for the student and the context of the competency. Evidence should also meet the following four Rules of Evidence: Valid Addresses the performance standards, skills and knowledge as listed – in the NCS as well as the four dimensions of competency listed above Current Demonstrates the student’s current skills and knowledge – Sufficient Demonstrates competence over a period of time or – “repeatable competence” Authentic Is the student’s own work (and this can be verified) – If students believe that they are already competent, they can choose to participate in a process. RCC is the term used to Recognition of Current Competency (RCC) describe an assessment process that formally recognises the competencies an individual has acquired through formal or non-formal learning, work experience or life experience. Diagnostic testing can be a useful tool in RCC processes, as this type of testing assists in determining the current skills or knowledge of the student as well as any gaps that may need to be addressed. During the RCC process the trainer measures evidence provided by the learner against the National Competency Standards that the learner is seeking recognition for. RCC accepts and rewards skills and knowledge that have been achieved in a wide range of ways such as previous study, previous or current work or life experience. All assessments carried out by a TVET trainer need to comply with the four Principles of Assessment. These principles, often called quality evidence, apply to the assessment tools as well as the process used to conduct the assessment. Validity The assessment methods and tools reflect the NCS and the – assessment outcome is fully supported by the evidence gathered Reliability The assessment is consistent and accurate, that is, different – assessors would make the same assessment decision when judging the same evidence Flexibility The assessment activity is adapted to suit the assessment context, – task and the student Fairness The assessment is fair when: –
for the student and the context of the competency. Evidence should also meet the following four Rules of Evidence: Valid – Addresses the performance standards, skills and knowledge as listed in the NCS as well as the four dimensions of competency listed above Current – Demonstrates the student’s current skills and knowledge Sufficient – Demonstrates competence over a period of time or “repeatable competence” Authentic – Is the student’s own work (and this can be verified) If students believe that they are already competent, they can choose to participate in a Recognition of Current Competency (RCC) process. RCC is the term used to describe an assessment process that formally recognises the competencies an individual has acquired through formal or non-formal learning, work experience or life experience. Diagnostic testing can be a useful tool in RCC processes, as this type of testing assists in determining the current skills or knowledge of the student as well as any gaps that may need to be addressed. During the RCC process the trainer measures evidence provided by the learner against the National Competency Standards that the learner is seeking recognition for. RCC accepts and rewards skills and knowledge that have been achieved in a wide range of ways such as previous study, previous or current work or life experience. All assessments carried out by a TVET trainer need to comply with the four Principles of Assessment. These principles, often called quality evidence, apply to the assessment tools as well as the process used to conduct the assessment. Validity – The assessment methods and tools reflect the NCS and the assessment outcome is fully supported by the evidence gathered Reliability – The assessment is consistent and accurate, that is, different assessors would make the same assessment decision when judging the same evidence Flexibility – The assessment activity is adapted to suit the assessment context, task and the student Fairness – The assessment is fair when: