SAQA-13931-7706-13929-13937-13934 - Assessment Guide & Alignment

NATIONAL CERTIFICATE: BUSINESS
ADMINISTRATION SERVICES ID 67465 LEVEL 3 – 120

CREDITS.
ASSESSMENT GUIDE
SAQA-13931-7706-13929-13937-13934
OFFICE ADMINISTRATION
SKILLS PROGRAM 4

CANDIDATE DETAILS
Candidate Name:
Physical Address: Contact Details:
Identity Number
Tel: Email:
Assessor Name:
Tel: Email:
Moderator Name:
Tel: Email
Physical Address:
Tel:
Declaration:
I, __________________________________ (assessor) hereby declare that the information contained in the

attached documentation is, to my knowledge, correct and valid.
Candidate signature Date
Assessor signature Date
Moderator
Date
signature
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be m
quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED QUALIFICATION:
National Certificate: Business Administration Services

SAQA QUAL ID QUALIFICATION TITLE
67465 National Certificate: Business Administration Services
ORIGINATOR ORIGINATING PROVIDER

SGB Administration
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
The individual Quality Assuring Body for each The individual NQF Sub-framework for each
Learning Programme recorded against this Learning Programme recorded against this
qualification is shown in the table at the end of this qualification is shown in the table at the end of
report. the qualification report.
QUALIFICATION FIELD SUBFIELD
TYPE
National Certificate Field 03 - Business, Commerce Office Administration
and Management Studies
ABET BAND MINIMUM PRE-2009 NQF LEVEL QUAL CLASS
CREDITS NQF LEVEL
Undefined 120 Level 3 NQF Level 03 Regular-Unit Stds
Based
REGISTRATION STATUS SAQA REGISTRATION REGISTRATION
DECISION START DATE END DATE
NUMBER
Reregistered SAQA 0695/12 2015-06-30 2018-06-30
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text
(purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless
specifically stated otherwise.
This qualification does not replace any other qualification and is not replaced by any other
qualification.
PURPOSE AND RATIONALE OF THE QUALIFICATION

This qualification is for any individual who is, or wishes to be, involved in the Administration function
in any organization or business in any sector, or field as well as in non-commercial organisations such
as clubs and charitable organisations. It contains all the competencies, skills and values required by a
learner who wishes to access the National Certificate in Business Administration Services at NQF:
Level 4.
The core component contains competencies in Information Handling, Communications,

Enterprise/customer service, Technology, Organisation skills, Self-development, Teamwork and
Business policies and procedures. The elective component allows the learner to gain specialist
knowledge, skills and insight in the areas of Reception, Executive Administration, Financial Services
and Banking, Legal administration and Human Resources.
Learners working towards this qualification will find that the acquisition of competence in the unit
standards, which make up the qualification, will add value to their work performance. This
qualification is intended to enhance the provision of service within the field of Administration within all
sectors.
Through building day-to-day administration skills, as well as general operational competencies, the
qualification ensures progression of learning, enabling the learner to meet standards of service
excellence required within the administration field of learning.
The qualification will provide the broad knowledge, skills and values needed in the administration field
in all sectors and will facilitate access to, and mobility and progression within, education and training
for learners who:
 Were previously disadvantaged or who were unable to complete their schooling and were
therefore denied access to Further Education and Training.
 Have worked in this field for many years, but have no formal qualifications and would like to
achieve this qualification through the process of RPL (Recognition of Prior Learning) and/or formal
study
 Wish to extend their range of skills and knowledge of administration within their respective
industries so that they can extend their competency levels.
The qualification has building blocks that can be developed further in qualifications at a higher level.

It also focuses on the skills, knowledge, values and attitudes required to progress further. The
intention is:
 To promote the development of knowledge, skills and values that are required for service
excellence within the field of administration.
 To release the potential of people.
 To provide opportunities for people to move up the value chain.
Rationale for the qualification:
The National Certificate in Business Administration Services: NQF Level 3 is designed to meet the
needs of those learners who are already involved, or wish to become involved, in the field of
Administration. It is applicable to employed and unemployed learners. Administration is an essential
field of learning as the competences required by people doing administrative tasks are generic in
nature and apply to all businesses in all sectors and to many non-business organizations such as
sports and cultural clubs and the like. Administrative tasks and administration are done at various
levels depending upon the nature and size of the organization and its management structure. People
involved in administration are known by such terms as secretaries, administrative assistants,
administrators and clerks depending on the organization in which they are employed. There is
therefore an on-going need for highly skilled administration personnel and a need for a well
developed learning pathway to cater for administrative personnel at the various levels at which they
operate.
The National Certificate in Business Administration Services at NQF: Level 3 is the second qualification
in a learning pathway that starts with the National Certificate in Business Administration level 2 and
ends, at present, with the National Certificate in Administration Level 5. It is planned to develop
degrees in Administration at levels 6, 7 and 8 as the final steps in the learning pathway.
The National Certificate in Business Administration Services at NQF: Level 3 supports the objectives of
the NQF in that it gives the learner access to a registered qualification. It will ensure that the quality
of education and training in the sub-field is enhanced and of a world-class standard. The qualification
will allow learners not only to develop their knowledge and skills in the field of Administration but will
also enable them to benchmark their competence against international standards.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification are assumed to be competent in:
 Communication at NQF level 2

 Mathematical Literacy at NQF level 2
Recognition of prior learning:
The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning
possible. If the learner is able to demonstrate competence in the knowledge, skills, values and
attitudes implicit in this qualification the appropriate credits should be assigned to the learner.
Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned in the
previous paragraph.
This Recognition of Prior Learning may allow:
 For accelerated access to further learning at this or higher levels on the NQF
 Gaining of credits towards a unit standard
 Obtaining of this qualification in part or in whole
RECOGNISE PREVIOUS LEARNING?

