Adult Education and Training Act, 2000 (Act No. 52 of 2000)RegulationsRegulations on the Assessment Process and Procedures for Adult Education and Training (AET) National Qualifications Framework (NQF) Level 1Chapter 33.1 Assessment process |
| (1) | Assessment is a continuous planned process of identifying, gathering and interpreting information about performance of learners. It involves generating and collecting evidence of achievement, evaluating this evidence against the outcomes, recording the findings of this evaluation, and using this information to understand and thereby assist a learner's development and improve the process of learning and teaching. |
| (2) | Assessment must: |
| (a) | be authentic, continuous, multidimensional, varied and balanced; |
| (b) | take into consideration the diverse needs of learners and the context. Various assessment strategies should be used; |
| (c) | be used as an on-going integral part of the learning and teaching process, as a means to inform and evaluate teaching and learning; |
| (d) | be accurate, objective, valid, fair, manageable and time efficient; |
| (e) | take many forms, gather information from several contexts, and include a range of competencies and uses; |
| (f) | be free from bias and sensitive to gender, race, cultural background and abilities; and |
| (g) | be transparent so that learners and teachers have a clear understanding of what the expectations are for any assessment task and what knowledge, skills, values and attitudes are being assessed. |
| (3) | Assessment process must be both formal and informal. |
| (4) | Formal assessment provides educators with a systematic way of evaluating how well learners are progressing in a level and in a particular learning area. Formal assessment should be recorded. These formal assessment tasks may focus on integration of learning outcomes and assessment standards, but could, for enrichment or re-enforcement purposes, be focused on a particular learning outcome and its assessment standards. |
| (5) | Informal assessment is the on-going informal monitoring of learners' progress. This is done through observations, discussions, and informal classroom interactions. Informal assessment is used to provide feedback to learners and to improve teaching. |
| (6) | Assessment of learning in NQF level 1 consists of two components of assessment, namely internal and external assessment. |