Practical Assessment: OBET Principles, Advantages, Limitations

This practical summative assessment delves into Object-Based Educational Training (OBET), exploring its core principles, advantages, and limitations within educational organizations. It contrasts traditional and outcomes-based education approaches, emphasizing the importance of adhering to assessment principles for fair and valid outcomes. The assessment also examines the interaction between an organization and SAQA sub-structures like task teams, consultative panels, NLRD, SETAs, and ETQAs. Furthermore, it elucidates the differences between unit standards and learning programs, unit standard credit value and NQF levels, unit standard titles and purpose statements, SGB names and field descriptions, learning assumptions and essential embedded knowledge, specific outcomes and assessment criteria, and unit standard codes and registration numbers, highlighting the relationship between unit standards and qualifications as defined by the South African Qualifications Authority (SAQA).

PRACTICAL SUMMATIVE ASSESSMENT POE 1
Practical Summative Assessment Poe
Name of the Student:
Name of the University:
Author Note:

PRACTICAL SUMMATIVE ASSESSMENT POE 2
1. List and describe the four OBET principles. (8)
Object-Based Educational Training approach has four basic principles to be
maintained while implemented.
 Clear focus on significant outcomes:
The learning outcomes should be clearly defined to the learners and have to be
achievable. The assessment criteria of each unit should be based on this outcome
dedicated to a particular level (Allais 2012). The standardisation of this learning
procedure depends on the significance of these outcomes.
 Designing as per culminating outcomes:
The learning programs should be designed based on the estimated outcomes at the
end of the learning program. Focusing on the achievable outcomes at the at the end
of the programme is a major concern.
 High expectations:
It should be expected that all of the learners are able to achieve the designed
outcomes at the end of the program that will initiate their progress towards next level
of learning. At the same time, the learning program should be designed in a way that
enables the learners to achieve the level objectives irrespective of their learning
style, background and abilities.
 Expanded opportunity:
Developing adequate competence among the learner is another essential concern
where learners should be guided to achieve their competence level through

PRACTICAL SUMMATIVE ASSESSMENT POE 3
appropriate practice, feedback, opportunities and guidance. Expansion of the
learning opportunity for a student should be the main focus.
2. There are many advantages to the developing or using of a curriculum,
based on the OBET approach in an organisation. Discuss at least four
advantages. (8)
Many advantages can be identified at the time of developing and using the
curriculum, based OBET approach in an organisation.
 Careful planning:
In OBET educational approach an organisation has to plan their educational
architecture with a clear instructional purpose that guides the educators as well as
the learner to understand the goal and execution process of the learning plan
(Modisaotsile 2012). Appropriate monitoring and controlling the learners are the two
major advantages of this careful planning.
 Management and strategic implementation:
OBET approach allows building a strategic planning where the teaching process can
be modified according to the outcomes that have achieved earlier. In this approach,
learners are always aware of what they are going to achieve after finishing the
learning program and also what are the basic purposes of the components they are
currently learning.
 Learner support:

PRACTICAL SUMMATIVE ASSESSMENT POE 4
OBET approach enables the educators and the whole educational organisation to
support the learner by implementing various textbook-bound curriculums within the
learning process (Spaull 2013). Instead of teaching the brief and the basic ideas of
the context the teacher can have to opportunity to help the learner to understand the
whole syllabus from depth.
 Other advantages:
In OBET approach a learner who failed to achieve the threshold criteria of the level
has the second opportunity to go through the entire program again. Understanding of
the content is the major focus of this approach. Through this approach, the learners
can gain the ability to encounter the realistic situations.
3. OBET should, however, not be regarded as a magical cure for all the
education and training ills of the past. Discuss at least three limitations that
can hamper the implementation of OBET in an organisation. (6)
Arguably several disadvantages or limitations of OBET educational approach have
been identified by various critics.
 Vague outcomes
In practical implementation OBET approach sometimes creates a vague idea of
emotional interpretation regarding the expected impacts on mind and values of the
learner. These outcomes usually diverted from its core academic goals.
 Involvement of stakeholders

PRACTICAL SUMMATIVE ASSESSMENT POE 5
When the government sets up the values and attributes of the learning outcomes the
foundation of OBEG becomes rigid that bounds the flexibility of overall learning and
teaching process. Sometimes these forceful implementations require frequent
consultation with the stakeholders such as parents, teachers and non-teaching
staffs.
 Lowering the standards
To improve the acceptance of the learning outcomes and required objectives, OBET
approach needs lower standard education program that would be acceptable and
achievable irrespective of the learner's skills, ability and backgrounds. Therefore
learners with higher potentialities are always kept under certain restriction from their
potential progression.
 Financial needs
The efforts and components which are needed to develop proper OBET educational
approach need higher expenditure from both the organisation and the government.
The country like South Africa needs higher revenue to invest in this educational
approach.

