SAQA - 8964 - Assessment Guide

US ID: 8964
ASSESSMENT GUIDE
WRITE FOR A DEFINED CONTEXT
 1|Page

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
Date
signature
Assessor
Date
signature
Moderator
Date
signature
 2|Page
All qualifications and part qualifications registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and reproduction.
It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African
Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:
Write for a defined context

SAQA US UNIT STANDARD TITLE
ID
8964 Write for a defined context
ORIGINATOR ORIGINATING PROVIDER
SGB GET/FET Language and
Communication
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language
ABET UNIT STANDARD PRE-2009 NQF NQF LEVEL CREDITS
BAND TYPE LEVEL
Undefined Regular- Level 2 NQF Level 02 5
Fundamental
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA
START DATE END DATE DECISION
NUMBER
Passed the End Date - 2004-10-13 2006-02-09 SAQA 0356/04
Status was "Reregistered"
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-02-09 2010-02-09
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 unit standard is replaced by:

Pre-2009 NQF Replacement
US ID Unit Standard Title NQF Level Credits
Level Status
Write/present for a defined NQF Level
119456 Level 2 5 Complete
context 02
PURPOSE OF THE UNIT STANDARD

Learners credited with this unit standard are able to write to suit a range of contexts. They use
complex sentence structures and show some control of style and register. Writers can match the
choice of text type, structure, tone and word selection in their writing to the needs of specific
audiences. They express themselves reasonably clearly and precisely when writing, and they are
willing to explore new forms of writing in thoughtful and organised ways.
 3|Page
Learners at this level also use appropriate language in familiar and unfamiliar situations in their
writings and in their written observations and responses based on texts they encounter. They use
language appropriate to the socio-cultural, learning or workplace/technical environment as required.
Learners credited with this unit standard are able to:
 write for a specific purpose and audience

 use grammatical structures and writing conventions to produce coherent and cohesive texts for
specific contexts
 adapt language to suit context
 draft and edit own writing.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the
following outcomes or areas of learning when starting to learn towards this unit standard: NQF level 1
or GETC language standards.
Learners can:
 write different kinds of texts for a wide range of purposes.
UNIT STANDARD RANGE

