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Academy for Facilities Management

Assessment Policy

Document Policy / Checklist / Form Document Number ASS02T&L01Date Issued At start of institutionRevision Number 01Revision due date 1 Year from start of institutionAcademic Board Approval Date 24 November 2009

AUTHOR

Name Date

Nicola Young 6 April 2009

APPROVED BY

Name Position Signature Date

Johann Eiselen HOI 6 April 2009

Academic Board 23 February 2010

Academic Board 28 February 2011

Academic Board 16 March 2012

Academic Board 18 June 2013

Academy Student Assessment Policy 1

RECORD OF CHANGES

Revision Title or description Entered by

Mar. 2010 Late submission of assignments (p8) J Eiselen

Oct. 2010 Percentages re supplementary exams(p.6)

J Eiselen

Oct. 2010 Moderation (par 5 & 9) J Eiselen

Mar. 2012 A4FM changed to the Academy; student changed to student, experiential changed to work-based

W Prins

May 2013 General editing for better clarity;Re-assessment and supplementary exam admission (par. 4); Moderation (par. 9)

J Eiselen

A4FM: Provisionally registered with the department of Higher Education and training

as a private higher education institution under the Higher Education Act. 1997.

(Provisional registration certificate No.2009/HE07/012.)

95323 Waterkloof 0145 012-460-8908 FAX 012-347-6529 082 568 5824 Enterprise No. 2005/037308/07 e-mail: [email protected] website: www.a4fm.co.za


http://www.a4fm.co.za/

Contents1. Introduction...............................................................................................................4

2. Principles of assessment2.1 Purpose 2.2 Assessment Criteria 2.3 Fairness............................................................................................................ 5

2.4 Validity

2.5 Reliability ..........................................................................................................62.6 Practicality

2.7 Cognitive Complexity

2.8 Assessment purpose 2.9 Formative Assessment ..................................................................................... 7

2.10 Summative Assessment 2.11 Integrated Assessment

3. Assessment approach 4. Assessment rules .....................................................................................................8

4.1 Plagiarism.......................................................................................................... 9

4.2 Feedback

4.3 Credit Accumulation and Transfer ................................................................... 10

5. Assessment procedures ..........................................................................................116. Examinations ...........................................................................................................12

6.1 Examination Centres 6.2 Examination Registration 6.3 Admission to the Examination Venue: ............................................................ 13

6.4 Rules ................................................................................................................... 147. Work-based Learning .............................................................................................. 17

8. Recognition of Prior Learning (RPL)

9. Marking and External Moderation 9.1 Requirements for external moderators and moderation …….................................. 18

9.2 Condoning of Final Marks 9.3 Marking Schedules

10. Assessment storage and record keeping ……….…………………………………..19

11. References: Annexure - Form: Summative Examination Irregularities ........................... ......................... 2 0


A s se s s m e n t P o li c y

1. Introduction

The assessment policy at the Academy is sensitive to the needs of distance

students engaged in higher education within the South African environment. It is the

institution’s responsibility to properly ensure, through assessment practices, that

students are competent and have mastered the requisite knowledge and skills at an

acceptable standard.

It is our expectation that a student will not just know ‘things’, but be in a position to

‘do’ and therein accomplish a competency which is valuable to the industry, Our

approach to assessment is formative, diagnostic or reflexive and continuous

ensuring that the students as well as the lecturers are always aware of the progress

of the students and to highlight areas for improvement for the individual students.

The Academy aims through this policy to implement and maintain assessment

practices of the highest quality. This policy ensures the development of valid, reliable

and transparent assessment practices in keeping with the academic standards of the

Academy.

2. Principles of assessment

2.1 Purpose

The purpose of the assessment should be clear; that is, to diagnose

students' strengths and weaknesses, to focus attention on main areas of learning, to

assess if exit outcomes of significance have been achieved.

2.2 Assessment Criteria

Criteria for assessing achievement should be clear. The outcomes and associatedassessment criteria are specified in advance to the students. To make the

assessment system as transparent as possible, assessment requirements are

communicated clearly, accurately, early via our website and in some detail to

all students at the beginning of the academic period.