PRACTICAL SUMMATIVE ASSESSMENT POE 6
4. Complete the following table that lists the differences between the
traditional – and the outcomes based approach to education and training. (8)
Aspects Traditional Approach Outcomes-based approach
Purpose of
each approach
The purpose is to educate the
students through memorization
and recitation techniques instead
of prioritising the problem solving
and decision making skill
development of the learners.
The purpose is to educate the
learners through outcomes
oriented strategic planning
providing a systematic and
equal platform for all learners
irrespective of their
potentialities.
General
principles that
underpin each
approach
Concerning about the content that
should be taught and the method
of teaching in order to improve the
overall capability and knowledge
of the learner.
Concerning the learning ability
of the students and providing a
strategic education plan with
the clear set of learning
outcomes and objectives.
Practical
implementatio
n/training
approaches
For implementation traditional
approach transmit the knowledge
and understanding of the ideas as
well as values to the learners
(Savolainen et al. 2012).
For implementation, this
approach designs the reaching
and learning process to
demonstrate the technique to
meet the learning outcomes
and achieve the goals of the
current level.

PRACTICAL SUMMATIVE ASSESSMENT POE 7
Assessment
approach
In traditional assessment learners
receives the guidance to gain the
desired knowledge. The
assessment is more focused on
the validation of knowledge.
Assessment process focuses
on guiding the student to fulfil
the basic criteria that help them
achieve the learning objectives.
5. What do you think will be the result on the outcome of an assessment if the
principles of assessment are not being adhered to? Write down your answers
to each assessment principle. (8)
Fairness
Biased marking can decline the faith on current education system by
de-motivating the learners. Without fairness, the education system
cannot judge the students effectively.
Validity Invalid assessment cannot meet the objectives of the learning
process the learners while making the outcomes useless.
Reliability
Learners would not get enough time to prepare for the examination
due to lack of reliability in the assessment process that can resist the
overall growth of learner’s knowledge (Brock-Utne 2015).
Practicality
If the study materials do not have the practicality, students will not be
able to utilise their knowledge in a practical field. Despite that, the
educators will not able to aware the students about the importance of
the learning objectives.
Appropriate
Lack of precise and accurate assessment process can generate
unjustified and wrong outcomes that can weaken the education
system.

PRACTICAL SUMMATIVE ASSESSMENT POE 8
Transparency
A vague and unclear concept about the concepts of the learning as
well as the learning outcomes can cause poor performance of the
students.
Authenticity
If the evidence submitted by the learner does not have authenticity,
the purpose of assessment will not be fulfilled. Without authenticity,
the education system cannot judge the learners by their actual
capabilities.
Sufficiency
Without adequate evidence and learning components, the educators
cannot teach the students properly. Lack of applicable components
can weekend the efficiency of the education system.
6. Study the following SAQA sub-structures. Indicate if your organization will
interact with the following sub-structures and for what reason/in which
capacity? (6)
Sub-Structure Interaction
Task teams
The organisation needs the task items to ensure that qualification and
standard settings are satisfying the democratic way of involving
percipients as well as to send the panel for registration on the NQF.
Consultative
panels
The organisation needs the consultative panels to ensure that
qualification and standard settings are satisfying the requirement of
NQF as well as to ensure the approval for an individual responsible
person.
NLRD
The organisation needs to interact with NLRD to meet the regularity of
the procedure and keep the educational policies up to date and also
ensure that the registration procedure has been successfully done.

PRACTICAL SUMMATIVE ASSESSMENT POE 9
SETAs
The organisation needs to interact with SETAs to develop a plan as
per the national skills development strategy by establishing the
learning programs, employee arrangement, and monitoring system.
SAQA
The organisation needs to interact with SAQA to gather the framework
for developing a learning program that culminates in NQF standards
and qualification of management and control.
ETQAs
The organisation needs to interact with ETQAs to ensure the facilities
and arrangements to perform the educational program are adequate
by meeting the safety and security measures. The permission from
engineering council as well as health and nursing council is the aim of
this interaction.
7. Explain the difference between the following aspects of unit standard: (14)
400
Unit Standard vs.
Learning
Programme
Unit standard is a standardisation and validation process that
defines the quality and the competency of an educational
framework constructed by an organisation.
Learning program is an accumulated framework to teach the
learners as per the standardisation measurement about the
planning and developing a teaching process (Hans 2012).