Appropriate language patterns and structures, which take account of aspects of context, purpose and
audience, are used.
Specific range statements are provided in the body of the unit standard where they apply to particular
specific outcomes or assessment criteria.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Write for a specific audience and purpose.
OUTCOME RANGE
Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business
correspondence, electronic texts, multi-media presentations.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. A range of appropriate texts is selected and produced in response to tasks or learning activities.
2. Form and content are appropriate to the conventions of the text type, and to the nature and level
of the target audience, as well as to the task.
ASSESSMENT CRITERION RANGE
Format, visual presentation (headings, sub-headings, bullets, numbering, font, etc.)
SPECIFIC OUTCOME 2
Use grammatical structures and writing conventions.
OUTCOME NOTES
Use grammatical structures and writing conventions to produce coherent and cohesive texts for
specific contexts.
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ASSESSMENT CRITERIA
1. Clear, simple sentences are used.
2. A variety of sentence lengths and types are employed where appropriate.
3. Paragraphs showing awareness of topic sentence are constructed.
4. Punctuation conventions are used appropriately.
5. Register is chosen to suit audience and purpose.
6. Link devices are used correctly to write sustained pieces.
7. Different sentence beginnings and clause structure options are correctly employed.
8. Texts are organised and structured so that they have a clearly defined beginning, middle and end.
SPECIFIC OUTCOME 3
Adapt language to suit context.
OUTCOME RANGE
Socio-cultural, technical/workplace.
ASSESSMENT CRITERIA
1. Inappropriate language is identified and adapted.
ASSESSMENT CRITERION RANGE
Excessive use of jargon, insensitive choice of words, (gender; rank; hierarchies in familiar settings or
organisations; family; sports; wealth), offensive or incorrect register.
2. Complex ideas are reworded more simply.
SPECIFIC OUTCOME 4
Draft and edit own writing.
ASSESSMENT CRITERIA
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1. The planning, drafting, editing and redrafting of texts improves its suitability for the intended
purpose and audience.
2. Cohesive devices to link parts of texts with other parts and to link ideas are checked and adapted to
promote overall coherence of the text.
3. Major grammatical errors are identified and changes improve structure and readability of text.
4. Spelling, punctuation, register, sentence and paragraph structure are checked and corrected where
necessary, and the selection of vocabulary is appropriate to content.
5. Points of view, where expressed, are supported with a simple range of reasons and facts.
6. Sources used in writing are acknowledged and accurately recorded in format appropriate to the
task or learning activity.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of
the GENFETQA.
Moderation Option: The moderation requirements of the GENFETQA must be met in order to award
credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific
outcomes in terms of the stipulated assessment criteria:
Learners can understand and explain that language have certain features and conventions which can
be manipulated. Learners can apply this knowledge and adapt language to suit different contexts,
audiences and purposes.
Candidates are unlikely to achieve all the specific outcomes, to the standards described in the
assessment criteria, without knowledge of the stated embedded knowledge. This means that for the
most part, the possession or lack of the knowledge can be directly inferred from the quality of the
candidate`s performance. Where direct assessment of knowledge is required, assessment criteria
have been included in the body of the unit standard.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using context to decode and make meaning individually and in groups in
oral, reading and written activities.
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UNIT STANDARD CCFO WORKING
Work effectively with others and in teams: using interactive speech in activities, discussion and
research projects.
UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively through using
language.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: fundamental to the process of
developing language capability across language applications and fields of study.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: in formal and informal
communications.
UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: using technology to access and present texts.
UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: through using language to explore
and express links, and exploring a global range of contexts and texts.
UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of self by engaging with texts that stimulate awareness and
development of life skills and the learning process.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-
QUALITY
QUALIFICATION 2009 NQF END
ID STATUS ASSURING
TITLE NQF LEVEL DATE
BODY
LEVEL
Certificate: Passed the End
2009- MICTS until
Telecommunications NQF Date -
Fundamental 21798 Level 2 10- Last Date for
for Customer Level 02 Status was
03 Achievement
Premises Equipment "Reregistered"
National Certificate in
Steel Tube and Pipe Passed the End
2012-
Manufacturing NQF Date -
Fundamental 49402 Level 2 06- MERSETA
(Seamless Hot- Level 02 Status was
30
Finished OR Welded "Reregistered"
OR Cold-Formed)
National Certificate: 2015-
NQF