Y
QUALIFICATION RULES
In keeping with SAQA requirements, the qualification is made up of unit standards that are classified
as Fundamental, Core and Elective for the purpose of this qualification. A minimum of 120 credits is
required to complete the qualification.
Fundamental Component:

All unit standards totaling 45 credits are compulsory.
Core Component:
All unit standards totaling 64 credits are compulsory.
Elective Component:
Learners are to choose unit standards totaling a minimum of 11 credits.
EXIT LEVEL OUTCOMES

Exit level outcomes:
On achieving this qualification, the learner will be able to:
 Gather and report information

 Plan, monitor and control and information system
 Maintain booking systems
 Participate in meetings and process documents and communications related thereto
 Utilise technology to produce information
 Plan and conduct basic research in an office environment
 Coordinate meetings, minor events and travel arrangements
 Set personal goals
 Function in a team and overall business environment
 Demonstrate an understanding of employment relations
Learners exiting this qualification before completion, retain the credits for Unit Standards successfully
completed and may carry them over to other qualifications to which they are applicable. Learners may
also retain the credits until a later stage should studies be recommended, provided the Unit Standards
are still relevant to the qualification
ASSOCIATED ASSESSMENT CRITERIA

In particular assessors should check that the learner can demonstrate an ability to apply learned
competencies, skills and knowledge in an integrated way, as well as an ability to consider a range of
options and make decisions about:
 Planning, monitoring and maintaining record keeping via appropriate information systems
 Producing all relevant meeting documentation
 Ensuring that all related office equipment is maintained
 Utilising appropriate technology and related software programmes to produce, transmit and
process information
 Setting personal goals and demonstrate an ability to develop self and employment prospects
 Working effectively in a team
 Conducting basic research projects in relation to administrative function
 Demonstrating an overall understanding of the business environment
Integrated Assessment:
Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no
learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated
into the qualification.
Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of
knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of communication and mathematical literacy should be integrated as far as possible with
other aspects and should use authentic administration contexts wherever possible. A variety of
methods must be used in assessment and tools and activities must be appropriate to the context in
which the learner is working or will work. Where it is not possible to assess the learner in the
workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be
used to provide a context appropriate to the assessment.
The term `Integrated Assessment` implies that theoretical and practical components should be
assessed together and that more than one competency, assessment criterion and specific outcome

should be assessed together, where possible. During integrated assessments the assessor should
make use of formative and summative assessment methods and assess combinations of practical,
applied, foundational and reflective competencies.
Assessors should assess and give credit for the evidence of learning that has already been acquired
through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field
outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with
the assessment of specific outcomes and embedded knowledge.
INTERNATIONAL COMPARABILITY
International Comparability:
This qualification was compared with qualifications and standards in administration in:
 Australia
 New Zealand
 England
 Scotland
A direct comparison of the title, specific outcomes, assessment criteria, exit level outcomes and
embedded knowledge was undertaken with each. However, it was borne in mind that this qualification
was developed for the South African context, while at the same time requiring international
comparability.
It was decided that this qualification equated favourably, in terms of the components looked at and in
terms of the overall competencies in the qualification, with the administration qualifications in all the
countries mentioned. The qualification that best equates with this one is the Australian Certificate 2 in
Business (Office Administration) Code BSA 20197.
ARTICULATION OPTIONS
This qualification articulates with the following qualifications:
The National Certificate in Business Administration: Level 4

The National Certificate in Management: Level 3 & 4
The National Certificate in Public Administration: Level 4
It should also articulate with any other qualification at level 3 in the following fields:
 Secretarial services
 Reception services
 Switchboard operations
 Financial administration
 Banking administration
 Personal/executive secretarial services
 Data capturing
MODERATION OPTIONS
 Anyone assessing a learner or moderating the assessment of a learner against this Qualification
must be registered as an assessor with a relevant Education, Training, Quality, Assurance (ETQA)
Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
 Any institution offering learning that will enable the achievement of this Qualification must be
accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of
Understanding with the relevant ETQA.
 Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a
Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and
guidelines for assessment and moderation.
 Moderation must include both internal and external moderation of assessments at exit points of
the qualification, unless ETQA policies specify otherwise. Moderation should also encompass
achievement of the competence described both in individual unit standards as well as in the exit level
outcomes described in the qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS
For an applicant to register as an assessor for this qualification, the applicant should:
 hold a similar qualification to this at NQF level 4 or above

 be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated
by South African Qualifications Authority (SAQA)
NOTES
As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications
and part qualifications on the National Qualifications Framework that meet the criteria for re-
registration, this qualification has been re-registered from 1 July 2012.
Level, credits and learning components assigned to the qualification:
The certificate is made up of a planned combination of learning outcomes that have a defined
purpose and will provide qualifying learners with applied competence and a basis for further training.
It is a building block for the National Certificate in Administration: NQF Level 4.
UNIT STANDARDS:
PRE-2009
NQF
ID UNIT STANDARD TITLE NQF CREDITS
LEVEL
LEVEL
Demonstrate ability to use the World Wide NQF
Core 7573 Level 2 3
Web Level 02
NQF
Core 8420 Operate in a team Level 2 4
Level 02
Co-ordinate meetings, minor events and NQF
Core 13929 Level 3 3
travel arrangements Level 03
Demonstrate understanding of employment NQF
relations in an organisation Level 03
NQF
Core 7785 Function in a business environment Level 3 4
Level 03
NQF
Core 7860 Introduce new staff to the workplace Level 3 1
Level 03
NQF
Core 7706 Maintain a Booking System Level 3 3
Level 03
NQF
Core 7796 Maintain a secure working environment Level 3 1
Level 03
NQF
Core 13937 Monitor and control office supplies Level 3 2
Level 03
Monitor and control the maintenance of office NQF
equipment Level 03
Plan and conduct basic research in an office NQF
environment Level 03
NQF
Core 13934 Plan and prepare meeting communications Level 3 4
Level 03
Plan, monitor and control an information NQF
system in a business environment Level 03
NQF
Core 7567 Produce and use spreadsheets for business Level 3 5
Level 03
Produce word processing documents for NQF
Core 7570 Level 3 5
business Level 03
Use communication skills to handle and NQF
Core 9533 Level 3 3
resolve conflict in the workplace Level 03
Demonstrate an understanding of a selected NQF
business environment Level 04
Accommodate audience and context needs in NQF
Fundamental 8968 Level 3 5
oral communication Level 03
Communicate verbally and non-verbally in the NQF
workplace Level 03

Demonstrate an understanding of the use of
different number bases and measurement NQF
units and an awareness of error in the context Level 03
of relevant calculations
Describe, apply, analyse and calculate shape
NQF
Fundamental 9013 and motion in 2-and 3-dimensional space in Level 3 4
Level 03
different contexts
NQF
Fundamental 8969 Interpret and use information from texts Level 3 5
Level 03
Investigate life and work related problems NQF
using data and probabilities Level 03
NQF
Fundamental 11241 Perform Basic Business Calculations Level 3 6
Level 03
Use mathematics to investigate and monitor
NQF
Fundamental 7456 the financial aspects of personal, business Level 3 5
Level 03
and national issues
Write texts for a range of communicative NQF
contexts Level 03
NQF
Elective 8000 Apply basic business principles Level 3 9
Level 03
Apply knowledge of basic accounting NQF
Elective 117111 Level 3 4
principles to financial services Level 03
Attend to customer enquiries face-to-face and NQF
on the telephone in a banking environment Level 03
NQF
Elective 7911 Manage the float Level 3 4
Level 03
NQF
Elective 13928 Monitor and control reception area Level 3 4
Level 03
Monitor and control the receiving and NQF
satisfaction of visitors Level 03
Outline the legal environment of a selected NQF
industry Level 03
Prepare and process documents for financial NQF
and banking processes Level 03
Process cheque, credit card and bank NQF
transactions Level 03
Process incoming and outgoing telephone NQF
calls Level 03
NQF
Elective 10025 Handle a range of customer complaints Level 4 4
Level 04
NQF
Elective 117156 Interpret basic financial statements Level 4 4
Level 04
NQF
Elective 242810 Manage Expenditure against a budget Level 4 6
Level 04
Perform financial planning and control NQF
functions for a small business Level 04
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