2.3 Fairness

Assessment should be fair: that is, not advantage or disadvantage any student (see

'face validity' below). Stating outcomes and assessment criteria explicitly and

transparently ensures fairness. The assessment environment is as open as possible,

students are provided with as much information as possible and are free to check the

website and ask questions. Fairness is a major consideration in the administration of

assessment. Fairness will be ensured by:

• allaying fears students may have about assessment;

• giving students practice in assessment methods;

• using a variety of methods to assess students;

• providing for the possibility of resubmission;

• promoting a study skills programme;

• taking account of various types of diversity and avoiding bias in the context of

the new South Africa and in keeping with the need to widen access to Higher

Education;

• facilitating assessment for l e a r n e r s w i t h s p e c i a l n e e d s (

disability, etc.), particularly with regard to examinations.

Fairness can sometimes be affected by practical factors such as semester vs. year,

time constraints, as such, the Academy endeavours to be as flexible as possible

thereby providing the students with the best possible opportunities to succeed in the

programme.

2.4 Validity

The assignment or examination must be valid. This means that it measures what it

intends to measure. Three important forms of validity are:

• Face validity. This means that the assessment should be perceived to be

fair, giving students a reasonable opportunity to show what they know and

what they have mastered. For example, any suggestion of bias that may be

to the detriment of some would reduce face validity students (e.g. gender or

ethnic bias).

• Content va l i d i t y. Assessment s h o u l d r elat e to the stated outcomes

of the course and should cover the knowledge (ideas and skills) adequately.

Assessment should focus on testing mastery of important outcomes, and not


on peripheral details.

• Construct validity. This refers to the extent to which assessment succeeds

in measuring and evaluating the abilities (theoretical or practical 'constructs')

that

it intends to assess. For example, if the intention is to assess building

maintenance, that is what the assessment should test, instead of asking, for

instance, true or false questions about facts.

2.5 Reliability

Assessment should be reliable; that is, produce the same results when particular

students are tested again on the same test in a similar context. Value

judgments (such as passing or failing grades) are as objective as possible.

If students’ marks differ depending on who marks the assignment, for example, the

assessment is not reliable. The use of the same outcomes and assessment criteria in

assessing all students, enhances reliability.

2.6 Practicality

Good assessment is practicable, that is, not too difficult or expensive to implement.

Good assessment p r a c t i c e is cost effective at the Academy; that is, assessment

i s not carried out by expensive means as adequate information about

student performance is obtained by equally valid, alternative, less expensive

means. Quantity and type of assessment allows lecturers to achieve reliable results

in a reasonable period of time.

2.7 Cognitive Complexity

In higher education, the assessment needs to have adequate cognitive complexity to

assess higher levels of thinking. To such end the assessment practices include

are sensitive to the needs and abilities of a student studying at NQF level 5.

2.8 Assessment purpose

The purposes of assessing learning are:

• Formative: to improve the quality of students' learning experiences by focusing

on significant knowledge and skills and providing motivation to work through


the material, through tasks and feedback.

• Summative: to provide accurate estimates of current competence or potential

in relation to desired outcomes to enable lecturers to make appropriate

decisions (including diagnostic).

• Reflexive: to provide lecturers with feedback on their courses as part

of systematic monitoring of criteria and standards in a quality assurance cycle.

• Administrative: to provide an accountable basis for credit and eventual

certification of students in relation to outcomes of particular qualifications.

2.9 Formative Assessment

The function of formative assessment is to encourage, direct and reinforce learning.

It takes place continuously during the process of learning and teaching.

2.10 Summative Assessment

An important function of summative assessment is to assess exit outcomes of

significance, indicate achievement, maintain standards and provide certification.

Summative evaluation helps to make the system accountable.

2.11 Integrated Assessment

The function of integrated assessment is to:• give meaning to a qualification (purpose);

• permit a demonstration of competencies (application);

• use multiple assessment instruments (diversity).

Integrated assessment is any assessment that expects students to

integrate knowledge and skills learnt in order to produce a specified result.