Fundamental 48660 Abattoir Slaughtering Level 2 Reregistered 06- AgriSETA
Level 02
Processes 30
2015-
National Certificate: NQF
Fundamental 14851 Level 2 Reregistered 06- AgriSETA
Agri Trade Processes Level 02
30
Was
National Certificate: Passed the End
2004- MERSETA
Air Conditioning, NQF Date -
Fundamental 20719 Level 2 06- until Last
Refrigeration and Level 02 Status was
13 Date for
Ventilation "Registered"
Achievement
 7|Page
National Certificate: Passed the End MERSETA
2009-
Air-conditioning, NQF Date - until Last
Fundamental 48959 Level 2 03-
Refrigeration and Level 02 Status was Date for
12
Ventilation "Reregistered" Achievement
2015-
Animal Production Level 02
30
National Certificate: Was
Passed the End
Automotive 2008- MERSETA
NQF Date -
Fundamental 21004 Component Level 2 11- until Last
Level 02 Status was
Manufacturing and 01 Date for
"Reregistered"
Assembly Achievement
Was
Passed the End
National Certificate: 2008- MERSETA
NQF Date -
Fundamental 49689 Automotive Repair Level 2 11- until Last
Level 02 Status was
and Maintenance 30 Date for
"Registered"
Achievement
Passed the End MERSETA
2009-
National Certificate: NQF Date - until Last
Autotronics Level 02 Status was Date for
07
"Reregistered" Achievement
2015-
Fundamental 20183 Level 2 Reregistered 06- BANKSETA
Banking Level 02
30
Passed the End Was CHIETA
2006-
Batch Mixing Level 02 Status was Date for
03
"Registered" Achievement
National Certificate:
2015-
Business NQF
Fundamental 23833 Level 2 Reregistered 06- SERVICES
Administration Level 02
30
Services
NQF Date - until Last
Fundamental 22866 Chemical Equipment Level 2 10-
Level 02 Status was Date for
Operations 09
Passed the End
NQF Date -
Fundamental 48890 Chemical Liquid, Gas Level 2 10- CHIETA
Level 02 Status was
Storage and Transfer 13
"Registered"
National Certificate: Passed the End Was CHIETA
2006-
Chemical NQF Date - until Last
Manufacturing Level 02 Status was Date for
03
Operations "Registered" Achievement
Passed the End
NQF Date -
Fundamental 21870 Clothing Level 2 06- FPMSETA
Level 02 Status was
Manufacturing 30
"Reregistered"
2006-
Community NQF Date -
Fundamental 24199 Level 2 04- CATHSSETA
Conservation: Liaison Level 02 Status was
09
and Support "Registered"
NQF
Fundamental 24273 Community House Level 2 Reregistered 06- CETA
Level 02
Building 30
National Certificate: Passed the End Was EWSETA
2008-
Community Water, NQF Date - until Last
Health and Sanitation Level 02 Status was Date for
11
Promotion "Reregistered" Achievement
 8|Page
2015-
Conservation: Species NQF
Fundamental 48433 Level 2 Reregistered 06- CATHSSETA
Care in Controlled Level 02
30
Environments
2015-
Fundamental 49410 Level 2 Reregistered 06- CETA
Construction Level 02
30
Construction and 2015-
NQF
Fundamental 49773 Maintenance of Level 2 Reregistered 06- TETA
Level 02
Overhead Track 30
Equipment
NQF
Fundamental 20813 Construction Level 2 Reregistered 06- CETA
Level 02
Contracting 30
NQF
Fundamental 24198 Construction Material Level 2 Reregistered 06- CETA
Level 02
Manufacturing 30
NQF
Fundamental 49058 Construction Materials Level 2 Reregistered 06- CETA
Level 02
Testing 30
NQF
Fundamental 48961 Construction: Crane Level 2 Reregistered 06- CETA
Level 02
Operations 30
NQF
Fundamental 48940 Construction: Plant Level 2 Reregistered 06- CETA
Level 02
Operations 30
NQF
Fundamental 24133 Construction: Level 2 Reregistered 06- CETA
Level 02
Roadworks 30
As per
Passed the End Learning
NQF Date - Programmes
Fundamental 67466 Contact Centre Level 2 05-
Level 02 Status was recorded
Support 05
"Reregistered" against this
Qual
Was
Passed the End
National Certificate: 2006- FOODBEV
NQF Date -
Fundamental 20654 Craft Bread and Flour Level 2 04- until Last
Level 02 Status was
Confectionery Baking 20 Date for
"Reregistered"
Achievement
2015-
Craft Production Level 02
30
NQF
Fundamental 49556 Development Level 2 Reregistered 06- ETDP SETA
Level 02
Practice 30
Passed the End Was EWSETA
2004-
Electrical Engineering Level 02 Status was Date for
10
Passed the End
2009- EWSETA until
National Certificate: NQF Date -
Fundamental 48473 Level 2 02- Last Date for
Electrical Engineering Level 02 Status was
18 Achievement
"Reregistered"
National Certificate: Passed the End 2007-
NQF
Fundamental 22869 Engineering Level 2 Date - 08- MERSETA
Level 02
Fabrication Status was 16
 9|Page
"Reregistered"
NQF
Fundamental 49605 Environmental Level 2 Reregistered 06- LG SETA
Level 02
Practice 30
Fundamental 48725 Explosives Level 2 04-
Operations 07
2015-
Farming Level 02
30
2015-
Fundamental 48783 Level 2 Reregistered 06- INSETA
Financial Services Level 02
30
NQF
Fundamental 49022 Floor Covering Level 2 Reregistered 06- CETA
Level 02
Installation 30
National Certificate: Passed the End FOODBEV
2009-
Food and Beverage NQF Date - until Last
Processing: Plant Level 02 Status was Date for
18
Baking Processing "Reregistered" Achievement
National Certificate: Was
Passed the End
Food and Beverage 2004- FOODBEV
NQF Date -
Fundamental 20207 Processing: Raw Milk Level 2 12- until Last
Level 02 Status was
and Cream Handling 05 Date for
"Registered"
and Storing Achievement
Passed the End
2012-
Fundamental 22210 Level 2 06- FPMSETA
Footwear Processes Level 02 Status was
30
"Reregistered"
Passed the End HW SETA
Fundamental 49085 Fundamental Ancillary Level 2 02-
Health Care 18
NQF
Fundamental 49091 Furniture Making: Level 2 Reregistered 06- FPMSETA
Level 02
Wood 30
NQF
Fundamental 48655 General Abattoir Level 2 Reregistered 06- AgriSETA
Level 02
Processes 30
NQF
Fundamental 20151 Grain Handling Level 2 Reregistered 06- AgriSETA
Level 02
Processes 30
2015-
Grain Milling Level 02
30
As per
Passed the End Learning
2009-