Pre-
Learning Learning Quality
2009 Min NQF Sub-
LP ID Programme Provider NQF Level Prog End Assuring
NQF Credits Framework
Title Date Body
Level
National
Certificate:
Level
67515 Business Damelin NQF Level 03 120 SERVICES OQSF
3
Administration
Services
23655 National Generic Level NQF Level 03 120 SERVICES OQSF

Certificate:
Business Provider -
3
Administration Field 03
Services

ASSESSMENT STRATEGY
QUALIFICATIO
N TITLE
Total Credit
Level 3
NQF Level 3 Value 130
Target Group
The Purpose of the Assessment

Assessment
Context of
Range Addressed
 The range covered, refers to all the unit standards, specific outcomes and
assessment criteria as outlined by the Qualification.
Assessment Approach
Assessment is focused on the applied competence of the learner and the relevant
unit standards determine the assessment criteria.
Summative Assessment
This is a summative assessment and assesses candidates
Rating
Learners are rated “Competent" or "Not Yet Competent”.

Assessment Instruments
Types of
Assessment Method
Evidence
Knowledge Questionnaire:
Knowledge will be assessed by a knowledge questionnaire.
Product Sampling:
Direct All your documented evidence on completion of the

assessment process will be evaluated.
Assessment Conditions
The collection of evidence for the purposes of this assessment will take place in
either the candidate’s home-based environment or in the classroom. The candidate
will be expected to manage basic personal finance as stipulated by the Unit
Standards specific outcomes, range statements and assessment criteria.

Assessment Team
The assessment team consists of the following:
 Evidence Collection Facilitator

 Assessor, All portfolios will be assessed.
 Moderation (30% of all portfolios are moderated)
Special Assessment Needs
Special needs are dealt with in the Assessment Preparation Interview. Should the
candidate present any special needs requests, the assessment will be adjusted,
provided that the fairness, validity and reliability of the assessment are not
compromised.
In addition the knowledge test may be administered as an oral interview or as a

written test depending on the confidence and language levels of the candidates.

ASSESSMENT PROCESS
The Steps: How:
1. Review this assessment guide to:
 Ensure that you understand all the requirements of the assessment in

terms of evidence required to prove competence.
 Validate the assessment instruments against the candidate’s context.
 Ensure that you have familiarised yourself with all the policies and
procedures referred to in the assessment guide.
Prepare for the
Assessment
2. Identify and prepare the candidate for the assessment by:
 Conducting the “Assessment Preparation Interview, Sheet” where all the

details regarding the assessment are discussed and agreed to by all parties.
OR
 Provide the candidate with a letter detailing all the specifications covered
in the “Assessment Preparation Interview Sheet.”
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument requirements.
Please note that the checklist covers the following:

Conduct
Assessment Knowledge Questioning
This assessment covers all the foundational competence as outlined by the
specific outcomes, range statements and assessment criteria in the unit
standard and may be conducted as a written or oral test.
Gather, record and make judgments on all the evidence.


The Steps: How:
1. Make assessment decision and discuss the results with the learner in a
face-to-face interview.
2. Ensure that your feedback is developmental and supportive in nature.
3. Advise the candidate on what action to follow in the event of a “Not-

Yet-Competent”.
4. Advise the candidate on what action to take where he/she feels the need
to appeal your decision.
Make assessment
5. Allow the candidate time to provide you with feedback relevant to the
Decision
process.
6. Ensure the candidate counter-signs the “Assessment Decision” to

indicate his/her agreement to the feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure that it is

provided to the person responsible for the quality assurance of
assessment tools.
8. Handle any disputes and identify matter that requires contingency

planning.
Review the
Complete the “Assessment Review” documents and submit to the assessment
Assessment
co-ordinator.
Process
Assessor Signature Date


ASSESSMENT CONFIRMATION
Dear :
(Candidate Name & Surname)
This serves as a confirmation that your “Assessment Preparation Interview” will be conducted on
the _________________ (date) at _____________________ (venue).
We will discuss:
 The purpose of the assessment.

 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the assessment
procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.
Please do not hesitate to contact me should you have any further queries.
Thank you
Assessor Signature Date

Candidate Signature Date

ASSESSMENT PREPARATION INTERVIEW SHEET
DESCRIPTION YE N COMMENTS/
S O CONTINGENCY
This assessment is a formative assessment and it is
based on the outlined unit standard/s for the, module.
Your assessment evidence for the e needs to be
submitted on....... (day) of...............(month)...........
(year) at the following
address/place................................................................
You will be assessed based on the outlined Unit
Standards. The assessment activities are linked to
specific outcomes/assessment criteria of the outlined
Unit Standards.
To determine your competence level, the following are
the methods to be used for this assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on, module (formative
assessment), you should have obtained at least 80% of
the total mark of this assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this
assessment, you will be entitled for re-assessment
opportunity/ies.
You will be required to re-submit evidence (only for
areas) you were declared not yet competent. A date for
re-submission will be agreed with the assessor.
You will be entitled to lodge an appeal should you not
be satisfied with the assessment decision of your
assessment.
You will be required to provide the assessor feedback
on assessment procedure – this is to assist in improving
the assessment practices.
Your results of assessment and portfolio of evidence

information will not be provided to any person without
your written consent.
Learner’s Declaration
I…………………………………………………………………………………………….herewith
declare that I am ready for the assessment, that we have reviewed the assessment preparation and
plan, I understand the assessment process and I am happy that the assessment will be conducted in a
fair manner.
Learner Signature: Date: Assessor Date:
Signature:

