UNIVERSITY OF LIMPOPO
ASSESSMENT POLICY: STUDENTS LEARNING
TABLE OF CONTENTS
1. Introduction………………………………………………………………..1
2. Purpose……………………………………………………………………..1
3. Assessment Principles……………………………………………………...1
4. Guidelines for Assessment…………………………………………………3
5. Moderation of Assessments..………………………………………………5
6. Recognition/Accreditation for Prior Learning (R/APL)...........................6
7. Glossary……………………………………………………………………..9
8. References…………………………………………………………………..11
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1. INTRODUCTION
The integration of education and training in South Africa through the introduction of the
South African Qualifications Authority (SAQA), the National Qualifications Framework
(NQF) and the movement towards Outcomes Based Education (OBE) has necessitated the
development of new teaching and learning policies. These policies call for institutions of
higher education to become accountable and transparent about what they do, hence the
introduction of the Assessment Policy.
Assessment is a crucial element of all formal education and has a major influence on
learning. It is an integral part of learning and not an add on. It is important to distinguish
between learning for assessment (summative assessment) and learning from assessment
(formative assessment) as two complementary purposes of assessment. Both formative
and summative assessments should be an integral part of programme and module
development.
It has become important to manage the quality of assessment practices in higher education.
Principles of assessment should therefore include a quality assurance perspective.
2. PURPOSE
2.1 The purpose of this policy document is to provide an assessment framework for the
institution.
2.2 To provide the basis from which Faculties should develop their own programme
specific policies, processes and procedures.
2.3 To ensure quality assurance in teaching and learning through assessment.
3. ASSESSMENT PRINCIPLES
The promotion of an outcomes based approach to education and the requirement that
qualifications should be registered on the NQF, have profound implications for assessment.
One major implication is that assessment should reflect academic integrity and comply
with academic ethics, including the rights of the student. The principles of assessment
constitute criteria towards which good assessments should aspire. Assessment practices
for all modules and programmes should be based on the following basic principles.
3.1 Consistency : The same assessor makes the same judgement again in
similar circumstances, and the judgement made is similar to
the judgement that would be made by other assessors.
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3.2 Reliability : The extent to which assessment yields consistent results
when undertaken by different assessors at different times and
in different places.
3.3 Validity : The extent to which an assessment instrument measures what
it purports/intends to measure.
3.4 Appropriate : The method of assessment is suited to the performance being
assessed.
3.5 Fairness : The method of assessment does not present any irrelevant
barriers to achievements.
3.6 Authenticity : The work being assessed is attributable to the person being
assessed.
3.7 Integration with
learning : The process of assessing is integrated into the work or
learning process where appropriate and feasible.
3.8 Directness : The activities in the assessment mirror the conditions of
actual performance as closely as possible.
3.9 Sufficiency : The evidence for learning that is collected establishes that
the main assessment criteria have been met and that
performance to the required standard can be repeated
consistently.
3.10 Systematic : Planning and recording is sufficiently rigorous to ensure
that assessment is fair.
3.11 Transparency: Candidates understand the assessment process and the
criteria that apply. Wherever appropriate, students
contribute to the planning of assessment and to the
accumulation of evidence for learning.
3.12 Manageability: The methods used are easily arranged, cost-effective and do
not unduly interfere with learning.
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3.13 Quality Assurance: Quality assurance procedures should be integrated to
assessment.
4. GUIDELINES FOR ASSESSMENT
In Outcomes-based education assessment, formative and summative assessments can all
count towards the final mark. This section refers to assessments that are planned and
moderated on the basis of the learning outcomes and their associated assessment criteria of
the given module or programme. Key words for each sub-section are written in bold.
4.1 Assessments
Assessments should be varied and include strategies such as essays, tutorial
exercises, examinations, tests, practicals, internships, portfolios, demonstrations,
oral presentations and projects. Any strategy that is selected must be appropriate
for the learning outcome that has been planned, the learning method(s) or strategies
that have been used to teach and learn, and the context in which the assessment is
to take place.
Informal assessments such as spot tests, self-assessment and tutorial exercises may
also count towards the final mark, but would also be based on the learning
outcomes of the module/programme and would be intended to facilitate learning.
4.2 Feedback
Feedback should be provided after every assessment in the following manner:
● Each module should provide regular opportunities for formative
assessment with feedback in line with Item 4.1 above. Group feedback
should be encouraged to enable students to see the comments given to their
peers, on condition that it keeps confidential the marks of individual
students.
● Constructive feedback, in line with the purpose of assessment, is an
integral part of assessment. Students should be guided on how to avoid
making similar mistakes and how to improve their performance.
Constructive feedback on formative and summative assessments could
imply different methods of feedback. This could be addressed in the
Faculty Assessment Strategy.
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4.3 For each assessment, the student should understand in advance the learning
outcomes and associated assessment criteria that they will be assessed against,
together with the weighting that the assessment will have in their formative and
summative assessments.
