Assessment and Examinations

1.    Assessment

Each programme is designed to have specific outcomes.  These outcomes are the requirements that learners must be able to do and understand as a result to their studies.   All assessments are assessed by registered assessors.  For quality assurance purposes and to comply to all accreditation requirements assessors must be registered in order to be contracted by CEFA.  Continues evaluation of our learning material by subject matter experts ensure that our learning material are current, relevant and up to date.

1.1 Informal Formative assessments

Informal Formative Assessment consists of on-line Moodle tasks like forums and group discussions.  The purpose of informal formative assessments is to ensure continuing progress towards the outcomes, unit standards or qualifications. It is used during the course of the learning process to support learners by giving them written feedback on their progress via the Moodle activities and/or email/sms.  The main purpose of formative assessment is to support learning, and as such it can be described as developmental.

Workplace activities

Workplace activities must be completed in hardcopy. Learners complete workplace activities per book as an integrative informal formative assessment tool during practical training.  This tool serves as a guideline for weekly meetings between the learner and the mentor as well as to assist learners to integrate the theory in practice. 


The purpose of the logbook is to prove that learners have spent the minimum required number of hours to obtain the practical workplace learning and experience.   Learners complete their Logbooks during practical training and on-line informatics statistics are used during the e-Platform training. 

1.2 Formal Formative assessments

Practical assignments

Practical assignments (formal formative assessment) are utilised as integrated assessment instruments, simultaneously measuring theoretical, practical and reflexive components.  These dimensions, as reflected in the practical assignments, are applied within the community context. 

a)    The practical assignments are completed and submitted according to a prescribed guideline and applicable Schedule of Learning in hard copy.

b)    Each practical assignment is accompanied by a cover sheet.  The first page of the cover sheet includes the following information:  Learner details, learner’s oath of authenticity, final assessment mark by the moderator.

c)    Each practical assignment needs to be signed and dated by the learner as well as the mentor.  Assessors are not allowed to assess assignments that do not have the learner’s and mentor’s signatures on the assignment cover sheet

d)    Feedback as well as allocated mark by the assessor is indicated on the cover/back page of the assignment coversheet.

e)    Practical assignments are to be submitted to CEFA on the dates as indicated in the SOL and is the responsibility of the learner.  Learners are responsible to keep their own copies of all hard copy evidence submitted to CEFA.

The assignments are marked/assessed by the assessor, and a judgment of “competent” (C) or “not yet competent” (NYC) is recorded.  If applicable (NYC), the assessor will make written comments and recommend a plan of action.

Learners who receive an average mark of 50% will be declared competent (C).  In cases where a learner receives a NYC in any of the individual sections but still achieves an overall average of 50% that learner is still regarded as competent (C).        

1.3 Summative assessment

Summative assessment is an assessment for making judgement about achievement against a Unit Standard.  This is carried out when a learner is ready to be assessed at the end of the learning programme in order to be deemed competent so that credit can be given, recorded and reported.  Summative assessment requires the collection of sufficient suitable evidence to make a judgement.

The summative assessment, which is of an integrative nature, includes:

    1. knowledge application by completing knowledge questions within the activities
    2. skills application by integrating knowledge with practical situations
    3. reflexive competence by applying workplace experiences to the theory learnt.


In order to be deemed Competent (C), a learner needs to obtain a mark of at least 50% per examination paper.

Dates for the examination are reflected in the SoL.  Examination dates are communicated during the planning and preparation phase, ensuring adequate time to prepare for the examinations.

Learners write the examinations at the end of each cycle after completion of their practical work.

The scope of the examination is covered by the content of the theoretical modules or unit standards and the compulsory practical assignments.

The duration of the examination is determined by the number of credits of the particular module/unit standard being tested.

The results of each examination will be communicated via project coordinator to the workplace coordinator. The workplace coordinator, in turn, communicates the results via the mentor to the learner.  The final results are subjected to verification and endorsement by the EDTP SETA

Assessment venues

Assessments occur at approved invigilated assessment centres.  Information regarding the location, time of assessment and all other arrangements will by communicated via e-mail, on the platform calendar and via SMS notifications.

1.4 Integrated assessment

Summative Case Study

Summative case studies are written in person and occurs in designated invigilated examination rooms that will be communicated to learners via e-mail, on the platform calendar and via SMS notifications.

The summative assessment takes the form of an open book examination.  The purpose of the Summative Case Study is to assess the learners’ integrative ability. The examination is based on a case study project, incorporating aspects from each unit standard.  Learners bring all their books with them to the examination venue, as they may refer to their books to answer the questions in the case study.  The second section of the examination paper includes questions focusing on the learners’ understanding of their roles and tasks as a Community Development Practitioner (CDP) as well as their reflexive ability.

All the arrangements for the summative case study are to be conducted on the same basis as all other (previous) examinations within the training programme.  Learners will be allocated ample time to complete the paper (4 hours).

  1. The dates allocated for the Summative Case Study are indicated in the Schedule of Learning, handed out and discussed with learners during the Assessment plan.
  2. The Summative Case Study is assessed by deeming the learner “competent” (C) or “not yet competent” (NYC).
  3. Should a learner be found “not yet competent: (NYC), the learner will be granted and a third opportunity to become Competent (C).

Marking and results

CEFA releases results on fixed dates as indicated on the SoL.

Feedback to learner

Assessors will provide feedback to the learners after each assessment (formative/summative) and discuss the achievements.

The assessor discusses a judgment of “Not Yet Competent” (NYC) with a learner, ensuring that the basis and reasons for the judgment are understood. An NYC learner may be provided with two additional opportunities for re-assessment. The learner thus receives three assessment opportunities in total for the training course.

Learners need to obtain 50% in the theoretical assessment (per book), 50% for the practical assignments (per module) as well as 50% for the summative assessment to be deemed competent (C).  The successful completion of the training is thus not calculated by means of an average % obtained.

CEFA will a SMS to each learner with their results, as well as the dates for re-assessment if applicable.

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Last modified: Friday, 25 March 2016, 7:50 AM