COMPETENCE JUDGEMENT
OVERALL COMPETENCE RECORD
Candidate Assessor
Venue Date
QUALIFICATIO
N
Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Knowledge questionnaire
EVIDENCE SUMMARY
TYPES OF ASSESSMENT FEEDBACK REQUIREMENT
EVIDENCE METHODS S MET
YES NO
DIRECT KNOWLEDGE
QUESTIONNAIR
E
Additional Feedback From Assessor
18 | P a g e ALL COPYRIGHT RESERVED


ASSESSMENT DECISION
The candidate has submitted evidence that is valid, relevant, current, sufficient and authentic
against the listed specific outcomes and covered all range statements. (Yes/No)
The candidate is competent in all the assessment criteria listed. (Yes/No)
The candidate is not yet competent in the The following items needed some corrective action or
following criteria: improvement:
RE-ASSESSMENT DECISION: 1
The candidate has submitted additional evidence that was required. The evidence is valid, relevant,
sufficient and authentic against the listed specific outcomes and covered all range statements.
(Yes/No)
RE-ASSESSMENT DECISION: 2
The candidate has submitted additional evidence that was required. The evidence is valid, relevant,
sufficient and authentic against the listed specific outcomes and covered all range statements.
(Yes/No)


Assessor’s name, surname and signature Date
Declaration by candidate
I, …………………………………………………………………….declare that I am satisfied that the

feedback given to me by the Assessor was relevant, sufficient and done in a constructive manner. I accept
the assessment decisions and have no further questions relating to this particular assessment process.
Candidate Date Assessor Date Moderator Date


APPEALS APPLICATION
Candidate Application Date
Assessor Assessment Date
Assessment Venue
Qualification against
which you were
assessed
What was the purpose of the

assessment?
Explain how you were assessed?
List the reasons why you disagree

with the assessment decisions.
Another Assessor
Different Assessment Instrument
Which one of the following options

Different Assessment Method
could resolve the matter?
Different Venue for Assessment
Different Time
List any special needs you may have.
Candidate signature Date

Moderator signature Date
RE-ASSESSMENT POLICY
The following will apply with reference to the (Insert company name) re-assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given specific feedback and
guidance so as to concentrate on areas of weakness.

2. The onus is on the candidate to communicate with the assessor to inform him/her when he/she
is ready for assessment
3. The re-assessment will take place in the same/similar situation or context and under the same
conditions
4. The same assessment methods and/or instruments may be used, but the task and materials will
be different but at the same level and complexity as the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit standard. Any
further reassessment must be discussed with clients so as to arrive at the best solution and
advice for the learner.
6. A maximum of 3 months will be allowed in between each re-assessment, unless otherwise
discussed between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3 attempts, and possible
and more suitable learning avenues will be offered to learners. Costs will be discussed with
the SETA and client and any costs incurred will be at a learners’ cost.

ASSESSMENT REVIEW
Candidate Assessor
Venue Review date
Qualification
CANDIDAT
Review Dimension ASSESSOR ACTION
E
The principles/criteria for good Agree Agree
assessment were achieved. Disagree Disagree
The assessment related to the registered Agree Agree
unit standard. Disagree Disagree
Agree Agree
The assessment was practicable.
Disagree Disagree
It was time efficient and cost-effective
Agree Agree
and did not interfere with my normal
Disagree Disagree
responsibilities.
The assessment instruments were fair, Agree Agree
clear and understandable. Disagree Disagree
The assessment judgements were made Agree Agree
against set requirements. Disagree Disagree
The venue and equipment were Agree Agree
functional. Disagree Disagree
Special needs were identified and Agree Agree
assessment plan was adjusted. Disagree Disagree
Feedback was constructive against the Agree Agree
evidence required. Disagree Disagree
Agree Agree
An opportunity to appeals was given.
Disagree Disagree
Agree Agree
The evidence was recorded.
Disagree Disagree
CANDIDATES DECLARATION OF UNDERSTANDING
I am aware of the moderation process and understand that the moderator could declare the assessment decision
invalid

Candidate Date Assessor Date Moderator Date


Unit Standard Alignment
This is aligned to the following Unit Standard:
Assessment Matrix: US ID: 13931
Monitor and control the maintenance of office equipment NQF

Unit standard ID: 13931 Credits: 4
Level: 3
Unit standard range  Office equipment for maintenance will include computer printers, photocopiers, fax machines, personal computers, laptop computers,
palmtop computers, scanners, binding machines, overhead projectors, data projectors and any other related equipment.
 Routine maintenance will include dusting, cleaning, toner refill/replacement, toner waste disposal, cartridge replacement and clearing
paper jams.
 Maintenance materials will include cleaning tools, cleaning materials, brushes, cloths, toner cartridges, ink cartridges, oil and blower.
Specific
Specific outcomes and Delivery Formative Summative Date &
Media Aids, Formative Outcome
assessment criteria Methods activities Assessment Strategy signature
Resources Assessment Strategy Reference
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case
Formative Assessment Strategy Legend
Study W = Workplace Activity S = Self Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R = Role-play CS =
Summative Assessment Strategy Legend
Case Study T = Testimonial P = Project
Specific Outcome 1 Demonstrate an understanding of office equipment maintenance procedures and processes
Outcome Range
AC1.1 Facilitation. Learner Manual, Q, W Activity 1- 3 ,Q Learner Guide:

The importance of conducting Classroom Classroom Identifying P8-11
routine maintenance on office discussion. equipment
Written question POE
equipment is explained. Workbook:


displaying data Activity 1- 9 p. 8-12

graphically

Office equipment for Classroom Classroom Identifying P8-11
maintenance is identified discussion. equipment
and listed. Workbook:
graphically

Procedures for maintenance of Classroom Classroom Identifying P8-11
office equipment are discussion. equipment
explained. Workbook:
graphically

Appropriate personnel are Classroom Classroom Identifying P8-11
notified of impending discussion. equipment
maintenance. Workbook:
graphically
Specific outcomes Formative Summative Specific

Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference


P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Workplace Activity S = Self Assessment Checklist
Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project
Specific Outcome 2 Monitor and liaise with maintenance providers
Outcome Range
AC 2.1 Facilitation. Learner Manual, Q, W Activity 4-6 ,Q Learner Guide:

Maintenance providers are Classroom discussion. Classroom equipment Identifying p. 12-14
identified, listed and contact
details are obtained. Written question POE
Workbook:
graphically

Suggestions and Classroom discussion. Classroom equipment Identifying p. 12-14
recommendations for suitable
maintenance providers are Written question POE
Workbook:
submitted. displaying data Activity 1- 9 p. 13-15
graphically

Maintenance agreements are Classroom discussion. Classroom equipment Identifying p. 12-14
studied and filed.
Workbook:
graphically

