Name: Train Compilation Assessment Design Training
Price: 33300.0 ZAR
Availability: InStock

Description

This course equips learners with the skills to compile and design effective training programs and assessments. Participants will learn to align training content with organisational needs, develop valid and reliable assessment tools, and ensure compliance with SAQA standards. The course focuses on practical application to enhance workplace learning and performance.

Learning Outcomes

Apply principles of outcomes-based education and training to compile a training program.
Design assessment instruments that are valid, reliable, and fit for purpose.
Analyse training needs and stakeholder requirements to inform training design.
Evaluate assessment results to improve future training and assessment practices.
Demonstrate understanding of SAQA requirements and quality assurance processes.
Implement moderation and verification procedures to ensure assessment integrity.

Target Audience

This course is designed for trainers, assessors, training managers, and HR professionals responsible for developing and evaluating training interventions. It is also suitable for subject matter experts who need to design assessments for their fields.

Prerequisites

None — open enrollment. However, learners should have basic workplace experience and familiarity with training or assessment contexts.

Course Outline

Day 1: Introduction to Outcomes-Based Assessment and SAQA Context

Objectives:
• Understand the SAQA NQF framework and unit standards.
• Explain the principles of outcomes-based education and training (OBET).
• Differentiate between formative and summative assessment.
• Identify the roles and responsibilities of an assessor.
• Recognise the importance of assessment quality assurance.

Topics:
• Overview of SAQA, NQF, and unit standards.
• Principles of outcomes-based assessment.
• Types of assessment: formative vs summative.
• Roles of the assessor, moderator, and learner.
• Legal and ethical requirements in assessment.
• Introduction to assessment policies and procedures.
• Key terminology: competence, evidence, criteria.

Day 2: Planning and Preparing for Assessment

Objectives:
• Develop an assessment plan based on unit standards.
• Identify appropriate assessment methods and instruments.
• Analyse unit standard outcomes and assessment criteria.
• Prepare assessment resources and materials.
• Address special needs and reasonable accommodations.

Topics:
• Steps in assessment planning.
• Mapping outcomes to assessment criteria.
• Selecting assessment methods: observation, questioning, portfolio, etc.
• Designing assessment instruments: checklists, rubrics, tests.
• Resource requirements and logistics.
• Learner readiness and RPL considerations.
• Documentation: assessment plans, schedules, and agreements.

Day 3: Designing Assessment Activities and Instruments

Objectives:
• Design valid and reliable assessment activities.
• Construct clear and measurable assessment criteria.
• Develop assessment instruments for different methods.
• Align assessments with unit standard levels.
• Ensure fairness and authenticity in assessment design.

Topics:
• Principles of validity, reliability, and fairness.
• Designing practical, oral, and written assessments.
• Creating observation checklists and rating scales.
• Developing questioning techniques for assessment.
• Building portfolio assessment guidelines.
• Integrating integrated assessments.
• Reviewing and refining assessment instruments.

Day 4: Conducting Assessments – The Role of the Assessor

Objectives:
• Conduct assessments in a safe and supportive environment.
• Use effective communication and questioning skills.
• Record observations and evidence accurately.
• Manage assessment time and resources.
• Handle special situations and appeals.

Topics:
• Setting up the assessment environment.
• Briefing learners and managing expectations.
• Observation techniques and recording evidence.
• Questioning skills: open, closed, probing.
• Handling learner anxiety and special needs.
• Dealing with irregularities and appeals.
• Assessment moderation and verification processes.

Day 5: Evaluating and Providing Feedback on Assessment

Objectives:
• Evaluate learner performance against criteria.
• Provide constructive feedback to learners.
• Document assessment decisions and outcomes.
• Identify areas for learner development.
• Use feedback to improve assessment practice.

Topics:
• Making judgement decisions: competent / not yet competent.
• Feedback models: sandwich, Pendleton's rules.
• Writing clear and supportive feedback reports.
• Recording assessment results and evidence.
• Learner appeals and reassessment procedures.
• Reflecting on own assessment practice.
• Continuous improvement of assessment instruments.

Day 6: Introduction to Assessment Design – Principles and Process

Objectives:
• Understand the systematic approach to assessment design.
• Analyse unit standards to define assessment outcomes.
• Identify evidence requirements and sources.
• Plan an assessment design project.
• Apply quality assurance principles to design.

Topics:
• Assessment design cycle: analysis, design, development, implementation, evaluation.
• Defining purpose and scope of assessment.
• Determining evidence types: direct, indirect, supplementary.
• Stakeholder involvement in design.
• Quality assurance: moderation and standardisation.
• Documenting design decisions.
• Case study: designing an assessment for a unit standard.