National Certificate: NQF Date - Programmes
Hairdressing Level 02 Status was recorded
08
"Reregistered" against this
Qual
Industrial Rubber Passed the End
2011-
Manufacturing: NQF Date -
Mixing OR Extruding Level 02 Status was
16
OR Moulding OR "Reregistered"
Calendaring
 10 | P a g e
Passed the End
NQF Date -
Fundamental 14657 Insurance Level 2 04- INSETA
Level 02 Status was
Administration 18
"Registered"
Passed the End Was TETA
2007-
International Trade Level 02 Status was Date for
28
Passed the End Was MQA
Fundamental 49045 Lump Ore Level 2 11-
Beneficiation 28
Passed the End
National Certificate: 2009- EWSETA until
NQF Date -
Fundamental 48695 Measurement, Control Level 2 04- Last Date for
Level 02 Status was
and Instrumentation 08 Achievement
"Reregistered"
Passed the End
NQF Date -
Fundamental 23273 Mechanical Level 2 06- MERSETA
Level 02 Status was
Engineering: Fitting 25
"Reregistered"
2008-
Mechanical NQF Date -
Engineering: Fitting Level 02 Status was
25
and Machining "Reregistered"
2008-
Mechanical NQF Date -
Engineering: Level 02 Status was
25
Machining "Reregistered"
Passed the End MERSETA
2009-
Mechatronics Level 02 Status was Date for
29
National Certificate: Passed the End MERSETA
2008-
Metal and NQF Date - until Last
Engineering Level 02 Status was Date for
01
Manufacturing "Reregistered" Achievement
Passed the End
2008-
Metals Production Level 02 Status was
26
"Reregistered"
NQF
Fundamental 48977 Mixed Farming Level 2 Reregistered 06- AgriSETA
Level 02
Systems 30
NQF
Fundamental 49648 New Venture Creation Level 2 Reregistered 06- SERVICES
Level 02
(SMME) 30
National Certificate: Passed the End Was HW
2008-
Occupational Safety, NQF Date - SETA until
Hygiene and Level 02 Status was Last Date for
26
Environment "Reregistered" Achievement
2015-
Plant Production Level 02
30
Was
Passed the End
National Certificate: 2005- MERSETA
NQF Date -
Fundamental 20888 Plastics Level 2 06- until Last
Level 02 Status was
Manufacturing 12 Date for
"Registered"
Achievement
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NQF
Fundamental 49450 Plastics Level 2 Reregistered 06- MERSETA
Level 02
Manufacturing 30
NQF
Fundamental 36154 Polymer Composite Level 2 Reregistered 06- MERSETA
Level 02
Fabrication 30
2015-
Poultry Processing Level 02
30
2015-
Poultry Production Level 02
30
2015-
Power and NQF
Fundamental 21011 Level 2 Reregistered 06- MERSETA
telecommunication Level 02
30
cable manufacturing
Passed the End Was FPMSETA
Fundamental 35941 Pulp and paper Level 2 02-
Manufacturing 11
2015-
Quality Checking and NQF
Finishing of Level 02
30
Manufactured Tyres
2015-
Railway Signalling: NQF
Fundamental 49068 Level 2 Reregistered 06- TETA
Assembly and Wiring Level 02
30
of Equipment
NQF
Fundamental 22991 Refractories Level 2 Reregistered 06- CETA
Level 02
Installation 30
Was
Passed the End
National Certificate: 2007- W&RSETA
NQF Date -
Fundamental 48763 Retail Shop Floor Level 2 05- until Last
Level 02 Status was
Practices 02 Date for
"Registered"
Achievement
2015-
Rooibos Processing Level 02
30
2015-
Rooibos Production Level 02
30
Was
Passed the End
National Certificate: 2008- W&RSETA
NQF Date -
Fundamental 48969 Service Station Level 2 11- until Last
Level 02 Status was
Operations 26 Date for
"Reregistered"
Achievement
Was
Passed the End
2005- MERSETA
Fundamental 24455 Level 2 11- until Last
Servicing Vehicles Level 02 Status was
30 Date for
"Registered"
Achievement
2015-
Specialist Hygiene NQF
Fundamental 36233 Level 2 Reregistered 06- SERVICES
and Cleaning Level 02
30
Services
National Certificate: NQF 2015-
Fundamental 48400 Level 2 Reregistered AgriSETA
Sugar Processing Level 02 06-
 12 | P a g e
30
Passed the End Was MQA
Fundamental 21842 Surface Mining Level 2 09-
Rockbreaking 17
NQF
Fundamental 48891 Theology and Level 2 Reregistered 06- HW SETA
Level 02
Ministry 30
NQF
Fundamental 24215 Thermoplastic Level 2 Reregistered 06- MERSETA
Level 02
Fabrication 30
2015-
Tourism: Guiding Level 02
30
2015-
Tyre and Tyre NQF
Component Level 02
30
Manufacturing
NQF
Fundamental 49279 Victim Empowerment Level 2 Reregistered 06- HW SETA
Level 02
and Support 30
Fundamental 22673 Wastewater Process Level 2 11-
Operations 28
Fundamental 48907 Wastewater Level 2 06-
Reticulation Services 09
Fundamental 24193 Water Purification Level 2 11-
Process Operations 28
NQF
Fundamental 23475 Water Reticulation Level 2 Reregistered 06- EWSETA
Level 02
Services 30
Passed the End
NQF Date -
Fundamental 24214 Welding Application Level 2 12- MERSETA
Level 02 Status was
and Practice 03
"Registered"
NQF
Fundamental 49280 Wholesale and Retail Level 2 Reregistered 06- W&RSETA
Level 02
Distribution 30
NQF
Fundamental 50228 Wool and Mohair Level 2 Reregistered 06- AgriSETA
Level 02
Handling 30
2008-
Agricultural NQF Date -
Fundamental 14892 Level 3 09- AgriSETA
Machinery Level 03 Status was
13
Technician "Reregistered"
NQF
Fundamental 24173 Construction: Level 3 Reregistered 06- CETA
Level 03
Roadworks 30
 13 | P a g e
ASSESSMENT STRATEGY
QUALIFICATION NATIONAL CERTIFICATE:
SAQA QUAL ID 24133
TITLE CONSTRUCTION:ROADWORKS
TOTAL CREDIT
LEVEL
NQF LEVEL 2 VALUE 120
Learners credited with this unit standard are able to write to suit a range of
contexts. They use complex sentence structures and show some control of
style and register. Writers can match the choice of text type, structure, tone
and word selection in their writing to the needs of specific audiences. They
express themselves reasonably clearly and precisely when writing, and
they are willing to explore new forms of writing in thoughtful and organised
Target Group ways.
Learners at this level also use appropriate language in familiar and