Maintenance providers are Classroom discussion. Classroom equipment Identifying p. 12-14
contacted to repair or maintain
equipment where relevant. Written question POE
Workbook:



graphically

Any problems with maintenance Classroom discussion. Classroom equipment Identifying p. 12-14
providers are identified and
reported. Written question POE
Workbook:
graphically
Specific outcomes Formative Summative Specific

Formative Date &
and Delivery Methods Media Aids, Assessment Assessment Outcome
activities signature
assessment criteria Resources Strategy Strategy Reference
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

= Workplace Activity S = Self Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case

Study T = Testimonial P = Project
Specific Outcome 3 Conduct routine maintenance on designated office equipment


Outcome Range
AC 3.1 Facilitation. Classroom Learner Manual, Q, W Activity 7-11 ,Q Learner Guide:

Type of routine maintenance is discussion. Classroom Identifying p. 15-20
identified and explained. equipment
Workbook:
graphically

Safety measures for routine discussion. Classroom Identifying p. 15-20
maintenance are described. equipment
Workbook:
graphically

Location of maintenance discussion. Classroom Identifying p. 15-20
equipment and accessories are equipment
identified and procedure for Written question POE
Workbook:
retrieval is explained. displaying data Activity 1- 9 p. 16-21
graphically

Routine maintenance is discussion. Classroom Identifying p. 15-20
conducted according to equipment
manufacturers' instructions. Written question POE
Workbook:
graphically

Office equipment is checked to discussion. Classroom Identifying p. 15-20
ensure it is in working order equipment
before use. Written question POE
Workbook:


graphically

Maintenance materials are discussion. Classroom Identifying p. 15-20
disposed of in accordance with equipment
organisational requirements. Written question POE
Workbook:
graphically

Routine maintenance is discussion. Classroom Identifying p. 15-20
conducted within agreed time equipment
frames. Written question POE
Workbook:
graphically
Critical cross-field outcomes Description Formative activities Summative assessment Comments
UNIT STANDARD CCFO Identify and solve problems pertaining to Activity 1 – 11 Activity 1 – 9
IDENTIFYING the maintenance of office equipment.
UNIT STANDARD CCFO Work effectively with others to ensure Activity 1 – 11 Activity 1 – 9
WORKING that the production area is maintained.
UNIT STANDARD CCFO Collect, analyse, organise and critically Activity 1 – 11 Activity 1 – 9
ORGANISING evaluate information relating to
maintenance procedures and providers.
UNIT STANDARD CCFO Communicate effectively with personnel Activity 1 – 11 Activity 1 – 9

COLLECTING and providers to ensure the effectiveness
of the equipment in workplace.


Unit standard MAINTAIN A BOOKING SYSTEM

Unit standard range
Formative Assessment P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=
Strategy Legend Workplace Activity S = Self Assessment Checklist
Summative O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Assessment Strategy T = Testimonial P = Project
Legend
Summative Specific
Specific outcomes and Delivery Media Aids, Formative Formative Date &
Assessment Outcome
assessment criteria Methods Resources Assessment activities signature
Strategy Reference
Strategy
Specific Outcome 1 Explain the importance of giving accurate information to customers.
Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business correspondence,
Outcome Range
electronic texts, multi-media presentations.
AC1.1 Facilitation. Learner Manual, Q, CS, W, B Activity 1 Task 1-9 Learner Guide:
Explain the importance of Classroom Classroom equipment p.22-57
giving accurate information to discussion.
customers. Workbook:
p.25-49
Specific Outcome 2 Explain the reasons for providing an efficient service
Outcome Range
Explain the reasons for Classroom Classroom equipment p.22-57
providing an efficient service discussion.
Workbook:
p.25-49
Specific Outcome 3 Explain the need to meet customer expectations in terms of knowledge of services and facilities.
Outcome Range Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business correspondence,



Explain the need to meet Classroom Classroom equipment p.22-57
customer expectations in terms discussion.
of knowledge of services and Workbook:
facilities. p.25-49
Specific Outcome 4 Explain the importance of taking deposits in terms of 'no shows'
Outcome Range
taking deposits in terms of 'no discussion.
shows' Workbook:
p.25-49
Specific Outcome 5 Explain the reasons for keeping bookings up to date and following up on unconfirmed bookings.
Outcome Range
Explain the reasons for keeping Classroom Classroom equipment p.22-57
bookings up to date and discussion.
following up on unconfirmed Workbook:
bookings. p.25-49
Specific Outcome 6 Explain the importance of keeping other departments informed of current and future bookings.
Outcome Range
keeping other departments discussion.
informed of current and future Workbook:
bookings. p.25-49
Specific Outcome 7 Given a range of customers, deal with customers politely and efficiently
Outcome Range


Given a range of customers, Classroom Classroom equipment p.22-57
deal with customers politely discussion.
and efficiently Workbook:
p.25-49
Specific Outcome 8 Give customers accurate information and meet their enquiry needs.
Outcome Range
Give customers accurate Classroom Classroom equipment p.22-57
information and meet their discussion.
enquiry needs. Workbook:
p.25-49
Specific Outcome 9 Promote the establishment?s services and facilities at all appropriate times and explain why.
Outcome Range
Promote the establishment?s Classroom Classroom equipment p.22-57
services and facilities at all discussion.
appropriate times and explain Workbook:
why. p.25-49
Specific Outcome 10 Determine the availability of services and facilities correctly and communicate this clearly to the.
Outcome Range
The purpose for Classroom Classroom equipment p.22-57
writing/signing, the target discussion.
audience and the context are Workbook:
clear in relation to the learning p.25-49
task or activity.
Specific Outcome 11 Offer alternative facilities to customers and explain the importance of doing this.
Outcome Range
AC1.1 Facilitation. Learner Manual, Q, CS, W, B Activity 1 1 Task 1-9 Learner Guide:


Offer alternative facilities to Classroom Classroom equipment p.22-57

customers and explain the discussion.
importance of doing this. Workbook:
p.25-49
Specific Outcome 12 Given a range of bookings, take down the details and record the booking
Outcome Range
Given a range of bookings, Classroom Classroom equipment p.22-57
take down the details and discussion.
record the booking Workbook:
p.25-49
Specific Outcome 13 Confirm the bookings and request deposits from customers
Outcome Range
The purpose for Classroom Classroom equipment p.22-57
writing/signing, the target discussion.
audience and the context are Workbook:
clear in relation to the learning p.25-49
task or activity.
Specific Outcome 14 Confirm the bookings and request deposits from customers
Outcome Range
Confirm the bookings and Classroom Classroom equipment p.22-57
request deposits from discussion.
customers Workbook:
p.25-49
Specific Outcome 15 Given a range of amendments, choose a procedure and give reasons for the method chosen.
Outcome Range
Given a range of amendments, Classroom Classroom equipment p.22-57


choose a procedure and give discussion.

