NATIONAL CERTIFICATE: FARMING

SAQA 20288 - LEVEL 2-120 CREDITS

ASSESSMENT GUIDE
US ID: 12646
Perform quality checks

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 CANDIDATE DETAILS

Candidate
Name:

Physical Address: Contact Details:

Identity Number

Tel: Email:

Assessor Name:

Tel: Email:

Moderator
Name:

Tel: Email

Physical Address:

Tel:

Declaration:

I, __________________________________ (assessor) hereby declare that the information

contained in the attached documentation is, to my knowledge, correct and valid.

Candidate
Date
signature

Assessor
Date
signature

Moderator
Date
signature

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 ASSESSMENT STRATEGY
Qualificatio NATIONAL CERTIFICATE: SAQA QUAL
20288
n Title FARMING ID
Total Credit
Level
NQF Level 2 Value 120
The National Certificate: Wholesale and Retail: Buying Planning, NQF
Level 5 addresses skills and competencies required to effectively
follow a career and make use of opportunities in the buying and
procurement function.

In addition to basic buying and purchasing skills, the qualification also

enables the integration of associated skills within this area of
operation, such as the research of local and international trends,
importing, supply chain management, project management and
negotiation skills.

Target
Group After the successful completion of this qualification learners will be
able to:
Understand the nature and importance of the buying and planning
function in the Wholesale and Retail environment.
Plan product procurement within the context of competitor strategies,
merchandising per performance, pricing, organisational target
markets and product range identification.
Calculate costing and pricing.
Apply decision-making and negotiating skills.
Perform buying and associated administrative activities in the area of
specialisation.

The Purpose of the Assessment

Assessment
Context of

Range Addressed
 The range covered, refers to all the unit standards, specific
outcomes and assessment criteria as outlined by the
Qualification.

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 Assessment Approach
Assessment is focused on the applied competence of the learner
and the relevant unit standards determine the assessment criteria.

Summative Assessment
This is a summative assessment and assesses candidates for
NATIONAL CERTIFICATE: FARMING
Rating
Learners are rated “Competent" or "Not Yet Competent”.

Assessment Instruments

Types of
Assessment Method
Evidence

Knowledge Questionnaire:

Knowledge will be assessed by a knowledge

questionnaire.

Product Sampling:
Direct
All your documented evidence on completion of
the assessment process will be evaluated.

Assessment Conditions

The collection of evidence for the purposes of this assessment will

take place in either the candidate’s home-based environment or in
the classroom. The candidate will be expected to manage basic
personal finance as stipulated by the Unit Standards specific
outcomes, range statements and assessment criteria.

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 Assessment Team

The assessment team consists of the following:

 Evidence Collection Facilitator

 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)

Special Assessment Needs

Special needs are dealt with in the Assessment Preparation

Interview. Should the candidate present any special needs
requests, the assessment will be adjusted, provided that the
fairness, validity and reliability of the assessment are not
compromised.

In addition the knowledge test may be administered as an oral

interview or as a written test depending on the confidence and
language levels of the candidates.

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 ASSESSMENT PROCESS

The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the

assessment in terms of evidence required to prove
competence.
 Validate the assessment instruments against the
candidate’s context.
 Ensure that you have familiarised yourself with all the
policies and procedures referred to in the assessment
Prepare for
guide.
the
Assessment
2. Identify and prepare the candidate for the assessment by:

 Conducting the “Assessment Preparation Interview,

Sheet” where all the details regarding the assessment
are discussed and agreed to by all parties.
OR
 Provide the candidate with a letter detailing all the
specifications covered in the “Assessment Preparation
Interview Sheet.”
1. Review the assessment plan with the candidate.

2. Collect the evidence in accordance with the instrument

requirements.

Please note that the checklist covers the following:

Conduct
Assessment Knowledge Questioning
This assessment covers all the foundational competence as
outlined by the specific outcomes, range statements and
assessment criteria in the unit standard and may be
conducted as a written or oral test.

Gather, record and make judgments on all the evidence.

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 The Steps: How:

1. Make assessment decision and discuss the results with

the learner in a face-to-face interview.

2. Ensure that your feedback is developmental and

supportive in nature.

