UNISA Short Course in Moderation of assessments

Short Course in Moderation of assessments (76951)Purpose

Candidates who pass this SLP will be able to moderate assessments. The candidate-moderator will be able to use prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.
 
In particular, people who pass this course are able to:

• Demonstrate understanding of moderation,
• Plan and prepare for moderation,
• Conduct moderation,
• Advise and support assessors,
• Report, record and administer moderation, and

Review moderation systems and processes
 Target group

People who conduct internal or external moderation of assessments or want to qualify to do so
 Admission requirements

Candidates should have achieved NLRD 115755: “Design and develop outcomes-based assessments” or an equivalent assessor training level before they may enroll for this unit standard
 Duration

6 months

Language medium

English
 Registration periods

Year registration period: 1 December – 28 February
 Tuition method

Blended Mode.
 Kind of assessment

Formative assessment. Students must complete and pass one compulsory assignments in the SLP. Formative assessment during the year will consist of a combination of assessment styles including activities such as scenario types of questions, self-assessment tasks and reports. The assignments will contribute 20% to the final mark of the SLP. 
Summative assessment. Students must submit and pass a portfolio comprising of practice oriented activities which will assess moderation competencies. The student’s final mark will comprise a summative (80%) and formative assessment mark (20%).
 Moderating assessments in all learning fields (SCMA01W)Syllabus/Content Topics

The following knowledge is embedded within the course, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:

• The role and function of moderation – directly assessed through assessment criterion ‘Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.’ and indirectly assessed throughout the unit standard
• Moderation methods – directly assessed through assessment criterion ‘A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments’; and ‘Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning’; and indirectly assessed through application throughout the standard.
• Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld’, and indirectly assessed via a requirement to judge whether the principles are applied by assessors.
• Principles and practices of RPL – assessed in terms of the requirement for candidate moderators to moderate RPL-related assessments.
• Methods of assessment – directly assessed through assessment criterion ‘Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations’, and indirectly when checking the appropriateness and fairness of assessment methods used by assessors.
• Potential barriers to assessment – assessed when dealing with special needs.
• The principles and mechanisms of the NQF – this knowledge underpins the standard
• Assessment policies and ETQA requirements
• Knowledge of quality assurance policy and procedures
• Understanding of organisational or institutional contexts

Understanding the curriculum (where applicable).
 Course leader

Prof. E. Gouws
PhD; MEd; BEd (Hons); BA
Discipline expertise: Qualified assessor; Developer and lecturer of Short Learning Programme titled Outcomes-based assessment in higher education and open distance learning; author of various articles on assessment
Contact details:
Email: gouwsfe@unisa.ac.za
Mobile: 0824428101
Tel: 012 3339465
Working from home
 Programme administrator(s)

Mr FA Mlambo
Contact details:
Email: mlambf@unisa.ac.za
Tel: + 27 12 481 2813
Building 10- B4, Sunnyside Campus
University of South Africa