Day 7: Developing Assessment Instruments and Tools

Objectives:
• Develop comprehensive assessment instruments.
• Create marking guides and rubrics.
• Design integrated assessment tasks.
• Pilot test and refine assessment tools.
• Ensure alignment with unit standard levels and NQF levels.

Topics:
• Detailed instrument development: checklists, rubrics, marking memoranda.
• Designing integrated assessments that combine multiple outcomes.
• Writing clear instructions and scenarios.
• Pilot testing: purpose, process, and analysis.
• Revising instruments based on feedback.
• Developing assessment administration guides.
• Standardisation of assessment tools across assessors.

Day 8: Moderation and Quality Assurance of Assessments

Objectives:
• Explain the purpose and process of moderation.
• Conduct internal moderation of assessments.
• Identify and address assessment inconsistencies.
• Understand external moderation and ETQA requirements.
• Maintain assessment records for quality assurance.

Topics:
• Moderation principles: fairness, validity, reliability.
• Internal moderation processes: pre-, post-assessment.
• Moderator roles and responsibilities.
• Sampling strategies for moderation.
• Addressing assessor bias and errors.
• External moderation and ETQA audits.
• Record keeping and documentation for QA.
• Continuous improvement through moderation feedback.

Day 9: Advanced Applications and Practical Integration

Objectives:
• Integrate assessment design with training compilation.
• Design a complete assessment plan for a unit standard.
• Apply advanced techniques: RPL, recognition of prior learning.
• Evaluate the effectiveness of assessment systems.
• Prepare for assessor registration and professional development.

Topics:
• Linking training design to assessment: constructive alignment.
• Recognition of prior learning (RPL) assessment design.
• Designing assessment for different learning contexts.
• Evaluating assessment system effectiveness.
• Assessor registration requirements with SETAs.
• Professional ethics and continuing professional development.
• Final project: present a complete assessment design.
• Course review and action planning.

Practicals

27 hours of practicals To be conducted online or on-campus or in-house

Overview

Practical sessions are integral to this course as learners must demonstrate competence in designing, conducting, and moderating assessments. Hands-on activities include developing assessment instruments, simulating assessment events, and moderating sample assessments to apply theoretical knowledge in realistic scenarios.

Practical Activities

Practical 1: Designing an Assessment Instrument — Learners select a unit standard and develop a complete assessment instrument (observation checklist, written test, or portfolio guide) including criteria and marking guide. (9h)
Practical 2: Conducting a Simulated Assessment — In small groups, learners take turns acting as assessor and learner to conduct a simulated assessment using the instrument developed in Practical 1, with observation and feedback. (9h)
Practical 3: Moderating Assessment Evidence — Learners receive sample assessment evidence and completed instruments; they perform moderation to verify decisions, identify inconsistencies, and provide recommendations. (9h)

Summatives

Each delegate is assessed continuously throughout the course via daily exercises, scored practical assignments, and a final summative test at the end.

Practical Assignments — 30%

Practical assignments are observed and scored against a rubric during the practical sessions. Each delegate's practical mark is averaged into a single 100% score and contributes 30% to the final total.

Daily Exercises — 20%

Every training day ends with a multiple-choice exercise scored out of 100%. The scores from each daily exercise are averaged across the duration of the course to produce a Daily Average mark, which contributes 20% to the final total.

Final Test — 50%

On the last day a final summative test is written. It is a multiple-choice paper with multiple-answer questions: each question may have more than one correct option, and a single wrong selection on a question marks the entire question wrong — no partial credit. The final test is scored out of 100% and contributes 50% to the overall mark.

Final Total

Component	Out of	Weight
Practical Assignments (rubric-scored)	100%	30%
Daily Average (multiple choice)	100%	20%
Final Test (multi-answer multiple choice)	100%	50%
Final Total	—	100%

All marks are recorded on the AATICD LMS and visible to each learner under their account.

Certificate

Certificate of Completion

Awarded to delegates who achieve an overall mark of 50% or higher on the Final Total (Practicals 30% + Daily Average 20% + Final Test 50%).

How it works

Certificates are auto-generated on the AATICD LMS as soon as the marks pass the 50% threshold.
Each certificate is a branded PDF with the delegate's name, the course title, the unit standard ID, NQF level, credits, and the date of issue.
You can download or print your certificate from your LMS dashboard at any time after issue — there's no reissue fee and no expiry date.
If you scored under 50% you can sit the final test again at the next scheduled session at no extra cost.

Where to find it

Sign in to the LMS, open your dashboard, and your certificates appear under My Certificates. Each entry has a View / Download button and a print option.

Training Discounts

Group discounts apply automatically — the more delegates you enrol, the greater the saving. Discounts are calculated at 3% per 5 delegates, scaling up to 40% off for 100+ delegates.