Neftaly Online Course SAQA 11516697887

Associated assessment criteria for Exit level Outcome 1:
The problem is defined and the criterion for an acceptable solution is identified.
Relevant information and engineering knowledge and skills are identified for solving the problem.
Various approaches are considered and formulated that would lead to workable solutions.
Solutions are identified in terms of strengths and weaknesses for the overall solution.
Solutions are prioritised in order of suitability.
The preferred solution is formulated and presented in an appropriate form.

Associated assessment criteria for Exit level Outcome 2:
An appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a fundamental level and in a Civil and Structural area is brought to bear on the solution of narrowly-defined engineering problems.
Applicable principles and laws are applied.
Appropriate engineering materials, components or processes are selected.
Concepts and ideas are communicated effectively.
Reasoning about engineering materials, components, systems or processes is performed.
Work is performed within the boundaries of the Civil and Structural area.

Associated assessment criteria for Exit level Outcome 3:
The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
The design process is planned and managed to focus on important issues and recognises and deals with constraints.
Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
Design tasks are performed that include component testing to relevant premises, assumptions and constraints.
Alternatives are evaluated for implementation and a preferred solution is selected on an elementary, technical and cost basis.
The design logic and relevant information are communicated in a report.
Occupational health and safety and environmentally related risks are identified and appropriate measures considered.

Associated assessment criteria for Exit level Outcome 4:
Tests, experiments and measurements are conducted within an appropriate discipline.
Available literature is identified and selected for suitability to the task.
Equipment is used in accordance with original equipment manufacture’s specifications.
Information is interpreted and derived from available data.
Conclusions are drawn from an evaluation of all available evidence.
The purpose, process and outcomes of the task are recorded in a report.

Associated assessment criteria for Exit level Outcome 5:
The appropriate method, skill or tool is selected and applied to achieve the required result.
Results produced by the method, skill or tool are verified against requirements.

Associated assessment criteria for Exit level Outcome 6:
The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
Graphics used are appropriate and effective in enhancing the meaning of text.
Visual materials are used to enhance oral communications.
Information is provided in a format that can be used by others involved in the engineering activity.
Oral communication is delivered with the intended meaning being apparent.

Associated assessment criteria for Exit level Outcome 7:
The engineering activity is considered in terms of the impact on the public health and safety.
The engineering activity is considered in terms of the impact on the occupational health and safety.
The engineering activity is considered in terms of the impact on the natural environment.

Associated assessment criteria for Exit level Outcome 8:
The principles of planning, organising, leading and controlling are explained.
Individual work is carried out effectively and on time.
Individual contributions made to team activities support the output of the team as a whole.
The ethical implications of the impact of engineering decisions are known and understood.
Responsibility is accepted for consequences stemming from own actions or failure to act.
Decision making is limited to area of current competence.

Associated assessment criteria for Exit level Outcome 9:
Learning tasks are identified, planned and managed.
Independent learning is undertaken: knowledge acquired outside of formal instruction is comprehended and applied.
Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Integrated Assessment:
This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification:
Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
Assessment of fundamental should be integrated as far as possible with other aspects and should use practical 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 or will work. 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 a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:
> Portfolios.
> Simulations.
> Practical workbooks.
> Written assignments.
> Written tests.
> Case studies and case presentations.
> Peer group evaluation.
> Face to face contact with learners.
> Quest Lecturers.
> Field/site visits.
Assessors must 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 the outcomes and critical cross-field outcomes are evaluated in an integrated manner.