unfamiliar situations in their writings and in their written observations and
responses based on texts they encounter. They use language appropriate
to the socio-cultural, learning or workplace/technical environment as
required
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.
 14 | P a g e
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 for NATIONAL
CERTIFICATE: CONSTRUCTION:ROADWORKS
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.
 15 | P a g e
Assessment Team
The assessment team consists of the following:
 Evidence Collection Facilitator

 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of 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.
 16 | P a g e
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.”
 17 | P a g e
The Steps: How:
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.
 18 | P a g e
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
Decision relevant to the 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
 19 | P a g e
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
 20 | P a g e
ASSESSMENT PREPARATION INTERVIEW SHEET
DESCRIPTION YES NO COMMENTS/CONTINGENCY
This assessment is a formative assessment and it is
based on the outlined unit standard/s for the WRITE
FOR A DEFINED CONTEXT module.
Your assessment evidence for the WRITE FOR A

DEFINED CONTEXT module 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 the WRITE FOR A
DEFINED CONTEXT 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.
 21 | P a g e
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 Signature: Date:
 22 | P a g e
COMPETENCE JUDGEMENT
OVERALL COMPETENCE RECORD
Candidate Assessor
Venue Date
Qualification NATIONAL CERTIFICATE: CONSTRUCTION:ROADWORKS
Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Knowledge
questionnaire
EVIDENCE SUMMARY
TYPES OF ASSESSMENT FEEDBACK REQUIREMENTS
EVIDENCE METHODS MET
YES NO
DIRECT KNOWLEDGE
QUESTIONNAIRE
Additional Feedback From Assessor
 23
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 following items needed some corrective
the following criteria: action or 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)
 24 | P a g e
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
 25 | P a g e
APPEALS APPLICATION
Candidate Application
Date
Assessor Assessment
Date
Assessment Venue
Qualification NATIONAL CERTIFICATE: CONSTRUCTION : ROADWORKS
against which you QUAL ID: 24133 NQF LEVEL 2 CREDITS 120
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 could resolve the Different Assessment Method
matter?
Different Venue for Assessment
Different Time
List any special needs you may
have.
Candidate signature Date