3. Advise the candidate on what action to follow in the

event of a “Not-Yet-Competent”.

4. Advise the candidate on what action to take where

he/she feels the need to appeal your decision.
Make
assessment 5. Allow the candidate time to provide you with feedback
Decision relevant to the process.

6. Ensure the candidate counter-signs the “Assessment

Decision” to indicate his/her agreement to the feedback
and overall score.

7. Record the candidate’s feedback in this guide and

ensure that it is provided to the person responsible for
the quality assurance of assessment tools.

8. Handle any disputes and identify matter that requires

contingency planning.

Review the
Complete the “Assessment Review” documents and submit
Assessment
to the assessment co-ordinator.
Process

Assessor
Date
Signature

ASSESSMENT CONFIRMATION

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Dear :

(Candidate Name & Surname)

This serves as a confirmation that your “Assessment Preparation

Interview” will be conducted on the _________________ (date) at
_____________________ (venue).

We will discuss:

 The purpose of the assessment.

 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be
assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct,
historical or indirect.
 Your special requirements, whether medical or personal, that will affect the
assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.

Please do not hesitate to contact me should you have any further queries.

Thank you

Assessor Signature Date

Candidate Signature Date

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 ASSESSMENT PREPARATION INTERVIEW SHEET

DESCRIPTION YE N COMMENTS/
S O CONTINGENCY
This assessment is a formative assessment and
it is based on the outlined unit standard/s for
the Perform quality checks module.
Your assessment evidence for the Perform
quality checks module needs to be submitted
on....... (day) of...............(month)...........(year)
at the following
address/place.....................................................
...........
You will be assessed based on the outlined Unit
Standards. The assessment activities are linked
to specific outcomes/assessment criteria of the
outlined Unit Standards.
To determine your competence level, the
following are the methods to be used for this
assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on Perform
quality checks module (formative
assessment), you should have obtained at least
80% of the total mark of this assessment.
You will be provided with detailed feedback on
your performance of this assessment as
follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on
this assessment, you will be entitled for re-
assessment opportunity/ies.
You will be required to re-submit evidence (only
for areas) you were declared not yet
competent. A date for re-submission will be

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agreed with the assessor.
You will be entitled to lodge an appeal should
you not be satisfied with the assessment
decision of your assessment.
You will be required to provide the assessor
feedback on assessment procedure – this is to
assist in improving the assessment practices.
Your results of assessment and portfolio of
evidence information will not be provided to
any person without your written consent.

Learner’s Declaration

I…………………………………………………………………………………………….herewith
declare that I am ready for the assessment, that we have reviewed the assessment
preparation and plan, I understand the assessment process and I am happy that the
assessment will be conducted in a fair manner.
Learner Signature: Date: Assessor Date:
Signature:

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 COMPETENCE JUDGEMENT
OVERALL COMPETENCE RECORD

Candidate Assessor

Venue Date

Qualificatio
NATIONAL CERTIFICATE: FARMING
n

Relevan Authent Consisten Curren Sufficie

Evidence evaluation Valid
t ic t t nt
Knowledge
questionnaire

EVIDENCE SUMMARY
TYPES OF ASSESSMENT FEEDBACK REQUIREMEN
EVIDENCE METHODS TS MET

YES NO

DIRECT KNOWLEDGE
QUESTIONNAIR
E

Additional Feedback From Assessor

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 ASSESSMENT DECISION

The candidate has submitted evidence that is valid, relevant, current,

sufficient and authentic against the listed specific outcomes and covered all
range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

The candidate is not yet competent in The following items needed some
the following criteria: corrective action or improvement:

RE-ASSESSMENT DECISION: 1

The candidate has submitted additional evidence that was required. The
evidence is valid, relevant, sufficient and authentic against the listed specific
outcomes and covered all range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

RE-ASSESSMENT DECISION: 2

The candidate has submitted additional evidence that was required. The
evidence is valid, relevant, sufficient and authentic against the listed specific
outcomes and covered all range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

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 Assessor’s name, surname and signature Date

Declaration by candidate

I, …………………………………………………………………….declare that I am satisfied that

the feedback given to me by the Assessor was relevant, sufficient and done in a
constructive manner. I accept the assessment decisions and have no further
questions relating to this particular assessment process.

