Category: SayPro Blogs

1. Specialised scholastic and advanced research skills are displayed in the Chemistry discipline and complex and highly advanced procedures are performed across the Chemistry context
2. Specialised knowledge in Chemistry is demonstrated, information and concepts are processed at a level of analysis, transformation and evaluation and responses are created to resolve abstract Chemistry problems
3. Oral and written modes or communication with appropriate structure, style and graphic support are demonstrated effectively in the broader Chemistry community
4. Responsibility for planning, resourcing and managing processes are demonstrated
5. Personal and/or group output is optimised by complete accountability for its determination, achievement and evaluation

Integrated assessment:

Assessment may consists of any of the following combinations:
A thesis
A thesis and an oral examination
A thesis and written papers
A thesis and an oral and a written examination 

Exit level outcomes will be judged by the following assessment criteria:

Materials are procured, received, used and stored in accordance with site procedures and safety and manufacturer specifications

Plant, equipment and tools are stored, used and maintained in accordance with site procedures and safety and manufacturers specifications

Site records are maintained in accordance with site procedures and quality management systems

Personnel administration and reporting systems are implemented in accordance with site procedures and quality management systems

Activity and resource cost and production is measured and reported on according to company procedures

Cost control and productivity improvement measures are implemented in accordance with company procedures

Labour is procured, developed and performance managed in accordance with company policies and procedures and within tendered allowable labour cost

A quality management system is implemented in accordance with quality principles and company standards

A quality improvement process and project quality plan are implemented in accordance with quality principles and company standards

Contract documentation is accessed, interpreted and applied correctly

A Health & Safety plan is developed and implemented in order to accurately identify safety measures required on a project and to ensure that all statutory requirements, including notifications and appointments, as well as all company policies and procedures, are adhered to

Legal requirements on a project are accurately identified and implemented

Construction drawings and specifications are correctly interpreted and applied in construction activities

Quantities are accurately calculated and a work plan developed in order to compute resources required and complete a job cost effectively

Works are set out in accordance with drawings and specifications

The construction industry, its stakeholders, relevant legislation, regulations and communication techniques are understood and the learner is able to reflect on the impact of these elements on his/her context

Building activities (Range: Tiling & plastering, plumbing, masonry, paving, roof and finishing carpentry) are conducted by team members in accordance with quality, safety and site specifications.

Learners who have completed this qualification would be able to progress to the “National Certificate in the Management of Building Construction Processes”, NQF Level 5. Learners could also opt to work towards the “National Certificates in the Supervision of Civil Construction Processes”, as the Fundamental and most of the Core unit standards in these qualifications are similar to these in the Building Supervision qualification

Integrated Assessment:

Formative assessments conducted during the learning process will consist of written tests, demonstrations and a number of self-assessments. The purpose of formative assessment is to diagnose learner strengths and weaknesses and to determine readiness for summative assessment.

Summative assessment would consist of written tests coupled with assignments, case studies and practical demonstrations. Summative assessments would only be conducted once the learner has indicated that he/she is ready to undergo summative assessment.

Before qualifying, the learners will be expected to demonstrate competence in a practical situation that integrates the assessment of all specific outcomes, for all unit standards.

Integrated assessment provides learners with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification.

In particular assessors should check that the learner is able to demonstrate the ability to consider a range of options and make decisions about:

The quality of the observed practical performance as well as the theory and underpinning knowledge behind it.
The different methods that can be used by the learner to display thinking and decision making in the demonstration of practical performance.
Reflexive competencies 

Formative assessments conducted during the learning process will consist of written assessments, demonstrations and a number of self-assessments. The purpose of formative assessment is to diagnose learner strengths and weaknesses and to determine readiness for summative assessment.

Summative assessment would consist of written tests coupled with assignments, case studies and practical demonstrations. Summative assessments would only be conducted once the learner has indicated that he/she is ready to undergo summative assessment.

Before qualifying, the learners will be expected to demonstrate competence in a practical situation that integrates the assessment of all specific outcomes, for all unit standards.

Integrated assessment provides learners with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification.

In particular assessors should check that the learner is able to demonstrate the ability to consider a range of options and make decisions about:

The quality of the observed practical performance as well as the theory and underpinning knowledge behind it.
The different methods that can be used by the learner to display thinking and decision making in the demonstration of practical performance.
Reflexive competencies

For an applicant to register as an assessor, the applicant needs:

A minimum of 2 (two) years` practical, relevant occupational experience in installation of floor coverings
Detailed documentary proof of educational qualification, practical training undergone, and experience gained (Portfolio of Evidence)
A recognised assessor qualification. 

Contributions made to the organizational public image (considering client requirements).
Best practices relevant to operational responsibilities are correctly identified.
Strengths and areas for improvement in own learning are correctly identified in own learning and adequately evaluated.
Strengths and areas for improvement in organizational Public Relations Management and practices are correctly evaluated.
Customer needs and their identification to enable the production and demonstration of features, advantages and benefits.
Customer service providers and their interaction to establish satisfied customers by interpreting and meeting customer needs and all areas that impact on customer service levels.
Marketing data, its analysis, interpretation and presentation to all stakeholders.
Communicate effectively in a business and project environment with team members and clients (both internal and external).
Identifying improvements and communicating them to relevant parties.

Integrated Assessment

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options:
Formal written and where applicable oral examination / assessment will be made evident through both formative and summative assessment.

The learner is required to put together a portfolio of evidence which will act as proof of the learning that has taken place. This method of formative assessment will be required although it will not be measured or monitored by the assessors due to the mode of learning being distance education. Compilation of the portfolio as well as self tests through out the learning will provide evidence of development which will be assessed through the submission of assignments. 

1. Students will demonstrate their ability and proficiency in each of the 5 learning outcomes via course examinations plus individual and group projects at 300 and 700 level courses.
2. All assessments are second examined with external examination for 300 and 700 level courses.

Integrated assessment:

The university of Natal is currently reforming its assessment strategies to include the assessment of applied competence for each qualification. In the meantime, a combination of continuous assessment and traditional written examinations serve to assess the integration of all/most of the learning outcomes for each module in a qualification.

All level 300 and 700 Soil Science courses have project-based laboratory/field studies which are written up in report-form. At level 300 and 700, the capstone seminar modules require the student to present written and oral reports on selected topics