Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Administrative activities are performed to meet organisational requirements.
1.2 Financial records and documents are completed according to required processes and procedures.
1.3 Operational reports are drafted and presented according to organisational requirements.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 The impact of the implementation of conservation activities in own area of operation is explained within the context of broader objectives.
2.2 Operational plans are developed and activities scheduled to meet objectives of conservation management plans.
2.3 Conservation tasks and activities for the management of the natural environment are implemented according to operational plans.
2.4 Tasks and activities for the maintenance of park infrastructure are implemented according to operational plans and requirements.
2.5 Community conservation activities are implemented according to operational plans and objectives.
2.6 Environmental education activities are implemented according to operational plans and requirements.
2.7 Implementation progress is tracked against provided operational plans and reported according to operational requirements.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Short term tasks and activities are prioritised according to operational requirements.
3.2 Allocated personnel is deployed according to the requirements of planned tasks and activities for the conservation or natural area.
3.3 Personnel is supervised to meet organisational needs at operational level.
3.4 Individual and team progress and performance is tracked according to operational requirements.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Conservation compliance activities, including patrols, are planned according to operational requirements.
4.2 Compliance activities are implemented according to plan.
4.3 Conservation compliance is enforced according to legislative requirements.
4.4 Legislative compliance issues are communicated to relevant stakeholders in the area of operation in support of conservation objectives.
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 shown in the unit standards should be integrated through the practical application of sales and services in a Nature Conservation environment.
Assessment of the 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 nd 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.
Continuous assessment should be provided through:
Portfolios.
Simulations.
Workplace assessments and practical workbooks.
Written assignments.
Written tests.
Case studies and case presentations.
Peer group evaluation.
Competency evaluations of clinical skills.
Face to face contact with learners.
It is required that learners are able to arrange for assessment in an appropriate natural environment.
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