods.
SETTING OF FINAL INTEGRATED
SUMMATIVE ASSESSMENT (FSA)
• Function and role of the
Certification Partner/Outsourced Partners
The Certification/Outsourced
Partner is responsible for setting of
the FSA at NQF Level 4, with a
memorandum of model answers
and a grid showing its linkages
with the assessment criteria of the
qualification.
FSA
All FSA tools and memoranda, even
in draft form, are the property of the
Services SETA ETQA and may not be
revealed to, or discussed with any
unauthorized person. The highly
confidential nature of these
assessment instruments must be
safeguarded at all times.
FSA
If the assessment instrument and
memoranda are stored on computer,
thorough security measures must be
taken to prevent any illegal access to
these files.
The contents of the assessment
instrument must reflect the relevant
unit standards and qualification and
must not be biased towards any
particular textbook or learning
material.
A second assessment instrument
should be set as standby assessment
instrument. SETQAA have the right to
propose the use of either assessment
instruments for the FSA, if necessary.
FSA
The Certification/Outsourced Partner must ensure that the assessment instruments are not identical.
The Certification/Outsourced Partner must also ensure that neither of these assessment instruments are the same as any previous assessment instruments.
FSA
MODERATION CRITERIA
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.
Functions and role of the
moderator
After the Certification/Outsourced Partner has set the FSA instrument, with a memorandum of model answers, an internal moderator, appointed by the Certification/Outsourced Partner, must moderate all draft assessment instruments and memoranda for the assessment instruments under his/her jurisdiction.
Functions and role of the
moderator
During the moderation, the
assessment instrument and
memoranda are to be objectively
assessed by the moderator with
regard to the following:
Functions and role of the
moderator cont.
The moderator must verify that papers set for the FSA`s are not identical.
The moderator must verify that the Unit Standards are appropriate to the registered qualification.
Functions and role of the
moderator
The moderator must ensure that the final summative integrated assessment instrument is aligned with the purpose and rationale of the qualification and that it complies with the applicable SAQA level descriptor.
Functions and role of the
moderator
The moderator must ensure that the final
integrated assessment instruments must
fall within the ambit and in accordance
with this guideline document.
The extent to which the prescribed Unit
Standards are covered as well as the
assurance that nothing is asked that is
outside the scope of the Unit
Standard/Qualification must be verified.
Functions and role of the
moderator
The spread and number of marks allocated according to the weighting
and credits as per the registered learnership/qualification must be
assessed.
Functions and role of the
moderator
The effectiveness of the type of
assessment methods used, written
questions, essays, paragraphs, case
studies, must be assessed.
Functions and role of the
moderator
The questions, terminology, numbering, spelling, punctuation, sentence construction, units, and symbols must be clear, unambiguous and grammatically correct so that candidates will know exactly what is expected of them.
Functions and role of the
moderator
The length of the assessment instrument must take into account the time allocated as well as reading time.
The draft assessment instrument 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.
Functions and role of the
moderator
It should be borne in mind that it
takes considerable time to read
through certain assessment
instruments.
The memorandum must ensure that
model answers give enough detail
for the assessor of the FSA to conduct
an accurate and fair assessment.
Criteria for moderation of the FSA
instrument
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)
Bloom’s Taxonomy In 1956, Benjamin Bloom, a professor at the
University of Chicago, shared his famous "Taxonomy of Educational Objectives". Bloom had identified six levels of cognitive complexity that have been used over the past 40 years to make sure that instruction stimulates and develops learners' higher-order thinking skills. The Levels are: Knowledge : Rote memory skills (facts, terms, procedures, classification systems) Comprehension : The ability to translate, paraphrase, interpret or extrapolate material. Application : The capacity to transfer knowledge from one setting to another. Analysis : The ability to discover and differentiate the component parts of a larger whole. Synthesis : The ability to weave component parts into a coherent whole. Evaluation : The ability to judge the value or use of information using a set of standards.
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. 4. Analysis: breaking down into parts; understanding organization,
clarifying, concluding. Identify parts: See Related Order; Relationships; Clarify. Terms: distinguish, diagrams, outlines, relates, breaks down,
discriminates, subdivides. 5. Synthesis: ability to put parts together to form a new whole; unique
communication; set of abstract relations. Terms: combines, complies, composes, creates, designs, rearranges. 6. Evaluation: ability to judge value for purpose; base on criteria;
support judgment with reason. (No guessing). Terms: appraises, criticizes, compares, supports, concludes,
discriminates, contrasts, summarizes, explains.
Bloom’s Taxonomy .Knowledge (finding out)
a. Use - records, films, videos, models, events, media, diagrams, books... b. observed behavior - ask match, discover, locate, observe, listen.
2. Comprehension (understanding) a. Use - trends, consequences, tables, cartoons.... b. observed behavior - chart, associate, contrast, interpret, compare.
3. Application (making use of the knowledge) a. use - collection, diary, photographs, sculpture, illustration. b. observed behavior - list, construct, teach, paint, manipulate, report.
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.
