Summative Assessments

Module 3
Principles of computer programming
US: 14921, 14918, 14910
Further Education and Training Certificate: Information Technology: Systems
Development
SAQA 78965 - Level 4 - 175 Credits
Learner Information:

Name & Surname:

ID Number

Tel/Cell

Email Address

Organisation:

Facilitator Name:

Name & Surname

Assessor Details Registration No.

Contact tell & Email

Name & Surname

Moderator Details Registration No.

Contact tell & Email

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto,
is protected and expressly reserved. No part of this document may be reproduced, stored in a
retrievable system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission.

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Instructions to the Assessor
Introduction:
This assessment guide has been designed as a generic assessment guide and is intended for use by
the accredited Training Providers.

Purpose of the assessment

The purpose of this summative assessment against this unit standard is to award NQF credits to
learners who are able to start and run their businesses.

Learning assumptions
The following knowledge, skills, attitude and/or equivalent:
 A knowledge, comprehension and application of language at NQF 2.

Assessment methods
The following assessment methods will be used for the summative assessments:
 Written and/or/verbal questioning
 Product sample and on site assessment

Assessment Process
General
 Use the assessment guide and your latest company policies and standard operating
procedures to assess the evidence received from the learner.
 Use the section: Addition Comments/Questions to note down any further comments or
questions on the evidence assessed.
 Use the model answers as a guideline to assess the learner’s answers to the assessment
questionnaire.
 The learner can complete the assessment questionnaire orally. In this case, agree a date,
time and venue.
 Provide the learner with a feedback within 10 working days of receiving the evidence.
Step 1 - Planning for the Assessment
Review this assessment guide to:
 Ensure that you understand all the requirements of the assessment in terms of evidence
required to prove competence.
 Identify and prepare the learner for the assessment by:

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 o Completing the Assessment Plan with the learner to discuss and agree the details
regarding the assessment.
o Completing the Assessment Preparation Checklist and getting the learner to sign.
 Ensure that you have familiarized yourself with the following:
o The various patrolling functions and standard operating procedures within the
company.
Step 2: Complete the Assessment
 Collect the evidence in accordance with the methods and evidence requirements specified.
 Mark each question as correct or incorrect in the “Office Use” column.
 Record the evidence on the assessment guide and indicate “Competent”, “Not Yet
Competent” or “Not Assessed” for each assessment criterion. Note down any comments at
the back of the assessment guide.
 Ask the learner additional questions, if necessary, to clarify points. Record these on the
guide.
 All questions must be complete as per the criteria specified.
 Answers provided must be similar to the model answers.
Step 3 - After the Assessment
 Prepare the feedback by writing comprehensive, developmental feedback after each section
on the Assignment Sheets. In addition to this, you are required to write a summary overall
feedback on the Assessment Guide.
 Provide the feedback to the learner in a safe, undisturbed in nature.
 Ensure that your feedback is developmental and supportive in nature.
 Advise the learner on what action to follow in the event of a “Not Yet Competent” rating.
 Advise the learner on what action to take where he/she feels the need to appeal against
your decision.
 Allow the learner time to provide you with feedback relevant to the process.
 Record the learner’s feedback in the guide and ensure that it is given to the person
responsible for the quality assurance of assessment tools.
 Ensure that the learner co-signs the assessment guide to indicate agreement with the
feedback.

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Assessment documentation required:
Step 1: Planning for the Assessment
 Assessment Plan
 Assessment Preparation Checklist
 Assessment Policy (including Appeals)
 Evidence Matrix
 Assessment Instruments
Step 2: Conducting the Assessment
 Assessor Guide
 Learner’s workbook
 Summative assessment pack
Step 3: After the Assessment
 Assessment Comments
 Feedback Report

Specific Instructions
Please note that the Assessment Instruments are not included in this guide and are to be included by
the assessor on an individual basis.
The actual summative assessments need to be completed and signed off by both learner and
assessor. The assessor will take control of the completed assessment instruments and will file them
under the tab for Assessment Evidence.
The completed assessment pack will be kept in safekeeping at the training provider for three months
after endorsement by SETA and will then be returned to the learner.