3. Assessment approach

Assessment will occur across the academic year or semester and not only as a

'once-off' examination. The continuous assessment may be in the classrooms

during contact sessions, in learning material, electronically, or in any other way as

determined by the nature of the programme. Through one or more of these


mechanisms, students will be provided with opportunities for both formative and

summative assessment, as well as timely feedback on work completed. Ideally,

students should be given initial assessment in sufficient time to allow diagnostic

and corrective feedback to be incorporated into learning and to allow for later

reassessment. Different intensities of feedback may be warranted by variations in

the importance of different assessment items in terms of student learning, or by

the resource implications.

4. Assessment rules

• It is recommended that students attend 100% of all contact sessions.

• Students must complete all assessment requirements in order to qualify

for exam admission at the end of any semester.

• A recorded mark of 40% or above for a formative assessment and a 50%

minimum for a summative assessment means that the student has passed

the assessment requirements.

• A recorded mark between 35% and 39% for summative examination entitles

the student to a supplementary assessment opportunity (exam).

• A recorded mark of below 40% for a theoretical or practical module means

that the student has failed the assessment and will have to repeat the course.

• Should a student repeat an entire course an additional fee is payable per

course on the day of re-registration.

• Should a student achieve an overall year mark of 45% or above they would

qualify for a re-assessment. An additional cost of R 250.00 per re-assessment

is payable should a student want to apply for a re-assessment opportunity at exit

levels (course end).

The continuous assessment criteria for the Certificate in Facilities Management

are listed below. The overall semester mark obtained for the following activities

will determine if a student gets admission to a semester exam. A sub-minimum of


40%

has to be achieved for any element of continuous assessment.

Continuous Assessment – for semester mark per module1

Weighting

Contribution to Final Mark

Tests x 2 35%

60%Assignment 40%Class Mark Sheet 10%Logbook2 15%

Summative Assessment - examination Weightin

gContribution to Final mark

Exam 25% 40%Final mark 100%3

4.1 Plagiarism

Plagiarism which is the representation of someone else’s work as your own, thereby

defrauding them of the credit deserved, will not be tolerated at the Academy.

Anyone caught plagiarising will be brought before the Examination Committee who

will, in accordance with the Academy disciplinary procedure, provide the student with

a final written warning for 1st time offenders or expel a student depending upon the

severity of the offence. Repeat offenders will be expelled. Rules regarding

plagiarism are made clear to students during the orientation session at the

beginning of the programme. Lecturers need to assess competence carefully and a

well constructed assessment will reduce the likelihood of plagiarism occurring.

Students will be required to complete a declaration of own work with regard to all

assignments and reports.

4.2 Feedback

Feedback is fundamental to the learning process and some form of feedback

will be offered on all items of assessment. Lecturers will provide timely feedback

1 Exam admission = min. 40% minimum

2 Logbook = Work-based learning + pro forma employer form + actual schedule of what was done and duration of activity.

3 Pass mark = 50% minimumAcademy Student Assessment Policy 9

that identifies where misunderstandings have occurred and the ways in which

the students can improve. Feedback will be provided on both marked and self-

assessed assignments. Self-assessed tasks will only be set where it is possible

for the student to assess his or her work reliably; that is, assessment that

requires experience and a measure of subjective judgment may not be suitable

for self- assessment tasks at NQF level 5.

Students’ r i g h t to feedback on assessment (including examination answer

books / scripts and question papers) are based on the following principles:

• Open exchange of information relating to student assessment;

• feedback on performance in assessment is a crucial part of the

learning process and has the potential to improve academic performance;

• Assignment feedback must be timely and informative; however, the mode

of delivery and level of intensity (for example, written comments, model

answers, lists of common mistakes, consultation with the relevant staff

member) will depend, among other things, on the importance of the

assessment item and resource implications;

• Students are responsible for incorporating feedback into their learning;

• The right of students to have access to their individual marks, to know on what

basis they have been evaluated, in particular what criteria were considered,

and to be able to challenge, through the appropriate channels, what they

consider to be an incorrect assessment.

4.3 Credit Accumulation and Transfer

The student will receive an academic transcript twice annually indicating the credits

achieved by the student towards the qualification. Until such time as the student has

acquired all of the credits required for the qualification the certificate will not be

issued.