Criteria for moderation of the FSA
instrument
Overall: how does the standard of the assessment instrument compare in relation to other qualifications/s assessment instruments and previous assessment instruments.
Criteria for moderation of the FSA
instrument
• Intellectually challenging and
allowing for creative responses from
candidates
•Suitability of examples and
illustrations
Relationship between mark
allocation, level of difficulty and
time allocation
Criteria for moderation of the FSA
instrument
FSA do not count more than
continuous assessment of providers –
the objective for the FSA is to check
the standard across providers and
across qualifications -
STANDARDISATION
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
History of tool
Full history of FSA (when it will be conducted, who will be assessed, when and where) with all drafts, internal moderators’ comments etc. must accompany the assessment instrument each time it is submitted to the external moderator (SETQAA)
Cognitive skills
What conceptual constructs of the unit standards does the assessment instrument 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
Time
• Relationship between difficulty level of questions and time
• Relationship between time and mark allocation and answer requirements
Internal Moderation
Is there evidence that the paper has been internally moderated?
Quality, standard and relevance of input from internal moderator.
Competency of Assessor
• Knowledge of assessor setting the FSA with regard to qualification.
• Knowledge, experience, expertise in assessment
Marking Memorandum
Correctness of memorandum
Correspondence with questions.
Alternative answers provided
Does it facilitate assessment?
Alignment Grid
Did they use the grid showing the alignment of the instrument with the purpose, rational, assessment criteria and NQF level descriptor of the qualification as issued by the SSETA used?
Overall impression of the paper
• 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 or maintenance of qualification/unit standards.
• final acceptance/rejection of individual assessment questions and whole assessment instrument needs to be substantiated
REFERENCES OR RECORDS
ETQA-F 005 Final Integrated Summative Assessment Instrument
Only after written approval from the
external moderator, SETQAA will
approve and sign off the final
assessment instrument and notify the
Certification/Outsourced Partner to
proceed with the distribution of the
assessment instrument and conduct
the assessment.
STAKEHOLDERS INVOLVED IN
QA OF ASSESSMENT
PROCESSES Provider internal assessors
Provider internal moderators
Certification/Outsourced Partner
assessors
Certification/Outsourced Partner
moderators
SETQAA external moderators
SETQAA external verifiers
TRAINING PROVIDER ASSESSMENT Assessment should happen on a CONTINUOUS
basis during learnership/training – formative as
well as summative
Evidence gathered in PoE
Internally moderated and reports submitted to
SETQAA at regular specified intervals (See
moderation policy)
Externally moderated/verified by SETQAA
PoE submitted for external moderation by CP at
end of learning
FSA (PRACTICAL
OBSERVATION) Should be set and conducted
CONTINUOUSLY and/or AT END of
learnership/ qualification
Set and assessed by registered
assessors, moderated by registered
moderators appointed by CP
Externally verified by SETQAA
FSA (WRITTEN COMPONENT)
Conducted AT END of
learnership/Qualification
Set and moderated by registered
assessors and moderators appointed
by CP
Assessed and moderated by registered
assessors and moderators appointed
by CP
Externally moderated/verified by
SETQAA appointed moderators
PRACTICAL COMPONENT THEORETICAL
COMPONENT
CONTINUOUS ASSESSMENT VS FINAL SUMMATIVE ASSESSMENT
SETQAA DOC
FSA Moderation process
APPLICATION FOR MODERATION OF FINAL INTEGRATED SUMMATIVE ASSESSMENT INSTRUMENT RECEIVED BY SSETQA
EXTERNAL MODERATOR APPOINTED BY SSETQA
NO COMMUNICATION PERMITTED BEWEEN DEVELOPER AND MODERATOR
MODERATION OF FINAL INTEGRATED SUMMATIVE ASSESSMENT INSTRUMENT / RPL TOOL
FSA Moderation process PRELIMINARY REPORT PREPARED BY
MODERATOR AFTER THE FSA/RPL TOOL HAS BEEN MODERATED - REMEDIATION IDENTIFIED
TOOL SENT BACK TO DEVELOPER FOR REMEDIATION TO BE ADDRESSED
THE DEVELOPER MAY REMEDIATE / REQUEST ADDITIONAL INFORMATION OR APPEAL THE MODERATION DECISION THROUGH THE SSETA APPEALS PROCEDURE
FSA Moderation process
REMEDIATION COMPLETED
SENT TO EXTERAL MODERATOR TO
CONFIRM REMEDIATION & FINAL
REPORT SUBMITTED
ELECTRONIC VERSIONS SENT
FSA/RPL TOOL REGISTERED ON
DATABASE
The Certification/Outsourced Partner assures the rectification is done and sends the final draft together with the Moderators report to SETQAA for external moderation.
The Certification/Outsourced Partner assures the rectification is done and sends the final draft together with the Moderators report to SETQAA for external moderation.
Only after written approval from the external moderator, SETQAA will approve and sign off the final assessment instrument and notify the Certification Partner to proceed with the distribution of the assessment instrument and conduct the assessment.
Thank you