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A Best Portfolio of Evidence Example 117871

117871 Portfolio of Evidence Example for “Facilitate learning using a variety of given methodologies.” This post suggests how candidate facilitators can prepare a portfolio of evidence for their assessment.

Portfolio of Evidence Example: Become a Registered SETA Facilitator

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POE Template Example for Unit Standard 117871: Assessment to Become a Facilitator

Assessment: Facilitate learning using a variety of given methodologies

Introduction to Unit Standard 117871 For Facilitator Portfolio of Evidence

If you aspire to become a registered SETA facilitator in South Africa, this post contains advice to help you understand the process. An important part of the process is constructing an impressive portfolio of evidence (POE). A POE showcases your competence in facilitating learning using a variety of methodologies.

Your POE proves what you have done in order to prove what you can do.

This article contains an analysis of the unit standard and suggestions to construct your portfolio of evidence for 117871: Facilitate learning using a variety of given methodologies.

What’s ahead

  1. Key Components of Unit Standard 117871: Defining Your Evidence Range
  2. Construct a POE for Unit Standard 117871: Facilitate Learning
  3. A Suggested e-Portfolio of Evidence Strategy for Unit Standard 117871
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Who is Unit Standard 117871 for? A Registered SETA Facilitator

Unit standard 117871 is a recognized qualification for anyone who wants to facilitate or intends to facilitate learning. If you have not studied education, we recommend you complete this short module.

Short Course to Industry Success as a Facilitator: 117871 Portfolio of Evidence

To be considered competent you must understand sociology, psychology, human rights, disabilities, learning and teaching styles and so much more! But who has time for a degree right?

Especially if you’ve already spent time working and have industry knowledge that’s worth sharing with others! Unit standard 117871 is a great place to begin. It’s a rudimentary unit standard that ensures you have a sound grip on some facilitation and training basics.

Key Components of Unit Standard 117871: What Is Assessed?

This unit standard encourages you to use a variety of methodologies so that your classes stimulate deep learning. By successfully completing this unit standard, you not only increase your employability but also gain a means to identify yourself as a competent learning facilitator.

To successfully construct your portfolio of evidence for unit standard 117871, it’s important to understand its specific outcomes, assessment criteria, critical cross-field outcomes, and other standard requirements. Let’s break it down simply:

117871 Specific Outcomes and Assessment Criteria For Facilitators Portfolio of Evidence

A specific outcome is something you must be able to do. Assessment criteria measure how well you do that ‘something.’

  • You must show that you can plan and prepare for facilitation: This includes analyzing learners’ needs, planning for learners’ requirements and barriers, arranging resources, and preparing suitable learning materials.
  • Demonstrate that you can facilitate learning: This involves using appropriate methodologies, promoting open interaction, enabling learners to draw from their experiences, and managing groups effectively.
  • Prove that you can evaluate learning and facilitation: This requires seeking feedback, analyzing strengths and weaknesses, and making recommendations for improvement.

Don’t get scared! I’ll explain how you can compile evidence, but if you’re attending a course, ensure you follow their instructions and use this article as support.

Critical Cross-field Outcomes (CCFO): Portfolio of Evidence 117871

These are the skills we ideally want everyone to have and to continuously apply in their lives. As a result, critical cross-field outcomes are always embedded in learning programmes. The CCFOs encompass problem-solving, effective teamwork, responsible organization and management, information analysis and evaluation, and effective communication skills.

117871 Critical Cross-field Outcomes (CCFO): Become a Facilitator

IDENTIFYING

  • Solve problems: Dealing with issues of diversity and potential conflict in learning situations, including different rates of progression for different learners and cultural and linguistic diversity.
  • Identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

WORKING

  • Work effectively with others and in teams:
    • Interacting with learners in a manner which promotes effective learning.
    • Identifying team roles to plan own participation.

ORGANISING

  • Organise and manage oneself and one’s activities responsibly and effectively:
    • This outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation sessions.

COLLECTING

  • Collect, analyse, organise and critically evaluate information:
    • This outcome will be demonstrated when candidates analyse information on learner needs in order to plan appropriate facilitation sessions.

COMMUNICATING

  • Communicate effectively using visual, mathematical and/or language skills:
    • Ensuring the learner clearly understands the role they are to play and what is expected of them.
    • Being culturally sensitive when communicating.