In the case that a student has not completed another qualification which is similar

to the programme offered by the Academy, the Academy may recognise some or

part

of the credits that the student has obtained. Should a student wish to receive

credits towards the facilities management qualification offered by the Academy we


will consider official transcripts (programme outlines) as provided by a registered

institution and recognise credits, where appropriate, but up to no more than 50% of

the credits required to complete the Facilities Management Certificate.

5. Assessment procedures

• DesignThe academic lecturer is responsible for setting and implementing assessment

opportunities and must ensure that the assessment is verified by the quality

committee. The lecturer must ensure that all assessment opportunities:

- are clearly laid out and all relevant information is made available to students- are “fit for purpose” and are designed in order to test the students ability

to demonstrate the required knowledge, skills and attitudes

- promote a logical progression towards the attainment of the intended learning outcomes

- Simulate industry requirements as far as possible

- Assessment development process

All assessments will be developed to the highest standard making use of the

following process:

- Assessment developed by the lecturer

- Assessment is provided to the Academic Head for an internal check- Any changes required are discussed and agreed to by the Academic Head

and the lecturer

- Internal moderation takes place in accordance with moderation requirements

set out hereunder and is undertaken by another lecturer (not the examiner)

who is knowledgeable on the subject.

- External moderation takes place in accordance with the moderation

requirements set out hereunder

• DeadlinesDeadline and penalty criteria are clearly set out to all students and all students

must adhere to the rules and regulations pertaining to deadlines and relevant

penalties.

All work that is submitted for assessment must be submitted on time. Assignments

that are handed in late will have the following penalties if the assignment is to be

assessed:

- 1 week late R100


- 2 weeks late R200

- 3 weeks late R300

- 4 weeks late R400

After 4 weeks no assignment will be accepted for assessment. If the assignment is

submitted late, but too late for incorporation into a semester mark, it will not be

accepted and a nil mark will be awarded.

• Deviations

The institution acknowledges that assessments may be adjusted from time-to-time in

order to enhance the learning process. Lecturers m a y change the assessment

criteria as he/she may see fit. Changes should be made in order to assist and not

hinder the learning process and it is the responsibility of the lecturer to clearly

communicate these changes in writing to the students.

Changes made to deadlines must be approved by the Quality Committee and must

not interfere with any other assessments. Such changes must at all times be clearly

communicated to all students, in writing.

6. Examinations

6.1 Examination centres

Examination centres are determined annually on the basis of economic viability and

geographic position.

6.2 Examination registration

On registration of a module, the student will be registered for the following

examination sitting; access to the examination will be subject to the student meeting

all of the requirements as indicated within the assessment rules within the policy.

Deferment:If there is a death in the direct family, illness, or another reasonable excuse the

student may apply for an examination deferment, to the head of the institution, who in

consultation with the examination committee make a decision based on the merit of

the instance. Each instance will be treated individual, but if at all possible such

deferred exams will take place during the scheduled supplementary exam periods.

6.3 Admission to the Examination Venue:Academy Student Assessment Policy 12

In order to be admitted into an examination hall the student must be in possession of:

* a valid ID document or driver’s license

* if student is a foreigner – passport

No other form of identification is acceptable. If a student is not in possession of the

above documentation he/she will not be permitted to write the examination. The

invigilators will check proof of identity during every session.

Students may only write the subjects they are registered for at the centre indicated.

Students will not be permitted to write:

* any subjects they are not registered for or

* at an examination centre where they are not registered.

Only the following persons will be admitted to examination venues:

* Invigilators

* Students registered to write examinations

* Members of staff of the Assessment and or Quality team of the Academy

* Persons granted admission by the Head of the Institution

No other person may visit any examination venue during examination periods.

6.4 Rules

• Should a student be more than 30 minutes late for a written theoretical or

practical examination, access to the examination facility will be denied. The

student will not get additional time added should s/he be late.

• No student will be able to leave the exam venue during the first 30 minutes of

the exam session.

• Should a student not be able to write an examination due to a medical

condition and provides the Academy with a valid medical certificate for that

specific date, within two days, the student will automatically gain access to

the supplementary examination opportunity.


• Students will be issued with a Rules and/or Guideline sheet prior to the

examination session.

• Reading the examination paper is allowed to provide consistency for students,

there should be a standard reading time of 10 minutes for all supervised

examinations involving a written examination question paper. This is over and

above the time allotted for completion.