PRACTICAL SUMMATIVE ASSESSMENT POE 10
Unit standard
credit value vs.
NQF level
Unit standard credit value refers the average length of time
required by a learner to complete a particular study by achieving
some specific criteria provided in course description.
NQF levels define the nationalised design of a unit and it
required credit value that is appropriate for designing the unit
under certain rules and regulation.
Unit standard title
vs. purpose
statement
The unit standard title is a unique title for each educational
organisation that defines its operational and standardised
identity within the nation.
Purpose statement refers a comprehensive summary of the
entire educational procedure that is followed by the particular
organisation.
SGB name vs.
Field Description
SGB name refers the occupational name of an organisation
directed by ETD practitioner that is also unique for the individual
educational organisation.
The field description refers certain area of operation of an
educational organisation that is defined by the NQF and which is
not based on the subject areas the organisation is going to
handle.

PRACTICAL SUMMATIVE ASSESSMENT POE 11
Learning assumed
to be in place vs.
Essential
Embedded
Knowledge
Learning assumption is the potential growth or educational
achievement of a learner that he or she can get after completing
the certain course.
Essential Embedded is the standardisation of the operational
subjects or field of an organisation that is required to achieve the
unit standard.
Specific outcome
vs. Assessment
Criteria
A specific outcome is a particular or a set of outcomes or
knowledge that a student can gain after completing a certain
course of the educational program.
Assessment criteria are the set of crucial requirement that has to
be fulfilled by the learner to complete the existing course or an
educational training program.
Unit Standard
Code vs.
Registration
Number
Unit standard code refers a particular numeric that defines the
position of an educational unit within the national standardisation
process.
The registration number is a unique identification of an
organisation that defines its operational authenticity under
certain field and the permitted evidence.
8. Explain the relationship between unit standards and qualifications. (2)
The South African Qualifications Authority (SAQA) defines the unit standards as
basic criteria that should be fulfilled by an educational organisation to provide a
particular or a set of education to their student. Registered statements of the

PRACTICAL SUMMATIVE ASSESSMENT POE 12
educations or course, associated assessment criteria, authentication of the assessor
etcetera are the core components of unit standards. At the same time, the
Qualification refers a registered reorganisation that a student can achieve after
completing certain educational program or course that includes a planned
combination of learning outcomes and its benefit for the society and the economy.

Running head: TOPIC
9. Write down a brief outline for a qualification that could be developed within
your organization, indicating the three elements and titles for typical unit
standards under each element (You can invent names for these unit standards).
Also indicate whether you think this qualification will be a certificate, higher
certificate, diploma etc. (10)
Title:
Fundamental Core Electives
Directed Occupational
Education, Development
And Training Practices
Assist and support
learners to achieve their
learning objectives
Coordinate the effective
practices of specific
functional unit.
Analyse, process and utilise
data across a wide range of
contexts
Conduct training and
development programs in
an educational
environment
Deliver applicable linguistic
tutorials for educational
practitioners.
Use verbal and non verbal
communication strategies for
occupational and vocational
education
Evaluate learning and
interpretational
intervention using
appropriate tools
Demonstrate the production
and acceptance of South
African spellings
Present wide range of
communicative context to a
stipulated audience.
Demonstrate wide range
of training and
development approaches
within a standardised
framework.
Deliver a monologue for a
group of audience on South
African Sign Language.

1TOPIC
Develop the practical
understanding of linguistic
and vocalised representation
of emission intervention.
Evaluate the use verbal
and non verbal
communication media
based on human
psychology.
Demonstrate potential
evolution of current
communicational practice
influenced by socio-cultural
diversity.

2TOPIC
Reference:
Allais, S., 2012. Will skills save us? Rethinking the relationships between vocational
education, skills development policies, and social policy in South Africa. International
Journal of Educational Development, 32(5), pp.632-642.
Brock-Utne, B., 2015. Language-in-education policies and practices in Africa with a
special focus on Tanzania and South Africa. In Second international handbook on
globalisation, education and policy research (pp. 615-631). Springer, Dordrecht.
Hans, N., 2012. Comparative education: A study of educational factors and traditions.
Routledge.
Modisaotsile, B.M., 2012. The failing standard of basic education in South Africa. Policy
brief, 72, pp.1-7.
Savolainen, H., Engelbrecht, P., Nel, M. and Malinen, O.P., 2012. Understanding
teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service
and in-service teacher education. European Journal of Special Needs Education, 27(1),
pp.51-68.
Spaull, N., 2013. South Africa’s education crisis: The quality of education in South Africa
1994-2011. Johannesburg: Centre for Development and Enterprise, pp.1-65.