Ambrence

= toc = = Title of assignment and task: Assignment 1: Design and evaluate a criterion based assessment which takes into account HE assessment scholarship and the nature of your field = = = = Author: Ambrence Fisher =

= Institution: Cape Peninsula University of Technology =

= Context of your assignment, e.g. discipline, students, level of studies = Course: National Diploma: Building. The course focuses on both Construction Management and Quantity Surveying principles up to Diploma level. At the 2nd year level, students are required to complete a year of experiential learning in industry in order to gain exposure in their field of study, and to put into practice the theory that they have dealt with in their first year of studies. This year is a compulsory component of the Diploma course, and students will not proceed to 3rd year unless this requirement has been fulfilled.

The experiential learning component is pitched at NQF level 5.

The facilitator for the 2nd year is also the assessor of learning during the experiential learning year, and as such, the assessor is required to be knowledgeable in the fields of construction management and quantity surveying. It is also the assessors responsibility to conduct work preparedness classes with the students during their first year of studies, and to provide guidance and exposure to the types of assessment that will be used during the experiential learning year.

Student profile: Students come from varying backgrounds. Up to 70% of our students matriculate within the year or two preceding enrolment on the course. A few have a background in the construction industry. Current student ages range from 19 to 44 years old.

= Full task description including title of assignment and formative tasks leading up to summative task = __ Background to task: __ The task selected is an oral presentation to a group of peers / fellow students and the assessor of a portfolio of evidence. The portfolio is intended as a purpose designed collection of evidence that show-cases the knowledge, competencies and skills that has been acquired whilst in industry. The portfolio contains evidence of specific work categories covered (see list hereunder), as well as the students perceptions of their personal development during the year. From a personal development perspective, the portfolio is started during the students work preparedness classes in the first year of studies. It should highlight their experience (before and after industry training), and should also illustrate their expectations, and how these expectations were met (or not) during their time in industry. The portfolio therefore also functions as a tool for critical reflection for the student as they should be able to evaluate the transformation of their expectations and perceptions of the world of work, as well as the subject matter and industry to which they have committed themselves.

__ Formative component: __ Due to the fact that the portfolio is started during the first year of studies, and is built up over a two year period (first and second year), a short or concise brief is not given to the students. The method of guiding the students to the requirements of the portfolio is rather done over a period of time, with components being added through workshopping, work preparedness classes and one-on-one consultations. Assistance and feedback is provided to the student throughout this process: first during class time in first year, and then through workstation visits, logsheet submissions and electronic correspondence during the second year. This further allows the assessor to track the students development during the course. The portfolio is a continuous body of work from the formative to the summative assessment. The students are provided with a rubric for the final assessment (summative).

Oral presentation skills are developed through group tasks in class, and is further complemented by the subject Communication Skills I (undertaken by another lecturer). Collaboration with the communications lecturer ensures that there are no conflicting instructions given to the students regarding the requirements for oral presentations.

Work categories and outcomes that the student may be expected to cover in the portfolio include:
 * **Work Category** ||  **Outcomes**  ||
 * Methods of programming ||  Review the employers processes of scheduling work activities pre- and post contract  ||
 * Levelling and setting out ||  Demonstrate acquired knowledge in setting out and leveling on site  ||
 * Co-ordination of production activities on site ||  Effectively assist with the co-ordination of people, tasks, and required materials and plant in order to meet scheduled deadlines.  ||
 * Pre- and post contract administration ||  Illustrate an understanding of the procedures involved pre- and post construction phase  ||
 * Liaison with payments to subcontractors ||  Demonstrate the ability to communicate and resolve contractual matters during the construction phase  ||
 * Liaison with professional team ||  Demonstrate the ability to communicate and resolve contractual matters during the construction phase  ||
 * Estimating and pricing ||  Calculate the resources required to execute prescribed work  ||
 * On-site measurement ||  Calculate construction work executed to monitor progress or validate claims  ||
 * Measurement of quantities from drawings ||  Calculate the relevant quantities for tender preparation, subcontractor payments, variation orders and final accounts  ||
 * Compilation of labour costs for inclusion in monthly reports ||  Prepare detailed schedules of labour costs for various trades for reporting purposes  ||
 * Assist with compilation of monthly progress valuations and payments ||  Provide accurate assessment of accumulative work done for payment purposes  ||
 * Final accounts ||  Determine revised contract values taking into account contract variations  ||
 * Computer applications ||  Demonstrate technical ability in using either generic or construction software for estimating or measurement purposes  ||

= Marking grid/rubric = == = Rationale for design based on theoretical educational literature = = = =Peer review= Name of peer reviewer: Valerie Claassens / Nuraan Liebenberg Comments: Add comments column / or general comments for all standards irrespective of student competence. Align comments with constructive criticism. Seeing as this summative assessment is aimed at studetns progressing to NQF level 6, and thus should be already functioning or opperating in an NQF level 5, the reviewers think it best to start the assessment at NQF 5 and have the outcomes assessed at NQF 6. Feedback process is well planned and executed seeing as the POE is a progressive assessment (formative leading to summative). Supply guidelines/assessment briefs for structure of oral presentation. (knowing that the students have completed the Comms skills 1 module, possibly reiterate the same guidelines) =Changes implemented after peer review=