4.4 The assessment strategies selected should be matched with the learning process
used in the programme to develop the student’s abilities, and should be appropriate
for the learning outcomes and associated assessment criteria (standards). For
example, if practical outcomes are intended, they should be assessed through a
practical demonstration of the outcomes.
4.5 Every module ought to include an integrated assessment. Specific strategies are
appropriate for integrated assessment, the most common being a portfolio of the
student’s own work, including assignments, notes on prescribed and recommended
readings, time planning and management, etc. and with an explanatory table of
contents, and an introduction and self-evaluation. Integrated Assessment helps to
promote students’ integrated understanding and pride in their achievements. The
portfolio may also be used as a basis for an oral assessment or presentation.
4.6 A marking guideline or memorandum for all assessments must be prepared and
moderated prior to the assessment in order to define the assessor’s expectations of
the candidates. The marking memorandum should make it clear how the learning
outcomes and associated assessment criteria are to be met.
● Anonymous marking whereby students remain anonymous (e.g., they only
provide their student numbers) is encouraged.
4.7 The conditions under which assessment is conducted (e.g., venue, time available,
physical parameters and materials or equipment required) must be conducive for
students to demonstrate the competencies to be assessed. For example, a written
test or examination must be free from undue interruptions.
4.8 Wherever possible, students with disabilities should undertake the same
assessments as other students. They should be assessed in such a way that they are
not systematically disadvantaged. They will be accommodated with reason by
alternative assessment methods, additional arrangements, additional time and/or
flexible schedules, if so required.
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4.9 Any form of dishonesty, including plagiarism, are not tolerated and will be
punished for. These actions will be handled in accordance with proper procedures
as laid down by the University.
4.10 Assessments scripts, assignments, etc. should be marked, marks finalised and
feedback be given, within a maximum of two weeks of the assessment.
Exceptions (i.e. due to large numbers and geographical variables) should be
addressed through the Faculty assessment strategy.
4.11 The records of formal assessments (i.e. question papers, memoranda, moderator’s
comments, and mark sheets) must be used for quality assurance purposes and filed
for five years.
4.12 Only competent and knowledgeable internal and external assessors should
conduct assessment. Faculty-based assessment policies and procedures should also
address the appointment and duties of external assessors.
4.13 Before students are formally assessed, they must have received adequate and
reasonable opportunities to develop the knowledge, skills and values or
attitudes that are to be assessed.
4.14 Scheduling of assessment should be co-ordinated institutionally in terms of the
University time-table. Faculties, Schools and Departments have to plan, manage
and control resources, security, administrative responsibilities, etc.
5. MODERATION OF ASSESSMENT
5.1 Moderator’s tasks are:
● to evaluate the clarity, relevance, appropriateness and fairness of
assessments in relation to the stated learning outcomes and associated
assessment criteria;
● to evaluate the consistency of the assessor’s judgements against the
marking memorandum.
Moderators need to be alerted to their responsibilities when dealing with less
conventional assessment situations, such as work-based assessments.
5.2 Any summative assessment which is moderated by external moderators is
administered by the Central Examination Office.
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5.3 Moderation reports must be preserved and filed for quality assurance purposes for a
period of five (5) years.
5.4 Summative assessment instruments, e.g. question papers, memoranda and students’
responses must be moderated by a colleague. In the case of a final programme,
assessment must be moderated by an assessor who is qualified in the relevant field
and external to the University. The assessment must be promptly marked and
moderated, the marks properly administered and records maintained.
After the final and supplementary assessment opportunities, individual assessment
scripts should be made available on the student’s request in accordance with
University rules.
6. RECOGNITION/ACCREDITATION OF PRIOR LEARNING (R/APL)
SAQA has decreed that prior learning must be recognised within every registered
programme in order to promote the principle of lifelong learning. The purpose of RPL is
to improve articulation between educational fields and levels, and to facilitate equity of
access to higher education. It enables educational providers to admit and accredit people
who are judged capable of tackling a programme, but excluded from being admitted
because they have not met the formal admission requirements, or who want to enter a
programme from a different but related field, to be recognised for the learning they have
attained in alternative ways. RPL can be used for admitting a prospective student to a
programme and or for crediting students with part or all of a programme.
The SAQA RPL Policy states that RPL subscribes to the same standards as mainstream of
full-time study:
“… it should be noted that there is no fundamental
difference in the assessment of previously acquired
skills and knowledge and the assessment of skills
and knowledge acquired through a current learning
programme. The candidate seeking credits for
previously acquired skills and knowledge must still
comply with all the requirements as stated in the
unit standards and qualifications. The difference lies
in the route of the assessment”.
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Assessment will focus on three types of Recognition or Accreditation of prior
learning:
● For admission to a programme. This does not mean that candidates have been
accorded recognition of the prior articulating qualifications, but that their
competencies are judged sufficient to enable them to proceed successfully with the
programme.
● For accreditation with a module or programme on the grounds of having achieved
all the registered learning outcomes of the module or programme through some
means other than those of the programme.
