Advanced Diploma in Work Study

Associated Assessment Criteria for Exit Level Outcome 1:

• Manage the management consultancy processes and resources with recognition of the fact that problem solving is context-and system-bound and does not occur in isolation.
  • Analyse, evaluate and critically reflect on the contextual and systemic consultancy problems.
  • Address complex contextual and systemic consultancy problems by applying evidence-based solutions and theory-driven arguments.
  • Render a comprehensive consultancy service is rendered.

Associated Assessment Criteria for Exit Level Outcome 2:

• Communicate own ideas and opinions on quality issues with reference to organisational performance and quality of work to management.
  • Formulate arguments, using appropriate professional or occupational discourse.

Associated Assessment Criteria for Exit Level Outcome 3:

• Apply relevant Management Services research principles, concepts and processes.
  • Apply appropriate research design, methods and techniques for a given project.
  • Analyse data and present results to a diverse audience.
  • Demonstrate scientific writing and professional presentation skills.

Associated Assessment Criteria for Exit Level Outcome 4:

• Use a range of specialised skills to identify and analyse complex problems pertaining to productivity and quality of work life.
  • Address problems pertaining to productivity and quality of work life, drawing systematically on the body of knowledge and methods appropriate to the field of management services.

Integrated Assessment:

• The overall assessment strategy of the institution is that of integrated assessment which is evident in the approach to the assessment of applied competence.
• Applied competence is understood as the learners' ability to integrate concepts, ideas and actions in authentic, real-life contexts.
• The assessment of which is broken down to the assessment of foundational, practical and reflexive competence where:
  • Foundational competence is the demonstrated understanding of what the learner does and why she/he does it.
  • Practical competence is the demonstrated ability to perform a set of tasks and actions in authentic contexts.
  • Reflexive competence is the demonstrated ability to integrate learner's performances with their understanding so that they can adapt to changed circumstances and explain the reason behind these adaptations.
• Integrated assessment further implies a planned combination of formative and summative assessment strategies with varying ratios, depending on the NQF Level of study where:
  • Formative assessment implies being supportive to learning, non-judgmental and focused on providing constructive feedback or criticism to the learner, takes place during the learning process and informs planning of future learning activities.
  • Summative assessment implies assessment to be mainly concerned with "judging" if the outcomes have been achieved through the learning process and therefore usually takes place at the end of the relevant learning process.
• The qualification incorporates the different aspects of integrated, formative, and summative assessments in its assessment strategy.