Guidelines where an appeal is lodged

 The normal appeal procedure prescribed by SETA and described by the provider’s Quality
Management System will be followed.

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Assessment Plan

Summative
Assessment Formative / Continuous Assessment
Assessment

Learning Group Reading, Group Written

activities for sessions; research, on- exercise, Assessmen
the number of discussions the-job presentation t
hours of and application, s, Essays
notional informatio documentatio Observation
learning n sharing n SME input
(Classroom (Classroom
based) based)

   

Portfolio of
Compilation of Portfolio of Evidence
Evidence
Complementar
y workplace Coaching and Mentoring; Performance Management
practices

Pre-Assessment Meeting Checklist

ACTION YES/NO COMMENTS

Set learner at ease; be friendly, polite and
professional.
Explain to the learner and agree on the following
issues.
1. The unit standard that will be assessed
2. Date, time, venue and process to be
followed during the assessment.
3. Summative assessment tools to be used
for the assessment.
4. The assessment plan
5. Purpose of assessment
Explain to the learner and agree on the role of all
involved during the assessment process.
Identify possible barriers and or disabilities of

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the learner.
Explain the meaning and application of RPL.
Explain, discuss and provide one complete set of
the Appeals process documentation.
Explain to the learner when final results will be
available and how feedback will be provided.
Discuss previous assessment results if applicable.

I, ______________________________ (initials and surname of learner), DECLARE THE FOLLOWING:

A copy of the unit standard(s) involved has been given to me prior to this meeting. I know I will be
assessed against the criteria, which have been set to the applicable unit standards. The criteria have
been discussed with me, and the procedures and purpose of the assessment has been clearly
explained to me.
I am well aware of the venue, date and time that I will be assessed. I consider the period of time
given to me to prepare myself for the assessment to be fair.
I understand clearly that I have the right to appeal against any decision made by the assessor during
the assessment of the evidence provided by me, and that I have free access to the appeals
procedures attached to this assessment pack. I understand that I have the right to be accompanied
by another person during all procedures, and that I have free access to the Training Division of SBV’S
Health and Safety Procedures- filed at the offices.

Signature of learner Date

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 US: 14921, NQF Level 4 Worth 4 Credits
Learning Unit 1
Apply problem solving strategies
This unit standard is intended:
to provide conceptual knowledge of the areas covered
for those working in, or entering the workplace in the area of Information
Systems & Technology Management
as additional knowledge for those wanting to understand the areas
Unit Standard
covered
Purpose People credited with this unit standard are able to:
Describe past, present and future computer hardware configurations.
Describe categories of computer system applications.
The performance of all elements is to a standard that allows for further
learning in this area.

The credit value of this unit is based on a person having prior knowledge
and skills to:
Learning
Demonstrate an understanding of fundamental mathematics (at least NQF
Assumed to be
level 1)
in Place  Demonstrate PC competency skills (End-User Computing unit
standards, at least up to NQF level 3).

Complete the following summative tasks as per requirements

Task 1 What is computer hardware configurations?

Task 2 What is the difference between a Stand-Alone Computer and Networked

Computer?

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 Task 3 Advantages and disadvantages of using a network compared to a stand alone
computer?

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Task 4 What is a client computer?

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Task 5 Define a server based network?

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Task 6 What is the different between single user and multi user operating system?

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Task 7 Difference between single processor and multiprocessor?

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Task 8 Difference between single processor and multiprocessor?

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Assessment Feedback Report

Assessor
Feedback
& Comments

Development
Plan

Learner
Feedback
& Comments

Learner I………………………………………………………………………the candidate, declare that I have

Declaration received feedback and been informed of my overall competence for the criteria
within the assignment.