● For advanced standing in a module or programme, or exemption from certain
parts of a module or programme, on the grounds of having achieved the stated
learning outcomes in some way other than through the module or programme.
In the same way as normal assessments, all cases in which Recognition or Accreditation of
Prior Learning is granted must be properly assessed, moderated and the records
maintained for quality assurance purposes.
6.1 Assessed Recognition or Accreditation of Prior Learning can only be granted
against explicit learning outcomes of modules and or programmes. This means
to admit students to, for example, a Masters programme on the grounds of
Recognition of Prior Learning, sufficient evidence needs to be provided that the
candidate has attained the learning outcomes of the qualification as registered with
SAQA that articulates with the Masters programme (i.e. usually the Honours
programme in the relevant discipline).
● The assessor must identify and communicate to the candidates the
learning outcomes and associated assessment criteria, and how the evidence
needs to be presented for assessment.
● Candidates must be guided and advised as to how to gather and present
the evidence required to demonstrate that they have met the stated learning
outcomes and associated assessment criteria, and how the evidence needs to
be presented for assessment.
● Evidence must be presented in a way that is appropriate for
demonstrating that the stated learning outcomes have been achieved, for
example, in the form of a portfolio of work and/or (an) assessment(s) of the
candidates’ abilities.
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Feedback
● In terms of feedback, the results of the assessment must be appropriately
communicated to candidates and they must be advised about the options
(including options of appeal and gathering further evidence) that are open
to them as a result of the assessment.
6.2 The assessment must be undertaken and moderated against the stated learning
outcomes and associated assessment criteria.
6.3 Full records of the Accreditation or Recognition of Prior Learning assessment and
moderation must be maintained by the programme administrator for quality
assurance purposes.
7. Supplementary assessment opportunities are provided in accordance with the
General Rules of the University.
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7. GLOSSARY
(i) Accreditation of prior learning: The granting of a qualification or part thereof
(e.g. a module), or the granting of advanced standing in a programme (e.g.
exemption from doing part of the programme), on the grounds of learning
previously attained, assessed and moderated against the learning outcomes
required for the specific qualification.
(ii) Assessment: The process, in which evidence of a learner’s achievement is
gathered, interpreted and evaluated against agreed criteria in order to make
formative and summative judgements.
(iii) Assessment criterion: (a) The type (outcome), and (b) the quality of
performance against which a candidate is assessed.
(iv) Assessor: (In Higher Education) A person employed by a Higher Education
provider that is registered with the Council on Higher Education (as the relevant
ETQA), to deliver a programme that is registered by SAQA on the NQF.
(v) Candidate: A person whose performance is being assessed by the assessor.
(vi) Criterion referenced assessment: The practice of assessing a person’s
performance against an agreed set of criteria, e.g. specific outcomes.
(vii) Critical cross-field outcomes: generic outcomes that are necessary for developing
all forms of applied competence, i.e. problem-solving, teamwork, self-
organisation, information management, communication, use of technology,
systemic understanding, self-evaluation, cultural sensitivity, vocational awareness
and entrepreneurship.
(viii) Formative assessment: The process of assessing performance and providing
feedback to the learner in order to improve the learner’s transfer of skills,
knowledge, and understanding and attitudes to new situations.
(ix) Integrated assessment: The process of assessing whether a learner is able to
demonstrate applied competence with respect to the inter-related standards of a
qualification through a range of assessment tasks.
(x) Learning outcome: Ability demonstrated in a meaningful context as a result of a
learning process.
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(xi) Moderation: A process for making judgements on the quality and results of
agreed standards with the purpose of confirming and/or modifying the assessment
judgements to make them valid, reliable, fair and comparable with similar
assessments in previous instances and places.
(xii) Norm referenced assessment: The comparison of a learner’s performance with
that of other learners in a given group, usually represented graphically in the form
of a “normal curve”.
(xiii) Performance: The ability to transfer skills, knowledge, understanding and
attitudes to new situations.
(xiv) Plagiarism: Taking the ideas, words, etc. of another person as if they were one’s
own.
(xv) Recognition of Prior Learning (RPL): The comparison of a student’s previous
learning (howsoever obtained) against the learning outcomes required for a specific
qualification.
(xvi) Standard: A statement of a learning outcome coupled with an assessment
criterion. The rubric, “I will know you are able to (learning outcome) if
(assessment criterion)” links the outcome and criterion in the form of a standard.
(xvii) Summative assessment: The process of assessing the performance in order to
make final judgements about whether a learner has achieved one or specified
learning outcomes.
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8. REFERENCES
Republic of South Africa, (1995). South African Qualifications Authority Act.
Pretoria: Government Printers.
South African Qualifications Authority, (2001). The National Qualifications Framework
and Quality Assurance. Pretoria: SAQA.
South African Qualifications Authority, (2001). Quality Management System for
Education and Training Providers. Pretoria: SAQA.
South African Qualifications Authority, (2002). The Recognition of Prior Learning in the
Context of the South African National Qualifications Framework. Pretoria: SAQA.
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