SCIENCE

  • Use science and technology: Understanding the education and training potential of various technologies and demonstrating their effective use in promoting learning.

What Knowledge is Contained in 117871? How Do Facilitators Facilitate?

The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:

  • The sector and workplace skills plans.
  • At least three methodologies for facilitating learning.
  • Strategies, techniques and activities for using the kinds of support materials and/or equipment appropriate to facilitation methodologies.
  • Methods for evaluating learning and facilitation.
  • Psychology of group dynamics.
  • Outcomes-based approach to learning.
  • Forms of practice that promote the values described in the Bill of Rights and the principles underpinning the National Qualifications Framework and Employment Equity Act.

Now that you know the key information, you’re ready to really dive in!

Construct A Portfolio of Evidence for Unit Standard 117871: Facilitate learning

How to Structure Your Portfolio of Evidence for Unit Standard 117871: Assessment For Facilitators

Take the following steps to construct an effective portfolio of evidence for unit standard 117871:

1. Gather Relevant Documentation For Your Portfolio of Evidence:

Collect and organize all relevant documents such as lesson plans, learning materials, feedback forms, assessment records, and any other evidence that demonstrates your competence in each assessment criterion. This is your opportunity to develop industry-relevant tools for your future work as a facilitator. Think ahead my friend!

2. Provide Detailed Explanations Of Your POE Evidence:

Ensure that each piece of evidence is accompanied by a detailed explanation or reflection on how it aligns with the specific outcomes and assessment criteria. Describe how you planned for facilitation, the methodologies you used, and how you evaluated the effectiveness of your facilitation.

3. Include Diverse Evidence In Your POE:

Include a variety of evidence types to demonstrate your proficiency. This could include written reports, audio or video recordings of facilitated sessions, testimonials from learners and stakeholders, and any other relevant documentation.

4. Align POE Evidence with CCFOs:

Clearly demonstrate how your evidence aligns with the critical cross-field outcomes detailed above.

5. Organize and Present Your Portfolio of Evidence Professionally:

Structure your portfolio in a logical and organized manner. Make it easy for assessors to navigate and understand your evidence. Ensure that all documents are well-presented, labelled, and clearly linked to the specific outcomes and assessment criteria.

In outcomes-based education, learning is learner-centred. Facilitators must be able to see themselves as learners and be learner-driven professionals.

To complete your facilitator portfolio of evidence:

  • Your formal journey begins as an avid Learner: You must construct a comprehensive portfolio of evidence to achieve any occupational qualification. Remember, you will be doing what your future learners will need to do. So create a meaningful POE and then you can use it to demonstrate excellence to future classes.
  • As aFacilitator show you can shape the environment: Effectively showcase your competence in facilitating learning using a variety of given methodologies. Remember to gather diverse evidence, provide detailed explanations, align with the critical cross-field outcomes, and present your portfolio professionally. With a strong portfolio, you will be well on your way to becoming a recognized and competent learning facilitator!

Further reading:

A Suggested e-Portfolio of Evidence Strategy for Unit Standard 117871


Here is a suggested e-portfolio of evidence strategy to meet the unit standard requirements for candidates (learners) who want to become facilitators:

Compile experiential evidence to meet specific outcomes and their associated assessment criteria. Label your evidence according to the unit standard details, e.g SO1, AC1 &3).

Specific Outcome 1: Plan and prepare for facilitation.

  • Assessment Criterion 1: Analyze learners and learning needs.
    • Provide examples of how you have identified key elements of learning required to achieve defined outcomes.
    • Explain how you ensured that learning outcomes meet stakeholder objectives.
  • Assessment Criterion 2: Plan for learners’ needs and barriers.
    • Describe how you have planned to cater to the needs of learners and stakeholders, considering learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, disabilities, and different learning styles.
  • Assessment Criterion 3: Arrange resources, locations, and personnel.
    • Provide evidence of arranging suitable resources, locations, and personnel for facilitation.
  • Assessment Criterion 4: Prepare learning material.
    • Share examples of learning materials prepared for facilitated activities, such as notes, diagrams, worksheets, audio and visual aids, and models.
  • Assessment Criterion 5: Select appropriate facilitation methods.
    • Describe a variety of facilitation methodologies in terms of their essential approach and purpose.
    • Justify the choice of selected methodologies based on their applicability to identified learning needs.
  • Assessment Criterion 6: Prepare for the facilitation process.
    • Demonstrate your readiness to implement the facilitation process by providing examples of key questions, scenarios, triggers, challenges, problems, tasks, and activities suitable for different situations.
  • Assessment Criterion 7: Arrange the learning environment.
    • Explain how you have arranged the learning environment to meet organizational and legislative requirements for safety and accessibility.
  • Assessment Criterion 8: Establish review criteria.
    • Document review criteria in accordance with organizational policies and procedures.