Moderator signature Date
 26 | P a g e
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.
 27 | P a g e
ASSESSMENT REVIEW
Candidate Assessor
Venue Review date

Qualification NATIONAL CERTIFICATE: CONSTRUCTION: ROADWORKS
Review Dimension ASSESSOR CANDIDATE ACTION
The principles/criteria for good Agree Agree

assessment were achieved. Disagree Disagree
The assessment related to the Agree Agree
registered unit standard. Disagree Disagree
Agree Agree
The assessment was practicable.
Disagree Disagree
It was time efficient and cost-
Agree Agree
effective and did not interfere with
Disagree Disagree
my normal responsibilities.
The assessment instruments were fair, Agree Agree
clear and understandable. Disagree Disagree
The assessment judgements were Agree Agree
made 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 Agree Agree
the 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
 28 | P a g e
Unit Standard Alignment
This is aligned to the following Unit Standards:
Assessment Matrix: US ID: 8964

Write/present for a defined context NQF Level:
Unit standard ID: 8964 Credits: 5
2
Unit standard range Appropriate language patterns and structures, which take account of aspects of purpose, audience, context and format, are used.
Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or
assessment criteria.
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
Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions
Specific Outcome 1 Write/sign for a specific audience, purpose and context.
Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business correspondence, electronic texts,
Outcome Range
multi-media presentations.
 29 | P a g e
AC 1.1 Facilitation. Learner Manual, Q, B, CS, W Activity 1 PS, Q Learner Guide:
A range of appropriate Classroom Classroom Interview p.23-24
texts is identified and discussion. equipment
Questioning QUESTION 1
produced in response to Workbook:
QUESTION 2
tasks or learning activities. p.76-79
AC 1.2 Facilitation. Learner Manual, Q, B, CS, W Activity 1 PS, Q Learner Guide:

Format and content are Classroom Classroom Interview P.24-27
appropriate to the discussion. equipment
Questioning QUESTION 1
conventions of the text Workbook:
QUESTION 2
type, and to the nature p.76-79
and level of the target
audience, as well as to
the task.
 30 | P a g e

Summative
& Reference
Instruments
Questions
Specific Outcome 2 Use grammatical structures and writing/signing conventions to produce coherent and cohesive texts for specific contexts.
Outcome Range
AC 2.1 Facilitation. Classroom Learner Manual, Q, B, CS, W Activity 2 PS, Q Learner