reasons for the method chosen. Workbook:
p.25-49
Specific Outcome 16 Given a system failure or error in manual systems, decide what action to take.
Outcome Range
Given a system failure or error Classroom Classroom equipment p.22-57
in manual systems, decide what discussion.
action to take. Workbook:
p.25-49
Specific Outcome 17 Carry out all work in an organised and efficient manner taking account of priorities.
Outcome Range
Carry out all work in an Classroom Classroom equipment p.22-57
organised and efficient manner discussion.
taking account of priorities. Workbook:
p.25-49
Specific Outcome 18 Describe situations where a guest's booking has been cancelled incorrectly
Outcome Range
Describe situations where a Classroom Classroom equipment p.22-57
guest's booking has been discussion.
cancelled incorrectly Workbook:
p.25-49
Specific Outcome 19 In a different type of establishment describe how performance would be adapted.
Outcome Range
In a different type of Classroom Classroom equipment p.22-57
establishment describe how discussion.


performance would be adapted. Workbook:

p.25-49
Unit standard Co-ordinate meetings, minor events and travel arrangements ID: 13929 Credits: 3 NQF


Level:3
Unit standard range • Working as part of an office support team includes contributing to the arrangements of meetings from lower level management to
executive levels
• Principles will include data gathering, liaison and negotiation with outside parties and team members
• Details of meeting will include venue, date, reason and time of meeting
Summative
Media Aids, Assessment Specific
Specific outcomes and Delivery Formative Formative Date &
Resources Instruments Outcome
assessment criteria Methods Assessment activities signature
& Reference
Instruments
Questions
Formative Assessment P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W = Workplace
Strategy Legend Activity S = Self Assessment Checklist
Summative Assessment O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T=

Strategy Legend Testimonial P = Project
Specific Outcome 1 Identify a date, venue and time for a meeting or event
Outcome Range
AC1.1 Facilitation. Learner Manual, Q, CS, W, B Activity 1-8 Task 1-15 Learner Guide:
.A range of dates for Classroom Classroom p. 59-70
meeting/event are provided to discussion. equipment Workbook
attendees. p. 52-57
AC 1.2 Facilitation. Learner Manual, Q, CS, W, B Activity 1-8 Task 1-15 Learner Guide:
2. Suitable dates and venues Classroom Classroom p. 59-70


are determined based on discussion. equipment Workbook

responses to range of dates p. 52-57
provided.
. Suitable dates and venues are Classroom Classroom p. 59-70
determined based on responses discussion. equipment Workbook
to range of dates provided. p. 52-57
. All related documentation is Classroom Classroom p. 59-70
forwarded to the attendees. discussion. equipment Workbook
p. 52-57


Summative
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions


Specific Outcome 2 Arrange venue and catering
Outcome Range
AC 2.1 Facilitation. Classroom Learner Manual, Q, CS, W, B Activity 1-8 Task 1-15 Learner Guide:
Venue is selected and discussion. Classroom p. 59-70
booked. equipment Workbook
p. 52-57
2. Process of selecting venue discussion. Classroom p. 59-70
is described. equipment Workbook
p. 52-57


. Special arrangements, discussion. Classroom p. 59-70
logistics, meeting room equipment Workbook
layout and equipment p. 52-57
required are confirmed with

the venue provider.
AC. 2.4 Facilitation. Classroom Learner Manual, Q, CS, W, B Activity 1-8 Task 1-15 Learner Guide:
Process of selecting date, discussion. Classroom p. 59-70
caterer and menu is equipment Workbook
described, taking into p. 52-57
consideration religious and

dietary requirements.
Methods of calculation are discussion. Classroom p. 59-70
appropriate to the problem equipment Workbook
types p. 52-57
Agenda for meeting/event is discussion. Classroom p. 59-70
forwarded to venue provider equipment Workbook
and caterers so that correct p. 52-57
times for meals and breaks

can be adhered to


6. Venue and caterers are discussion. Classroom p. 59-70
notified in writing and equipment Workbook
deposits paid. p. 52-57


Summative
& Reference
Instruments
Questions


Specific Outcome 3 Make travel, car hire and accommodation arrangements
Outcome Range
1. Travel, car hire and discussion. Classroom p. 74-76
accommodation requirements equipment Workbook
for all attendees are determined. p. 61-63
2. Suitable accommodation is discussion. Classroom p. 74-76
secured and bookings equipment Workbook


confirmed in writing. p. 61-63
Car hire facilities are identified discussion. Classroom p. 74-76
and confirmed in writing. equipment Workbook
p. 61-63
4. Travel arrangements are discussion. Classroom p. 74-76
made and all necessary equipment Workbook
documentation forwarded to the p. 61-63
attendees.
5. Invoices relating to travel, discussion. Classroom p. 74-76
car hire and accommodation are equipment Workbook
processed. p. 61-63


6. Any relevant advance discussion. Classroom p. 74-76

disbursements for travel, car equipment Workbook
hire or accommodation are p. 61-63
processed.
Summative
& Reference
Instruments
Questions
Formative Assessment Strategy P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Legend Workplace Activity S = Self Assessment Checklist
Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project
Specific Outcome 4 Assemble and distribute documentation for meeting or event in good/sufficient time to attendees


Outcome Range
Deadline date for receipt of discussion. Classroom p. 74-76
documentation from equipment Workbook
contributors is established p. 61-63
according to agreed time

frames.
Deadline date is discussion. Classroom p. 74-76
communicated to equipment Workbook
contributors. p. 61-63
Documents are assembled, discussion. Classroom p. 74-76
copied and collated. equipment Workbook
p. 61-63
. 4. Relevant documents are discussion. Classroom p. 74-76
timeously distributed in hard equipment Workbook
or electronic form to p. 61-63
participants.


Summative
Critical cross-field outcomes Description Formative activities Comments
assessment
UNIT STANDARD Identify and solve problems regarding Activity 1, Activity 2, Task 1, Task 2,
CCFO IDENTIFYING specific meeting requirements. Activity 3, activity 4 Task 3, task 4
UNIT STANDARD CCFO Work effectively with others liaising Activity 1, Activity 2, Task 1, Task 2,
WORKING and negotiating dates and venues. Activity 3, activity 4 Task 3, task 4
..
UNIT STANDARD CCFO Organise oneself and one`s activities Activity 6, Activity 7 Task 6, Task 7
ORGANISING to collect and collate information on
venues and caterers.