Specific Outcome 2: Facilitate learning.

  1. Assessment Criterion 1: Facilitate learning using appropriate methodologies.
    • Provide examples of how you have facilitated learning in a coherent manner using appropriate methodologies aligned with established principles.
  2. Assessment Criterion 2: Promote open interaction and active participation.
    • Describe how you created a learning environment to promote open interaction and ensure learners are aware of expected learning outcomes and actively participate in their own learning.
  3. Assessment Criterion 3: Enable learners to draw from their own experiences.
    • Explain how you encouraged learners to share their experiences, explore concepts for themselves, and apply them.
  4. Assessment Criterion 4: Contribute to the development of concepts.
    • Describe how your facilitation contributed to the development of concepts through participation and provided opportunities for practice and consolidation of learning.
  5. Assessment Criterion 5: Manage group learning effectively.
    • Provide examples of how you managed groups in line with facilitation principles, maximizing the strengths of group learning while considering individual needs.
  6. Assessment Criterion 6: Use effective questioning techniques.
    • Describe the questioning techniques you used to promote learner involvement and contribute to the achievement of learning outcomes.
  7. Assessment Criterion 7: Monitor the learner’s progress and make necessary modifications.
    • Explain how you monitored learners’ progress and gathered evidence for assessment purposes.
    • Share examples of modifications made to the facilitation approach to ensure learners’ needs are addressed.

Specific Outcome 3: Evaluate learning and facilitation.

  • Assessment Criterion 1: Seek and analyze learner and stakeholder feedback.
    • Provide evidence of seeking feedback from learners and stakeholders regarding facilitated learning.
    • Critically analyze the feedback against review criteria.
  • Assessment Criterion 2: Identify strengths and weaknesses.
    • Share the findings of the review process, highlighting the strengths and weaknesses of the planning, preparation, and facilitation of learning.
  • Assessment Criterion 3: Make recommendations for improvement.
    • Include useful recommendations for improving future interventions, including possible remedial actions based on the review.

Unit Standard Accreditation and Moderation Options:

  • Explain the importance of assessors and providers being registered and accredited by the relevant Education and Training Quality Assurance (ETQA) bodies.
  • Highlight the role of moderation in ensuring the quality and fairness of assessment processes.

Essential Embedded Knowledge:

  • Provide a comprehensive understanding of the embedded knowledge within the unit standard.
  • Explain the relevance and application of each knowledge area, such as:
    • sector and workplace skills plans,
    • facilitation methodologies,
    • evaluation methods,
    • group dynamics,
    • outcomes-based approach to learning,
    • and adherence to principles underlying the National Qualifications Framework and Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

  • Identify and explain how the critical cross-field outcomes are addressed in the unit standard.
  • Provide examples and evidence demonstrating:
    • problem-solving,
    • effective teamwork,
    • responsible organization and management,
    • information analysis and evaluation,
    • and effective communication skills.

Wrap up: Reflect on the Reflection:

  • Summarize the key points covered in the e-portfolio.
  • Emphasize the importance of meeting the specific outcomes, assessment criteria, and critical cross-field outcomes outlined in the unit standard.
  • Highlight the value of becoming a recognized and competent learning facilitator.

Note: Your e-portfolio should include relevant evidence such as documented plans, learning materials, feedback forms, observation reports, and any other supporting documentation that demonstrates your ability to meet the specific outcomes and assessment criteria.

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Leonie Hall

Leonie Hall, disruptive thinker and dynamic strategist, is an expert in education, development, quality management and innovation. She has spoken at local and international conferences; and currently works as an independent consultant and content developer. Contact Leonie for a consultation.

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