Clear, well-structured discussion. Classroom Questioning Project Guide:
sentences are used. equipment p.34
QUESTION 1
QUESTION 2
Workbook:
p.79-81

A variety of sentence discussion. Classroom Questioning Project Guide:
structures, lengths and equipment p. 34-37
QUESTION 1
types is employed where
QUESTION 2
appropriate. Workbook:
 31 | P a g e
p.79-81

Paragraph/chunks of discussion. Classroom Questioning Project Guide:
signing conventions are equipment p. 34-37
QUESTION 1
constructed showing
QUESTION 2
awareness of topic. Workbook:
p.79-81

Punctuation/non-manual discussion. Classroom Questioning Project Guide:
features (NMFs) are used equipment p. 34-37
QUESTION 1
appropriately.
QUESTION 2
Workbook:
p.79-81

Register is chosen to suit discussion. Classroom Questioning Project Guide:
audience and purpose. equipment p. 34-37
QUESTION 1
QUESTION 2
Workbook:
p.79-81
 32 | P a g e
Link devices are used discussion. Classroom Questioning Project Guide:
correctly to write/sign equipment p. 34-37
QUESTION 1
sustained pieces.
QUESTION 2
Workbook:
p.79-81

Texts are organised and discussion. Classroom Questioning Project Guide:
structured to have a clearly equipment p. 34-37
QUESTION 1
defined beginning, middle
QUESTION 2
and end. Workbook:
p.79-81
 33 | P a g e

Summative
& Reference
Instruments
Questions
Specific Outcome 3 Adapt language to suit context.
Outcome Range Socio-cultural, inclusivity, human rights, technical/workplace, environmental contexts.

Inappropriate language is discussion. Classroom Questioning Project Guide:
identified and adapted. equipment p.34
QUESTION 1
QUESTION 2
Workbook:
p.79-81

Complex wording/signing discussion. Classroom Questioning Project Guide:
of ideas is simplified where equipment p. 34-37
QUESTION 1
necessary.
QUESTION 2
Workbook:
 34 | P a g e
p.79-81


Summative
& Reference
Instruments
Questions
Specific Outcome 4 Draft and edit own writing/signing.
Outcome Range

Planning, drafting, editing discussion. Classroom Questioning Project Guide:
and redrafting improve the equipment p.34
QUESTION 1
suitability of the intended
QUESTION 2
purpose and audience. Workbook:
p.79-81

Cohesive devices to link discussion. Classroom Questioning Project Guide:
 35 | P a g e
parts of texts with other equipment QUESTION 1 p. 34-37
parts and to link ideas are QUESTION 2
checked and adapted to Workbook:
promote overall coherence p.79-81
of the text.

Major grammatical errors discussion. Classroom Questioning Project Guide:
are identified and changes equipment p. 34-37
QUESTION 1
improve structure and
QUESTION 2
readability/viewability of Workbook:
text. p.79-81

Spelling/handshape, discussion. Classroom Questioning Project Guide:
punctuation/non-manual equipment p. 34-37
QUESTION 1
features (NMFs), register,
QUESTION 2
sentence and paragraph Workbook:
structure are checked and p.79-81
corrected where
necessary, and the
selection of vocabulary is
appropriate to content.

Points of view, where discussion. Classroom Questioning Project Guide:
expressed, are supported equipment p. 34-37
 36 | P a g e
with a simple range of QUESTION 1
reasons and facts. QUESTION 2 Workbook:
p.79-81

