Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Trans-frontier conservation issues are identified and shared objectives defined.
1.2 The application of biodiversity management principles is clarified in relation to shared objectives.
1.3 Natural resource protection interventions are planned to fit in with overall objectives as they apply to own area of operation in the region.
1.4 Community based natural resources management principles are used to determine a consolidated approach to identified regional objectives.
1.5 The use and application of resource economics are identified as they apply to own area of operation.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 The importance of developing an integrated management plan is described from a Trans-frontier conservation perspective.
2.2 Relevant strategic conservation planning priorities are identified as they apply to the overarching conservation and environmental management strategy in the unit or area of operation.
2.3 Conservation and resources management goals and objectives are identified and prioritised.
2.4 Operational factors impacting on priority areas are highlighted and addressed within the planning process.
2.5 A detailed plan is developed to address action plans and long term routine conservation tasks.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Operational requirements for the achievement of objectives are communicated to relevant and responsible staff in terms of overall and individual responsibilities, actions and time-frames.
3.2 Resources are accessed and utilised to maximise implementation progress against the plan.
3.3 Implementation progress is tracked and reported to enable the alignment of planning to changing circumstances in the operational environment.
3.4 Own technical expertise is applied in support of the implementation and management of the plan.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 The implementation of management activities is monitored against performance criteria.
4.2 Team and own performance is evaluated in terms of meeting operational objectives.
4.3 Progress reports are drafted according to organisational requirements.
4.4 Recommendations on improvements for future planning are presented to relevant individuals.
Integrated Assessment:
Assessment practices must be open, transparent, fair, valid, and reliable and must ensure that no learner is disadvantaged in any way whatsoever. For this purpose, an integrated assessment approach is incorporated into the Qualification.
Learning, teaching and assessment are inextricably aligned. Whenever possible, the assessment of knowledge, skills, attitudes and values should be integrated.
Assessment of communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Nature Conservation sales and services contexts wherever 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 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.
The term ‘Integrated Assessment’ implies that theoretical and practical components should be assessed together. During Integrated Assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors and moderators should make use of 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 Exit Level 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 Exit Level Outcomes and Embedded Knowledge.
It is required that learners are able to arrange for assessment in an appropriate natural environment.
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