Section 8 of the Regulations under the South African Qualifications Authority Act of 1995, published in Regulation Gazette 6140 of 28 March 1998, provides a number of requirements for the registration of qualifications, inter alia that a qualification shall:
(g) “… incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations …”.
Skills development in banking looks more and more at the individual. Learners will develop unique career paths so that they can cope in an environment that changes constantly and rapidly.
This qualification intends to provide recognition for the skills which bank employees already possess even though the skills will differ from employee to employee and from bank to bank. Flexibility is important so that any bank employee can get a useful qualification. Qualifications in banking will be determined by the needs of learners and not by a prescribed formula.
This qualification consists of unit standards from a wide range of fields. Each unit standards says what competent performance is and includes the assessment criteria. Learners will be assessed against those assessment criteria. Each unit standard is complete in itself.
The assessment tools used include:
Written instruments (e.g. tests/case studies/projects);
in-situ (on-the-job) observations;
simulation;
role-play;
structured classroom discussions;
portfolio of evidence and
technology-based testing
These methods must be carefully according to the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). There should be as many different methods as are necessary so that the assessor can have reliable and valid proof of competence and the necessary attitudes.
If a portfolio of evidence is used, it must provide valid, reliable and authentic evidence of past achievements and experience. The portfolio should include:
written statements from reliable persons (for example current and/or previous employers, colleagues, peers, managers, and/or external customers) confirming the competence of the learner;
relevant certificates and/or awards;
previous assessment records; and/or
journals and/or logbooks.
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