UNIT STANDARD CCFO Communicate effectively using Activity 1, Activity 2, Task 1, Task 2,
COMMUNICATING assertive telephone techniques and Activity 3 Task 3
negotiating skills.
UNIT STANDARD CCFO Use science and technology to Activity 11, Activity 13, Task 11, Task 13,
SCIENCE communicate meeting details (e-mail, activity 15 task 15
fax and telephone).

Monitor office supplies levels NQF
Unit standard ID: 13933 Credits: 3
Level: 3
Unit standard range Storage and retrieval types include paper based or electronic which are:
 Numerical
 Alphabetical
 Chronological


 Geographical (areas)
Subject
Storage and retrieval includes paper based and electronic systems.
Specific outcomes Formative

Formative Specific Outcome Workplace
and Delivery Methods Media Aids, Assessment Summative Task
activities Reference Activities
assessment criteria Resources Strategy
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

= Workplace Activity S = Self Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case

Study T = Testimonial P = Project
Specific Outcome 1 Monitor office supplies levels
Outcome Range
1. Office supplies levels Facilitation. Learner Manual, Q Activity 1-3 1-9 Learner Guide:
are identified and Classroom Classroom Identifying p.78-83
discussion. equipment
recorded. Written question
2. Office supply levels Workbook:
Unit conversions
are ascertained and p. 67-70
compared to required Facilitation. Learner Manual, Q Activity 1-3 1-9 Learner Guide:
levels. Classroom Classroom Identifying p.78-83
3. Records are checked discussion. equipment
Written question
for compliance with Workbook:
Unit conversions
organisational p. 67-70
requirements. Facilitation. Learner Manual, Q Activity 1-3 1-9 Learner Guide:


4. Remedial action is Classroom Classroom Identifying p.78-83

taken to rectify office discussion. equipment Written question
supply levels. Workbook:
Unit conversions
p. 67-70
Facilitation. Learner Manual, Q Activity 1-3 1-9 Learner Guide:

Classroom Classroom Identifying p.78-83
Written question
Workbook:
Unit conversions
p. 67-70

Written question
Workbook:
Unit conversions
p. 67-70
Specific outcomes Formative Specific

Formative Workplace
and Delivery Methods Media Aids, Assessment Summative Task Outcome
activities Activities
assessment criteria Resources Strategy Reference

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T


Legend = Testimonial P = Project
Specific Outcome 2 Maintain office supplies processes and procedures
Outcome Range
1. Office supply processes and Facilitation. Learner Manual, Q Activity 4-5 1-9 Learner Guide:
procedures are monitored and
evaluated.
2. Out-of-line situations are identified discussion. equipment
and highlighted. Written question
3. Remedial action is taken to bring Workbook:
office supply processes and Unit conversions
p. 71-72
procedures back in line. data
4. Areas for improvement are identified
and recommendations are made the Calculations
authorised individuals.

Written question
Workbook:
Unit conversions
p. 71-72
Calculations

Measurement
Workbook:
Unit Conversions
p. 71-72
calculations



Measurement
Workbook:
Unit Conversions
p. 71-72
calculations


Specific outcomes Formative Specific

Formative Workplace
and Delivery Methods Media Aids, Assessment Summative Task Outcome
activities Activities
assessment criteria Resources Strategy Reference

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T
Legend = Testimonial P = Project
Specific Outcome 3 Monitor and control the distribution of office supplies
1. Distribution procedures are Facilitation. Learner Manual, Q, Identifying Activity 6-8 1-9 Learner Guide:
identified, set and communicated. Classroom Classroom Written question p.91-95
2. Office supply requests are discussion. equipment
Unit conversions
received and recorded. Workbook:
data
3. Office supplies are distributed p. 73-81
Calculations
within agreed timeframes.
4. Office supply distribution Facilitation. Learner Manual, Q Activity 6-8 1-9 Learner Guide:
procedures are followed. Classroom Classroom Identifying p.91-95
5. Areas of non-conformance are discussion. equipment
Written question
identified and highlighted. Workbook:
Unit conversions
6. Remedial action is taken to p. 73-81
Calculations
rectify office supply distribution
processes and procedures.


Classroom Classroom
Identifying p.91-95
Measurement
Workbook:
Unit Conversions
p. 73-81
calculations

Measurement
Workbook:
Unit Conversions
p. 73-81
calculations


Critical cross-field outcomes Description Formative activities Summative Task Comments
UNIT STANDARD Identify and solve problems pertaining Activity 6-8 PS, Q
CCFO IDENTIFYING to the standards and effectiveness of the
filing and retrieval system. POE
UNIT STANDARD Work effectively with others to ensure Activity 6-8 PS, Q
CCFO WORKING that the filing and retrieval system is
maintained. POE
UNIT STANDARD Collect, analyse, organise and critically Activity 6-8 PS, Q
CCFO COLLECTING evaluate information in order to
simplify a filing and retrieval system. POE
UNIT STANDARD Communicate effectively with Activity 6-8 PS, Q

CCFO COMMUNICATING personnel to ensure efficient
information storage and retrieval. POE


Plan and prepare meeting communications NQF

Unit standard ID: 13934 Credits:4
Level:3
Unit standard range • Resources for agenda will include chairperson, committees, members, matters arising from previous minutes.
• Resources for minute taking will include sufficient paper, pen, pencils, eraser, tapes, tape recorder, extension cord, note book, minute book,
resolutions and agenda.
Summative
Media Aids, Assessment
Specific outcomes and Delivery Formative Formative Specific Outcome Date &
Resources Instruments
assessment criteria Methods Assessment activities Reference signature
&
Instruments
Questions


Specific Outcome 1 Demonstrate an understanding of the agenda of meetings
Outcome Range


AC1.1 Facilitation. Learner Manual, Q, CS, W, B Activity 1-4 Task 1-5 Learner Guide:
. 1. The advantages of a well Classroom Classroom p. 97-101
constructed agenda are discussion. equipment Workbook
explained. P83-87
2. Matters on agenda appear in Classroom Classroom p. 97-101
a logical and systematical discussion. equipment Workbook
order. P83-87
. Sources of agenda matters are Classroom Classroom p. 97-101
identified and explained discussion. equipment Workbook
P83-87
. 4. An agenda is produced in Classroom Classroom p. 97-101
the required format and time discussion. equipment Workbook
frame. P83-87


Summative
& Reference
Instruments
Questions


Specific Outcome 2 Explain the purpose and objective of minutes of meetings
Outcome Range
Types of minutes are discussion. Classroom p. 102-106


identified and explained. equipment Workbook

P 88-91
. The importance of accurate discussion. Classroom p. 102-106
recording and producing of equipment Workbook
minutes is explained. P 88-91
. The distribution list is discussion. Classroom p. 102-106
described. equipment Workbook
P 88-91
4. Methods of distributing discussion. Classroom p. 102-106
minutes are explained. equipment Workbook
P 88-91
.
The reasons for distributing discussion. Classroom p. 102-106
minutes promptly is equipment Workbook
explained P 88-91


Summative
& Reference
Instruments
Questions


Specific Outcome 3 Take minutes of meetings
Outcome Range
discussion.