• Teaching Materials in an examination venueThis include books, documents, notes and pocket calculators (as defined)

which a candidate may bring into the examination venue according to the

instructions on the examination question papers, e.g. open book.

Should it be necessary to make available to candidates teaching material, the

examiner must supply special instructions on Form AssTM1 as to which:

- controlled teaching materials should be sent to chief invigilators

with the question papers

- uncontrolled material students may have in their possession and how

this must/may or may not be used.

• Time table

The time table is set by the quality committee and approved by the Academic

Board. The examination and supplementary timetable will be available to

students on registration. Any changes to this timetable will be communicated

to students at least six weeks in advance of the examination date. Students

are responsible for attending the examination session.

Students with special needs (disability, etc.) are entitled to make

special arrangements to undertake their assessment.

• Supplementary

- Every summative assessment opportunity allows for a first examination and if

the student qualifies he/she is entitled to write a second or supplementary

sitting. Any supplementary be marked to a maximum of 50%.


In order to qualify for a supplementary examination the student will be required

to;

- have submitted all assessment requirements for the particular module – tests, assignment, CSM, logbook

- achieve an exam result of between 35% – 39%

- make a payment of R250 for the supplementary examination sitting,

marking, etc.

In the case that a student misses an examination opportunity due to ill health, a

death of a close family member (parent, sibling, child) or any other valid

reason they will be allowed access to a supplementary examination sitting,

which will be treated as a final examination opportunity. The student will qualify

for a supplementary if they can provide:

• provide a valid doctor’s certificate booking them off for the period

of the exam, test, assignment

• a copy of the death certificate of relative

• any other written explanation which may be accepted on merit

by the Academy

The letter regarding the missed assessment opportunity is to be presented to

the lecturer or head of the institution in writing. If the student is aware in

advance that they are going to miss an assessment event they must make

every effort to make the relevant lecturer aware of the situation, the student

will still be required to submit the relevant documentation to the institution in

the application for the supplementary.

• Special Examinations

In the interests of the students and in line with requirements for flexibility of

provision expounded upon by the 1995 “White Paper on Education and

Training” students who have failed a single subject and need to pass the

subject to meet the requirements of the programme will be granted a special

examination.


The Head of the institution must receive a written request no later than ten working days after the results have been released; an examination committee meeting will be convened in order to make a decision on the request.

• Re-marksThe Head of the institution must receive a written application for a re-mark and proof of payment no later than one week after the results have been released.

The re-mark cost is R 250.00 per answer script.

A re-mark must be done as soon as possible. Answer scripts must be returned to the Academy, by the relevant lecturer / assessor no later than five days after the re-mark was requested.

• Review of answer scriptTransparency and answerability with evaluation of student achievements require that a student’s right to question his/her results must be acknowledged.

Answer scripts will be checked by members of staff of the Academy to ensure that;

- all answers have been marked

- the marks allocated have been added up correctly

- marks have been transferred correctly to the cover page of the answer book.

• InvigilationAn invigilator must, at all times, be present for the duration of an examination and must enforce all rules and regulations pertaining to formal assessments.

An invigilation briefing session must be conducted prior to the commencement of the examination. The induction process for students will include the examination rules and regulations as well as follow up procedures should transgressions occur.

The lecturer who set the examination paper should be present or available at the beginning of the examination, in order to answer any questions relating to errors or ambiguities within the question paper. It is required that students are given 10 minutes to read through the examination paper and ask anyquestions relating to the wording or gain clarification about the questions prior to the commencement of the examination. This will ensure a proper understanding of the questions by all of the students

• Irregularities

Alleged irregularities should be reported as follows:


- On the attendance list/mark sheet it should be indicated with a (IRR) next to the Student’s name and particulars

- The answer script/s must not be removed from the bundle.

- Alleged irregularities should be indicated in the answer book and where applicable, cross-references should be indicated on the cover page of the answer book.

- The invigilator is required to complete Form AssExIrr1(see the form at the end of the document)

7. Work-based Learning

Students are assessed by the employee in terms of the student’s ability to demonstrate the required skills, knowledge and attitude required to successfully complete the work-based learning course.