Facilitator
Learner Signature Date Date
Signature

Assessor Overall Assessment Decision

Declaration I………………………………………………………………………the assessor, declare the
candidate Competent / Not Yet Competent (circle relevant) on all the criteria

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 within the assignment.

Moderator
Assessor Signature Date Date
Signature

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 US: 14918, NQF Level 4 Worth 3 Credits
Learning Unit 2 Participate in groups and/or teams to recommend
solutions to problems
This unit standard is intended:
to provide a conceptual knowledge of the areas covered
for those entering the workplace in the area of systems development
as additional knowledge for those wanting to understand the areas
covered
Unit Standard People credited with this unit standard are able to:

Purpose describe problem analysis and program design techniques

describe different data representations used in computer programs
describe basic programming principles
described the principles used in designing a computer program
The performance of all elements is to a standard that allows for further
learning in this area

Learning
The learner should have the competence to communicate in English (or
Assumed to be
the applicable language) at least at NQF level 3.
in Place

Task 1 what is systems analysis and design?

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Task 2 Explain problem analysis techniques?

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Task 3 The description identifies different problem analysis techniques?

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Task 4 What Is a Pseudocode?

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Task 5 What is the different between data and information?

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Task 6 List Numeric Data Types?

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Task 7 Data Types?

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Task 8 Computer Programming?

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 Task 9 What is an algorithm?

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Task 10 What is the different between Verification and Validation?

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What is a Record?
Task 11

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What is the different between Top-down and bottom-up?

Task 12

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What is Decision trees, decision tables?

Task 12

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Assessment Feedback Report

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 Assessor
Feedback
& Comments

Development
Plan

Learner
Feedback
& Comments

Learner I………………………………………………………………………the candidate, declare that I have

Declaration received feedback and been informed of my overall competence for the criteria
within the assignment.

Facilitator
Learner Signature Date Date
Signature

Assessor Overall Assessment Decision

Declaration I………………………………………………………………………the assessor, declare the
candidate Competent / Not Yet Competent (circle relevant) on all the criteria
within the assignment.

Moderator
Assessor Signature Date Date
Signature

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 US: 14910, NQF Level 4 Worth 5 Credits
Learning Unit 3
Resolve computer user`s problems
The learner achieving this unit standard will be able to implement a data
collection plan in the agricultural sector. S/he will be able to effectively
analyze, interpret and evaluate agricultural data and be able to
communicate findings accurately. In addition to this, the learner will be
able to recognize, interpret and report on a range of deviations in data
collection processes.
Learners will be well positioned to extend their learning and practice into
other areas of information management and dissemination in the
agricultural sector. Competent learners will understand the value of
Unit Standard
accurate data collection to the agricultural sector and be able to
Purpose implement best practices in the area of information gathering.
Learners will understand the importance of the application of business
principles in agricultural production with specific reference to information
systems and technology.
They will be able to operate farming practices as businesses and will gain
the knowledge and skills to move from a subsistence orientation to an
economic orientation in agriculture. Farmers will gain the knowledge and
skills to access mainstream agriculture through a business-oriented
approach to agriculture.

Learning It is assumed that a learner attempting this unit standard will demonstrate
Assumed to be competence against unit standard
NQF 3: Supervise the Collection of Agricultural Data.
in Place

Task 1 What is a A programming tool?

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Task 2 What is a software development tool?

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Task 3 What is a a syntax error?

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Task 4 What is a Library Functions?

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Task 5 With is the different between Local and Global variable?

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Assessment Feedback Report

Assessor
Feedback
& Comments

Development
Plan

Learner
Feedback
& Comments

Learner I………………………………………………………………………the candidate, declare that I have

Declaration received feedback and been informed of my overall competence for the criteria
within the assignment.

Facilitator
Learner Signature Date Date
Signature

27
 Overall Assessment Decision
Assessor I………………………………………………………………………the assessor, declare the
Declaration candidate Competent / Not Yet Competent (circle relevant) on all the criteria
within the assignment.

Moderator
Assessor Signature Date Date
Signature

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