Learnership POE. A learnership is a structured work-based learning program in South Africa that requires learners to compile a Portfolio of Evidence (POE) to substantiate why they deserve to be certified for the qualification.
Learnership POE: Portfolio of Evidence Assessment
Learnerships combine theoretical and practical training, leading to a National Qualification Framework (NQF) registered qualification. Learnerships provide an opportunity for individuals to gain valuable work experience and occupational qualifications.
How Outcomes-Based Assessment Drives the Learnership POE
Assessment in Outcomes Based Education (OBE) develops learners holistically (head, heart and hand). The focus of the assessment is on what learners are competent to do. Learners are required to demonstrate life skills that will help them take ownership of learning to become life-long learners. The skills gained empower learners on a deeply personal level in addition to preparing the for an occupation.
How is Assessment Achieved through the Learnership POE?
Assessment is the process of evaluating a person’s skills, knowledge, and abilities in a particular subject or job. This can be done through written exams, practical tests, or on-the-job evaluations. In the context of learnerships, ongoing assessment is an integral part of the program and is used to determine a learner’s progress and competence in the specific trade or skill being studied.
To achieve a positive assessment, you must understand the specific qualification outcomes and how to meet them. Your training provider will issue you with the official qualification/unit standard document explaining this.
Outcomes-based assessment measures a student’s learning based on their ability to demonstrate the application of their knowledge and skills in real-world situations. The focus is on the end result or outcome, rather than the process of learning. The Portfolio of Evidence is used to compile and organise the learner evidence. The POE is the learners comprehensive argument to justify why they deserve the qualification.
In an outcomes-based assessment system, the learning outcomes and assessment criteria are clearly defined and communicated to students. The POE will show how students were able to demonstrate their understanding of the learning outcomes through a variety of assessments, including written exams, projects, and presentations. The assessments are designed to assess the application of the knowledge and skills, rather than just recall of information.
Why do we use a Learnership POE?
The evidence learners provide in a POE is more robust and diverse than in traditional assessment. Learners are able to use the evidence they created and apply it to their careers in te future. The POE can become a lifetime asset if learners continually add to it throughout their careers.
Outcomes-based assessment has several advantages over traditional assessment methods
- Improved learning: By focusing on the application of knowledge and skills, outcomes-based assessment encourages students to think critically and creatively about their learning.
- Relevance: Outcomes-based assessment is more relevant to real-world situations and helps prepare students for their future careers.
- Increased accountability: Outcomes-based assessment holds students accountable for their learning and encourages them to take responsibility for their own development.
- Improved alignment: Outcomes-based assessment aligns with the broader educational goals and helps ensure that students receive a well-rounded education.
Outcomes-based assessment is a more student-centred evaluation method that provides students with a more meaningful and relevant learning experience and prepares them for the demands of the 21st-century workplace.
Learners should start compiling their POE early
To compile a portfolio of evidence for an occupational training program, learners should follow these steps: Learnership POE
- Gather all relevant documents: Collect all certificates, diplomas, and other supporting documents related to your training and work experience.
- Organize the information: Put together a table of contents, and create headings and subheadings to make it easier to locate specific information.
- Write a reflective narrative: Include a written account of your experiences and how they relate to your learning goals. Reflect on the skills you have developed and how you have applied them in the workplace.
- Provide examples of your work: Include samples of your best work, such as presentations, reports, and projects. Be sure to explain the context and your role in each example.
- Get feedback from your supervisor: Ask your supervisor to provide feedback on your work and to sign off on the portfolio.
Training Provider assessment responsibilities: Learnership POE
- The facilitator must provide regular, consistent formative assessment feedback throughout the programme in order for learners to correct mistakes (remediation) and for problems to be addressed early on.
- Learners and employers can complain if there is no timeline and policy for formative assessment feedback. Poor feedback has a negative impact on learning progress. Speak out against sloppy assessment practice as it can wreck development!
- Training provider appoints a registered, qualified Assessor to plan and prepare the assessment:
- knows the requirements of the assessment and the specific evidence required to prove competence
- ensures correct assessment arrangements are made, such as the venue
- knows the assessment instruments and tools
- follows training company policy
- Learner rights during the assessment:
- Receive sufficient time to prepare for assessment and remediate work
- Be informed of all assessment and evidence-collection rules and requirements
- Be informed of learner roles and responsibilities
- Have special needs accommodated
- Be guided in preparing for assessment by the facilitator and/or assessor and to sign written confirmation that support was provided
- To be given the contact details of the facilitator, assessor and any other support person from the training provider, for possible future assessment process assistance needs
- Be guided in the requirements of authentic evidence
- Be guided in understanding the Appeals Policy and Procedure and using an Appeals Form
Stay Ahead of Assessment
Formative and summative assessments are two different types of evaluation methods used in education and training to assess students’ progress and performance.
Formative Assessment: Learnership POE
- Occurs during the learning process to provide ongoing feedback to the learner and to the instructor on the learner’s progress and understanding of the material.
- Helps the learner to identify areas where they need to improve and provides an opportunity for the instructor to address any misunderstandings or gaps in learning.
- Is informal and typically does not contribute to the learner’s final grade.
- Examples include quizzes, class discussions, self-reflection, and peer feedback.
- Purpose: The purpose of formative assessment is to provide ongoing feedback to students on their learning progress, so they can make adjustments and improve their performance.
- Frequency: Formative assessments are frequent and occur throughout the learning process.
- Nature: Formative assessments are less structured and less formal than summative assessments. They are often based on observation, discussion, or self-reflection.
- Feedback: Feedback from formative assessments is immediate and focused on what students need to do to improve.
- Weight: Formative assessments usually carry little weight in terms of grades or final marks.
Summative Assessment: Learnership POE
- Occurs at the end of a learning period to evaluate the learner’s overall understanding and mastery of the material.
- Is used to determine the learner’s final grade or certificate of completion.
- Is usually more formal and may include written exams, projects, or presentations.
- Provides a snapshot of the learner’s understanding and skills at a specific point in time.
- Purpose: The purpose of summative assessment is to evaluate student learning and performance at the end of a course or unit of study.
- Frequency: Summative assessments are less frequent and typically occur at the end of a term or semester.
- Nature: Summative assessments are more structured and formal than formative assessments. They are often based on written exams, papers, or projects.
- Feedback: Feedback from summative assessments is focused on what has been learned, rather than what needs to be improved.
- Weight: Summative assessments carry more weight in terms of grades or final marks and are used to determine a student’s overall level of achievement.
Formative assessment is focused on improving the learning process, while summative assessment is focused on evaluating the results of the learning process. Both are important and complement each other to provide a comprehensive evaluation of the learner’s progress and understanding.
To be best prepared for formative or summative assessments, learners should:
- Study and understand the learning outcomes and assessment criteria: Review the syllabus and any other materials provided by the trainer to understand what you are expected to know and be able to do.
- Prepare thoroughly: Review notes, textbooks, and any other study materials, and practice any skills you will be assessed on.
- Manage your time effectively: Create a study schedule and stick to it, making sure to allocate enough time for each subject.
- Seek help when needed: Don’t hesitate to ask for help from your trainer or classmates if you need it.
- Stay organized: Keep track of deadlines and make sure you have all the necessary materials and equipment for each assessment.
By following these steps, learners can be confident and well-prepared for their formative or summative assessments and demonstrate their knowledge and skills to the best of their ability.
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