Resources required for minute Classroom p. 107-113

taking are identified, listed and equipment Workbook
explained.. P 92-95
. Items to be included in discussion. Classroom p. 107-113
minutes of meeting are listed equipment Workbook
and explained.. P 92-95
Attendees to meeting are discussion. Classroom p. 107-113
identified equipment Workbook
P 92-95
. The characteristics of good discussion. Classroom p. 107-113
minutes are identified and equipment Workbook
explained P 92-95
. Minutes are concise and discussion. Classroom p. 107-113
accurate and reflect equipment Workbook
proceedings. P 92-95


Minutes are produced and discussion. Classroom p. 107-113
distributed in required format equipment Workbook
and time frame. P 92-95
Summative
Critical cross-field outcomes Description Formative activities Comments
assessment
UNIT STANDARD Identify and solve problems pertaining to Activity 7, Activity 8 Task 7, Task 8
CCFO IDENTIFYING taking of minutes.


UNIT STANDARD CCFO Work effectively with others in the Activity 2, Activity 3, Task 2, Task 3,
WORKING preparing of the meeting agenda. activity 4, activity 5 task 4, task 5
..
UNIT STANDARD CCFO Organise oneself and one`s activities Activity 2, Activity 3, Task 2, Task 3,
ORGANISING in order to have an organised agenda activity 4, activity 5 task 4, task 5
and for the preparation of minute

taking.
UNIT STANDARD CCFO Collect, analyse, organise and Activity 8, Activity 9, Task 8, Task 9,
COLLECTING critically evaluate information during

the meeting in order to write concise
and accurate minutes.
UNIT STANDARD CCFO Communicate effectively with all Activity 10, Activity 11, Task 10 , Task11,
COMMUNICATING stakeholders of the meeting


UNIT STANDARD CCFO Understand the world as a set of Activity 7, Activity 12, Task 7, Task 12,
CONTRIBUTING related systems understanding the

consequences of poor minutes.
Assessment Instruments


US No US Title Level Credits
13931 Monitor and control the maintenance of office equipment 3 4
7706 Maintain a booking system 3 3
13929 CO-ORDINATE MEETINGS, MINOR EVENTS AND TRAVEL ARRANGEMENTS 3 3

13937 Monitor and control office supplies 3 3
13934 PLAN AND PREPARE MEETING COMMUNICATIONS 4 3
WORKBOOK ASSIGNMENTS & STRUCTURED QUESTIONS
Learner’s name See Attached name list
Assessor’s name
Moderator’s name
Date of assignments
Date of feedback
Qualification National Certificate: Contact Centre and Business Process Outsourcing Support NQF LEVEL 3


# Unit Standard(s) Standard Operating Comments / Remarks C NYC

procedures
Learner’s overall achievement Competent / Not yet competent YES NO
)
Actions required Certification Re-assessment Date of re-assessment
Learner’s signature See Attached Name list
Assessor’s signature
Moderator’s signature
WRITTEN KNOWLEDGE QUESTIONNAIRE
Assessor’s name
Moderator’s name


Date of Written Questionnaire
Date of feedback
Qualification NQF LEVEL 3

procedures
Learner’s overall achievement Competent / Not yet competent YES NO
PRODUCT SAMPLING (Practical exercises)


Assessor’s name
Moderator’s name
Date of Observation
Date of feedback
Unit Standard NQF LEVEL 3

procedures
Learner’s overall achievement Competent / Not yet competent () YES NO



SAQA-13931-7706-13929-13937-13934 - Assessment Guide & Alignment

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SAQA-13931-7706-13929-13937-13934 - Assessment Guide & Alignment

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NATIONAL CERTIFICATE: BUSINESS

ADMINISTRATION SERVICES ID 67465 LEVEL 3 – 120

Physical Address: Contact Details:

I, __________________________________ (assessor) hereby declare that the information contained in the

Candidate signature Date

Assessor signature Date

National Certificate: Business Administration Services

PURPOSE AND RATIONALE OF THE QUALIFICATION

The core component contains competencies in Information Handling, Communications,

Rationale for the qualification:

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

 Communication at NQF level 2

Recognition of prior learning:

This Recognition of Prior Learning may allow:

RECOGNISE PREVIOUS LEARNING?

All unit standards totaling 64 credits are compulsory.

Learners are to choose unit standards totaling a minimum of 11 credits.

EXIT LEVEL OUTCOMES

On achieving this qualification, the learner will be able to:

 Gather and report information

ASSOCIATED ASSESSMENT CRITERIA

The National Certificate in Business Administration: Level 4

 hold a similar qualification to this at NQF level 4 or above

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

The Purpose of the Assessment

Knowledge will be assessed by a knowledge questionnaire.

Direct All your documented evidence on completion of the

The assessment team consists of the following:

 Evidence Collection Facilitator

Special Assessment Needs

In addition the knowledge test may be administered as an oral interview or as a

The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the assessment in

 Conducting the “Assessment Preparation Interview, Sheet” where all the

2. Collect the evidence in accordance with the instrument requirements.

Please note that the checklist covers the following:

Gather, record and make judgments on all the evidence.

2. Ensure that your feedback is developmental and supportive in nature.

3. Advise the candidate on what action to follow in the event of a “Not-

6. Ensure the candidate counter-signs the “Assessment Decision” to

7. Record the candidate’s feedback in this guide and ensure that it is

8. Handle any disputes and identify matter that requires contingency

Assessor Signature Date

(Candidate Name & Surname)

 The purpose of the assessment.

Assessor Signature Date

OVERALL COMPETENCE RECORD

Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Additional Feedback From Assessor

18 | P a g e ALL COPYRIGHT RESERVED

The candidate is competent in all the assessment criteria listed. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

Assessor’s name, surname and signature Date

I, …………………………………………………………………….declare that I am satisfied that the

Candidate Date Assessor Date Moderator Date

What was the purpose of the

Explain how you were assessed?

List the reasons why you disagree

Different Assessment Instrument

Which one of the following options

Different Venue for Assessment