Candidate Date Assessor Date Moderator Date

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 APPEALS APPLICATION

Candidate Application
Date
Assessor Assessment
Date
Assessment
Venue

Qualification NATIONAL CERTIFICATE: FARMING

against which SAQA: CREDITS: LEVEL:
20288 120 2
you were
assessed

What was the purpose of

the assessment?

Explain how you were

assessed?
List the reasons why you
disagree with the
assessment decisions.
Another Assessor

Different Assessment Instrument

Which one of the following
options could resolve the Different Assessment Method
matter?
Different Venue for Assessment

Different Time
List any special needs you
may have.

Candidate signature Date

Moderator signature Date

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 RE-ASSESSMENT POLICY

The following will apply with reference to the (Insert company name) re-
assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given
specific feedback and guidance so as to concentrate on areas of weakness.
2. The onus is on the candidate to communicate with the assessor to inform
him/her when he/she is ready for assessment
3. The re-assessment will take place in the same/similar situation or context
and under the same conditions
4. The same assessment methods and/or instruments may be used, but the
task and materials will be different but at the same level and complexity as
the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per
unit standard. Any further reassessment must be discussed with clients so
as to arrive at the best solution and advice for the learner.
6. A maximum of 3 months will be allowed in between each re-assessment,
unless otherwise discussed between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3
attempts, and possible and more suitable learning avenues will be offered
to learners. Costs will be discussed with the SETA and client and any costs
incurred will be at a learners’ cost.

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 ASSESSMENT REVIEW

Candidate Assessor
Venue Review date
Qualification NATIONAL CERTIFICATE: FARMING
ASSESSO CANDIDAT
Review Dimension ACTION
R E
Agree
The principles/criteria for good Agree
Disagre
assessment were achieved. Disagree
e
Agree
The assessment related to the Agree
Disagre
registered unit standard. Disagree
e
Agree
Agree
The assessment was practicable. Disagre
Disagree
e
It was time efficient and cost- Agree
Agree
effective and did not interfere Disagre
Disagree
with my normal responsibilities. e
The assessment instruments Agree
Agree
were fair, clear and Disagre
Disagree
understandable. e
The assessment judgements Agree
Agree
were made against set Disagre
Disagree
requirements. e
Agree
The venue and equipment were Agree
Disagre
functional. Disagree
e
Special needs were identified Agree
Agree
and assessment plan was Disagre
Disagree
adjusted. e
Agree
Feedback was constructive Agree
Disagre
against the evidence required. Disagree
e

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 Agree
An opportunity to appeals was Agree
Disagre
given. Disagree
e
Agree
Agree
The evidence was recorded. Disagre
Disagree
e
CANDIDATES DECLARATION OF UNDERSTANDING
I am aware of the moderation process and understand that the moderator could declare
the assessment decision invalid

Candidate Date Assessor Date Moderator Date

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 Unit Standard Alignment
Unit Standard Alignment

Assessment Matrix: US ID:8420

Operate in a team NQF

Unit standard ID: 8420 Credits: 4
Level: 2
Unit standard range Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in
ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor
necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These
are intended only as a general guide to scope and complexity of what is required.

Specific outcomes Summative Specific

Delivery Media Aids, Formative Formative Date &
and Assessment Outcome
Methods Resources Assessment activities signature
assessment criteria Strategy Reference
Strategy
P = Project Q = Questioning B = Brainstorming R = Role-
Formative Assessment Strategy
play CS = Case Study W = Workplace Activity S = Self
Legend
Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R
Summative Assessment Strategy
= Role-play CS = Case Study T = Testimonial P=
Legend
Project
Specific Outcome 1 Identify the structure and purpose of a particular team.

 Outlining team organisation, working relationships and goals.

Outcome Range
 Quality circles, production line teams or training forums are examples of teams in the workplace.
 Study groups are an example of teams in the learning environment.

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AC1.1 Facilitation. Learner Q, W Activity 1 ,Q Learner Guide:
When conducting Classroom Manual, Identifying Activity 2 p.8-13
assessments, assessors discussion. Classroom
Written question Activity 3 POE
must ensure that they equipment Workbook:
are familiar with the full displaying data p.9-11
text of the Unit graphically
Standards being
assessed.

