- SAQA’s definition of “Moderation”;
- Understanding moderation in the context of an outcomes-based assessment system;
- Purpose and focus of moderation;
- Moderation as a means of quality assurance and recognition of prior learning (RPL);
- Moderation methods;
- Advantages and disadvantages of different moderation methods;
- Moderation as a means of upholding key assessment principles;
- Developing an organizational moderation strategy;
- Competencies required by a Moderator;
- Planning and preparing moderation activities;
- Considering learner special needs or barriers to moderation;
- Selecting appropriate moderation techniques;
- Checklist for moderating evidence;
- Moderation for RPL purposes;
- Ensuring confidentiality;
- Moderation as part of a Quality Management System;
- Procedure for dealing with non-conformance;
- Drawing up a Moderation Plan;
- Sampling assessments;
- Recommending improvements in assessment practices;
- Support and advice to assessors;
- Developing a checklist to test effectiveness of assessment instruments;
- Compliance requirements for re-assessment;
- Developing assessors;
- Report, record and administer moderation findings;
- Review moderation systems and procedures;
- Feedback to relevant stakeholders;
- Summary of administrative processes for moderation;
- Developing a structure for a moderation system;
- Guidelines for the newly appointed moderator;
Below credits go towards Qualification 50333 (NQF Level 5): DIPLOMA in Occupationally directed Education, Training and Development Practices
| UNIT STANDARD | U/S TITLE | NQF | CREDITS | DURATION |
|---|---|---|---|---|
| 115759 | Conduct Moderation of Outcomes-based Assessment |
6 | 10 | 2 days |