Sources used in discussion. Classroom Questioning Project Guide:
writing/signing are equipment p. 34-37
QUESTION 1
acknowledged and
QUESTION 2
accurately recorded in Workbook:
format appropriate to the p.79-81
task or learning activity.
Summative
Critical cross-field outcomes Description Formative activities Comments
assessment
UNIT STANDARD CCFO Identify and solve problems: using Activity 1, Activity 2, PS, Q
IDENTIFYING text to decode and make Activity 3, Activity 5 Project
meaning individually and in groups
QUESTION 1
in oral, reading, signing and/or
QUESTION 2
written activities.
 37 | P a g e
UNIT STANDARD CCFO Work effectively with others and in Activity 2, Activity 3, , PS, Q
WORKING teams: using interactive Activity 4, Activity 5 Project
speech/sign in activities, discussion
QUESTION 1
and research projects.
QUESTION 2
UNIT STANDARD CCFO Organise and manage oneself and Activity 2, Activity 3, , PS, Q
ORGANISING one's activities responsibly and Activity 4, Activity 5 Project
effectively through using
QUESTION 1
language.
QUESTION 2
UNIT STANDARD CCFO Collect, analyse, organise and Activity 2, Activity 3, , PS, Q
COLLECTING critically evaluate information Activity 4, Activity 5 Project
fundamental to the process of
QUESTION 1
growing language capability
QUESTION 2
across language applications and
fields of study.
UNIT STANDARD CCFO Communicate effectively using Activity 2, Activity 3, , PS, Q

COMMUNICATING visual, mathematical and/or Activity 4, Activity 5 Project
language skills in formal or non-
QUESTION 1
formal communication.
QUESTION 2
 38 | P a g e
UNIT STANDARD CCFO Use science and technology Activity 2, Activity 3, , PS, Q
SCIENCE effectively and critically: using Activity 4, Activity 5 Project
technology to access and present
QUESTION 1
texts.
QUESTION 2
UNIT STANDARD CCFO Understand the world as a set of Activity 2, Activity 3, , PS, Q
DEMONSTRATING inter-related parts of a system Activity 4, Activity 5 Project
through using language to explore
QUESTION 1
and express links, and exploring a
QUESTION 2
global range of contexts and texts.
UNIT STANDARD CCFO Contribute to the full development Activity 2, Activity 3, , PS, Q
CONTRIBUTING of oneself by engaging with texts Activity 4, Activity 5 Project
that stimulate awareness and
QUESTION 1
development of life skills and the
QUESTION 2
learning process.
 39 | P a g e
 40 | P a g e

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US ID: 8964

Physical Address: Contact Details:

I, __________________________________ ( assessor) hereby declare that the information

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

Write for a defined context

This unit standard is replaced by:

PURPOSE OF THE UNIT STANDARD

Learners credited with this unit standard are able to:

 write for a specific purpose and audience

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

UNIT STANDARD CCFO ORGANISING

UNIT STANDARD CCFO COLLECTING

UNIT STANDARD CCFO COMMUNICATING

UNIT STANDARD CCFO SCIENCE

UNIT STANDARD CCFO DEMONSTRATING

UNIT STANDARD CCFO CONTRIBUTING

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

Target Group ways.

Learners at this level also use appropriate language in familiar and

The Purpose of the Assessment

Knowledge will be assessed by a knowledge

The assessment team consists of the following:

 Evidence Collection Facilitator

Special Assessment Needs

Special needs are dealt with in the Assessment Preparation Interview.

In addition the knowledge test may be administered as an oral

The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the

 Conducting the “Assessment Preparation Interview, Sheet”

1. Review the assessment plan with the candidate.

2. Collect the evidence in accordance with the instrument

Please note that the checklist covers the following:

Gather, record and make judgments on all the evidence.

1. Make assessment decision and discuss the results with the

2. Ensure that your feedback is developmental and supportive

3. Advise the candidate on what action to follow in the event

4. Advise the candidate on what action to take where he/she

6. Ensure the candidate counter-signs the “Assessment

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

8. Handle any disputes and identify matter that requires

Assessor Signature Date

(Candidate Name & Surname)

This serves as a confirmation that your “Assessment Preparation Interview” will be

 The purpose of the assessment.

Assessor Signature Date

Your assessment evidence for the WRITE FOR A

.......(day) of...............(month)...........(year) at the

you should have obtained at least 80% of the total

OVERALL COMPETENCE RECORD

Qualification NATIONAL CERTIFICATE: CONSTRUCTION:ROADWORKS

Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Additional Feedback From Assessor

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)

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

Candidate Date Assessor Date Moderator Date