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FTA510S - FUNDAMENTALS OF TVET ASSESSMENT AND MODERATION - 2ND OPP - JULY 2024 |
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nAmlBIA UnlVERSITY
OF SCI En CE Ano TECH n 0L0GY
FACULTY OF COMMERCE, HUMAN SCIENCESAND EDUCATION
DEPARTMENT OF GOVERNANCE AND SCIENCES, HOSPITALITY, TECHNICAL AND
VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION : DIPLOMA IN TVET TRAINER
QUALIFICATION CODE: 06DTVT
LEVEL: 6
COURSE CODE: FTASl0S
COURSE NAME: FUNDAMENTALS OF TVET
ASSESSMENTAND MODERATION
SESSION: JULY 2024
DURATION: 3 HOURS
PAPER: PAPER2
MARKS: 100
SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINER(S} Mr. B U Kauteza
MODERATOR: Dr. Kristofina Junias
INSTRUCTIONS
1. This paper consists of 2 sections (Section A & B) with a total of 7
questions.
2. Answer ALL the questions.
3. Read all the questions carefully before answering.
4. Number the answers clearly
THIS QUESTION PAPER CONSISTS OF _5_ PAGES (Including this front page)
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SECTIONA: MULTIPLECHOICEAND MATCHING QUESTIONS
Question 1- Short Questions [5]
1.1 The current TVET system in Namibia focuses on the assessment for learning and it means?
a. Bridging the gap between learner and they have learned.
(1)
b. Relying on summative assessment towards the end the time.
c. Focusing on the learning outcomes during a presentation.
d. Focusing on standards requirements as per the industry.
1.2 The purpose of assessment is to:
(1)
a. Fail or pass a trainee during an assessment.
b. Find out whether learning has taken place.
c. To score a trainee the purpose of learning.
d. To allow a trainee to test his/her competency.
1.3 The quality and standard of VET are always valued via ...
(1)
a. Examination
b. Assessment
c. Evaluation
d. Measuring
1.4 What is the purpose of moderation in assessment?
(1)
a. To ensure consistency and fairness in assessment decisions.
b. To increase competition among students during assessment.
c. To assign grades arbitrarily to trainees during assessment.
d. To discourage collaboration among trainers during a test.
1.5 Which of the following best describes assessment validity?
(1)
a. The extent to which assessment results are consistent over a period.
b. The accuracy of assessment in measuring intended learning outcomes.
c. The use of multiple assessment methods to measure the desired output.
d. The transparency of assessment criteria to examination purposes.
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Question 2 - Matching Questions [10)
2. Match each of Assessment Concepts with its corresponding Descriptions in the table below:
e.g. 2.1 C
(10)
Assessment Concepts
2.1 Observation
2.2 Peer Assessment
2.3 Self-Assessment
2.4 Portfolio Assessment
2.5 Evaluation
2.6 Measuring
2.7 Qualitative Assessment
2.8 Quantitative Assessment
2.9 Examples of Qualitative
Assessment Methods
2.10 Examples of Quantitative
Assessment Methods
Descriptions
A. A type of assessment that focuses on qualities,
characteristics, and attributes rather than numerical
data.
B. Interviews, observations, open-ended surveys, and focus
groups are examples of this type of assessment.
C. Process of making judgments about the value or worth
of something.
D. Multiple-choice tests, standardized assessments,
surveys with rating scales, and performance metrics are
examples of this type of assessment.
E. Quantifying attributes or characteristics using
standardized units.
F. Involves the measurement of quantity or amount, often
expressed in numerical terms.
G. Collects and displays a collection of student work
overtime to demonstrate growth and achievement.
H. Assessing practical skills and behaviours in real-time
settings.
I. Involves trainees in evaluating their peers' work based
on predetermined criteria.
J. Requires trainees to reflect on their own learning
progress and achievements.
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SECTION B: STRUCTURED QUESTIONS
Question 1- Key Concepts, Planning Forms and Principles of Assessment [25]
1. You have been recruited recently as a trainer at Windhoek Vocational Training Centre (WVTC}
in Windhoek. You are required to produce an assessment planning form.
1.1 Apart from the ordinary details such as name, date and qualification/unit standard.
Identify any other eight important details that could be included in this form.
(6)
1.2 Which three key forms can be included in an assessment plan to collect appropriate evidence
for an assessment activity.
(3)
1.3 Identify the four assessment principles that are chosen for the 'rules of evidence'.
(4)
1.4 Explain the differences between the assessment concepts below and give real practical
examples to show your competence.
1.4.1 Unit ID and Curriculum
(4)
1.4.2 Elements and Performance Criteria
(4)
1.4.3 Assessment Planning and Delivery
(4)
Question 2 - Three Common Approaches to Assessment. [12]
2. Briefly explain how a trainer/instructor would apply assessment for, assessment of and
assessment as in a real TVET environment.
Question 3 - Principles of Assessment [16]
3. Briefly provide answers for the questions below on reliability as a key principle of assessment.
3.1 What is reliability in the context of assessment?
(2)
3.2 How can the reliability of an assessment be ensured?
(2)
3.3 Why is reliability important in assessment?
(3)
3.4 What are some factors that can affect the reliability of an assessment?
(3)
3.5 Identify three key role players for reviewing an assessment activity and give one function for
each one.
(6)
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Question 4 - Develop an Assessment [20]
4. Discusshow a trainer/instructor in TVETenvironment would apply Plan Act and Reflect (PAR)steps
for developing an assessment.
Question 5 - Assessment methods and Assessment Tools [12]
5.1 Identify the eight steps a trainer/assessor needs to consider when choosing the best methods and
tools for an assessment in TVET environment. (8)
5.2 It is of utmost importance for an assessor to choose appropriate assessment methods and
instruments/tools when assessing TVET candidates.
Explain the difference between the assessment methods and assessment instruments/tools and
give an example of each one. (4)
Total [100 MARKS]
[END OF PAPER]
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