Specific outcomes Formative Summative Specific

Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference

Formative Assessment P = Project Q = Questioning B = Brainstorming R = Role-play CS =

Strategy Legend Case Study W = Workplace Activity S = Self Assessment Checklist

Summative Assessment O = Observation Q = Questioning PS = Product Sampling R = Role-play

Strategy Legend CS = Case Study T = Testimonial P = Project

Specific Outcome 2 Describe and carry out the roles and responsibilities required to work in a team.

 Outlining team organisation, working relationships and goals.

Outcome Range
 Quality circles, production line teams or training forums are examples of teams in the workplace.
 Study groups are an example of teams in the learning environment.

AC 2.1 Facilitation. Learner Manual, Q, W Activity 4 Q Learner

When conducting Classroom Classroom equipment Identifying Activity5 Guide:
assessments, assessors discussion. Activity 6 p.14-22
must ensure that they are Representing POE
familiar with the full text data
Workbook:
of the Unit Standards p.12-14
being assessed.

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 Specific outcomes Formative Summative Specific
Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference

Formative Assessment Strategy P = Project Q = Questioning B = Brainstorming R = Role-play CS

Legend = Case Study W = Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play

Legend CS = Case Study T = Testimonial P = Project

Specific Outcome 3 Identify factors affecting a team within workplace and learning environment and explain affect.

Outcome Range Description is limited to structure of the organisation.

AC 3.1 Facilitation. Classroom Learner Q, W Activity 7 Q Learner

When conducting discussion. Manual, Identifying Activity 8 Guide:
assessments, assessors Classroom p.23-26
must ensure that they are Representing POE
equipment
familiar with the full text data
Workbook:
of the Unit Standards Written p.15-17
being assessed. question

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 Specific outcomes Formative Summative Specific
Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference

Formative Assessment Strategy P = Project Q = Questioning B = Brainstorming R = Role-play CS

Legend = Case Study W = Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play

Legend CS = Case Study T = Testimonial P = Project

Specific Outcome 4 Describe the workplace and learning environment organisation.

Outcome Range Description is limited to structure of the organisation.

AC 4.1 Facilitation. Classroom Learner Q, W Activity 9 Q Learner

When conducting discussion. Manual, Identifying Guide:
assessments, assessors Classroom p.27-31
must ensure that they are Representing POE
equipment
familiar with the full text data
Workbook:
of the Unit Standards Written p.18-20
being assessed. question

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 Specific outcomes Formative Summative Specific
Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference

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Formative Assessment Strategy P = Project Q = Questioning B = Brainstorming R = Role-play CS
Legend = Case Study W = Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play

Legend CS = Case Study T = Testimonial P = Project

Specific Outcome 5 Review the effectiveness of a team.

Outcome Range Description is limited to structure of the organisation.

AC 5.1 Facilitation. Classroom Learner Q, W Activity 10 Q Learner

When conducting discussion. Manual, Identifying Activity 11 Guide:
assessments, assessors Classroom Activity 12 p.32--35
must ensure that they are Representing POE
equipment
familiar with the full text data
Workbook:
of the Unit Standards Written p.21-28
being assessed. question

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 Critical cross-field Summative
Description Formative activities Comments
outcomes assessment

UNIT STANDARD CCFO Working effectively with others Activity 1-12 Task 1-12
WORKING as a member of a team, group,
organisation or community -
relates to the all outcomes.

UNIT STANDARD CCFO Organizing and managing Activity 1-12 Task 1-12
ORGANISING oneself effectively - relates to
the all outcomes.

UNIT STANDARD CCFO Contributing to the Activity 1-12 Task 1-12

CONTRIBUTING personal development of
learners and the society
and economy, by
participating as responsible
citizens in the life of local,
national and global
communities - relates to
the all outcomes.

UNIT STANDARD CCFO Personal Development - relates Activity 1-12 Task 1-12
DEMONSTRATING to the all outcomes.

UNIT STANDARD CCFO Communicate effectively - Activity 1-12 Task 1-12

COMMUNICATING relates to the all outcomes.

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