Students are required to complete a single work-based learning assessment per module, of some 40 hours, which complies with the same principles and procedures outlined in the assessment policy.

8. Recognition of Prior Learning (RPL)

Recognition of prior learning involves the transfer of credits from other tertiary institutions (formal, accredited learning) as well as the assessment and accreditation of work-based learning (previously unaccredited learning from non-formal and informal experience). Assessing work-based learning should be related to the assessment policy because we have to assess evidence of learning in portfolios or from challenge processes to accredit work-based learning. Work-based learning will be assessed against the outcomes of particular modules or qualifications. The costs of RPL will be borne by the RPL candidate.

9. Marking, Internal and External Moderation

All marking and moderating must be done in accordance with the memorandum.

• Marking by the examiner must be done in red ink.

• Internal moderation should be done in green ink.

• External moderation should be done in brown, yellow or pink, but not in red green, black or blue ink.

• Internal moderation is conducted in order to ensure that the marking is fair and reliable as well as provide developmental feedback regarding assessment practices. 100% of all papers will be internally moderated.


• If the internal moderators mark (green) differs from the examiners mark (red) the moderated mark will be regarded as the mark to be awarded.

• The exam mark on the script / answer book must be entered into the mark sheet on the Academy’s database, as is and without any change.

• The total mark must be indicated in the appropriate block at the at the bottom of the answer book / exam script.

9.1Requirements for external moderators and moderation

External moderators or examiners are:- subject matter experts in their field, independent of the Academy.- have a qualification at least one 1 level higher (as per NQF rating) than the qualification which is being moderated.

• 10% of all summative answer scripts must be externally moderated across all modules.

• All borderline cases (37% - 39% exam marks and 47% – 49% of final marks) must be externally moderated.

• If the external moderators mark differs from the internal moderator mark the answer book / script will be referred to the exam committee for review and a decision as to the final mark.

• Exam scripts / answer books must be signed by the student, examiner, internal moderator and the external examiner (as appropriate).

9.2 Condoning of Final Marks

The Exam Committee will consider all condoning of final marks (to 50% or to 75%). Any condoning of marks must be indicated on the mark sheet and signed off by the Exam Committee.

A student who did not submit all the assessments required (2 x tests, assignment, logbook, CSM, etc.) cannot be considered for any condoning of his / her final mark.

Marked and moderated answer scripts must be returned to the head of administration of the Academy for storage as soon as possible after they have been received and no later than 10 days after they have been received.

All comments received by way of internal and external moderation will be provided to the Academic Head and put to the Exam Committee for discussion and decision-making as may be appropriate to improve the summative assessment system.

9.3 Marking Schedules


All marking requirements will be developed annually by the Examination Committee and all academic staff will be notified of the schedules in place for both formative and summative assessments. The general rule is that all work needs to be marked within one week after the test / exam and two weeks for assignments and CSMs. Marking schedules are determined when an assessment task is set, specifying the mark allocation.

10. Assessment storage and record keeping

All student assessment results are stored on the student management information system. The system must have controls and security measures in place to restrict unauthorised access to the system.

Final results are calculated according to the pre-determined, relative weightings assigned to each assessment event of every module contained in the learning programme, as reflected in the programme syllabus. The Academy’s database is continuously backed up to a server and a weekly back-ups is done to an external hard drive, which is stored off site.

All physical student formative and summative assessments must be filed / packed, marked and placed in a locked storeroom for a period of no less than 5 five years.

11. References:

- HEQF- Government Gazette No 30353, 5 October 2007

- HEQC CHE Improving Teaching and Learning Resource, 2005

- Designing and Delivering Distance Education: Quality Criteria and Case

Studies from South Africa Tessa Welch and Yvonne Reed- NADEOSA,

- SAQA- Criteria and Guidelines for assessment of NQF programmes


Form: Summative Examination Irregularities

Academy for Facilities Management

Form: Summative Examination Irregularities

Examiner to complete

Name Examination Title

Examination Date

Details of the controlled teaching materials to be sent to chief invigilators with the question papers (graph paper, drawing, tracing paper or other apparatus required):

Details of the uncontrolled material students may have in their possession and how this must/may or may not be used.

Signature of the examiner Date


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