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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:

Evaluate a learning intervention using given evaluation instruments

SAQA US UNIT STANDARD TITLE

ID

123397 Evaluate a learning intervention using given evaluation instruments

ORIGINATOR ORIGINATING PROVIDER

SGB Occupationally-directed
ETD Practitioners

QUALITY ASSURING BODY

FIELD SUBFIELD

Field 05 - Education, Training and Development Adult Learning

ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS

BAND STANDARD LEVEL
TYPE

Undefined Regular Level 5 New Level 10

Assignment Pend.

REGISTRATION STATUS REGISTRATION REGISTRATION SAQA

START DATE END DATE DECISION
NUMBER

Reregistered 2012-07-01 2015-06-30 SAQA 0695/12

LAST DATE FOR LAST DATE FOR ACHIEVEMENT

ENROLMENT

2016-06-30 2019-06-30
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 unit standard replaces:

US Pre-2009 Replacement
Unit Standard Title NQF Level Credits
ID NQF Level Status

9937 Evaluate a course Level 4 NQF Level 04 8 Complete

Evaluate learning New Level

9938 Level 5 12 Complete
programmes Assignment Pend.

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful to evaluators of learning programmes or courses,
whether internally or externally.

People credited with this unit standard are capable of:

1. Planning and preparing for the evaluation.

2. Collecting and recording data.
3. Analysing and interpreting data.
4. Compiling an evaluation report.
5. Reviewing the evaluation process.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners have a working knowledge of the NQF, related systems and
quality assurance principles.

UNIT STANDARD RANGE

A learning intervention consists of a series of significant learning events that form a
coherent whole and lead to the achievement of a significant outcome of learning within
the context of the organisational setting. The intervention could include but is not limited
to any combination of workshops, focus groups, broadcast, workplace assignments,
classroom-based training, training on the job, projects, assessments.

Evaluation is the systematic process of gathering and analysing data and other objective
information to determine the quality, value and effectiveness of a learning intervention
within the context of the organisational setting with the specific aim of initiating certain
actions.

The assessment of candidate-evaluators will only be valid for award of this unit standard
if the following requirements are met:
 The learning intervention being evaluated leads to a significant, meaningful and
coherent outcome of learning that is in line with SAQA's definition of competence i.e.
embraces foundational, practical and reflexive dimensions of competence. Although this
is not a rule, for the purposes of this unit standard the learning intervention being
evaluated should be of a size that generally requires in the region of 50 - 80 hours of
learning time.
 The learning intervention being evaluated includes learning of tasks and concepts.
Therefore interventions that relate only to highly task-orientated learning and do not
demand much, if any, in the way of reflexive competence, will not provide enough scope
for the evaluator to prove competence in this unit standard.
 The evaluation is to cover at least the following: learning outcomes, learning design,
delivery, application of learning, assessment, internal moderation; support services,
administration; learning environment; and stakeholder satisfaction. Where possible, the
evaluation is to include a consideration of return on training investment and impact in the
workplace.

The evaluation may be for interventions using any one of the following modes of
delivery:
1. Distance.
2. Formal classroom-based training.
3. On-the job training.

For the purposes of this unit standard, evaluators may use given evaluation
instruments and processes. However evaluators will need to be able to adjust the
instruments and process for the particular purpose to which they are applied.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Plan and prepare for the evaluation.

ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The purpose and scope of the evaluation is defined in terms of stakeholder
requirements.
ASSESSMENT CRITERION RANGE
Stakeholders - combinations of: provider, client organisations, funders, government
agencies, accrediting bodies, learners.

ASSESSMENT CRITERION 2
Evaluation criteria are confirmed as objective, measurable, sufficient and suited to the
agreed purpose of the evaluation. The criteria are confirmed to be aligned with the
organisational quality assurance system.

ASSESSMENT CRITERION 3
Evaluation instruments selected make use of strategies, methodologies, research
methods and information sources that are appropriate to the purpose and context of the
evaluation.
ASSESSMENT CRITERION RANGE
Research methods - qualitative and quantitative:
 Information sources could include learners, teaching staff, learning support staff,
administrative staff and administrative data, learning materials, learner records, course
evaluations, facilitator reports, records of results, professional associations.

ASSESSMENT CRITERION 4
Evaluation instruments selected enable valid, sufficient and reliable data to be generated
within time and budgetary constraints, and to achieve the purposes of the evaluation.
ASSESSMENT CRITERION RANGE
Instruments can include the following data gathering techniques: questionnaires,
interviews, focus groups, observation.

ASSESSMENT CRITERION 5
Evaluation instruments are adjusted to ensure they will generate the data that are
required to achieve the evaluation purpose.

ASSESSMENT CRITERION 6
The plan is developed providing details of the purpose and subject of the evaluation,
roles and responsibilities of participants, sample sizes, frequency and timing of data
gathering, venue/s, logistics, resource requirements and reporting mechanisms.
ASSESSMENT CRITERION 7
The evaluation plan is agreed with relevant stakeholders, and enables the achievement
of the evaluation purpose within time and budgetary constraints.

SPECIFIC OUTCOME 2
Collect and record data.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Data are collected and recorded in accordance with the evaluation plan.
ASSESSMENT CRITERION RANGE
Timing, target groups, tools.

ASSESSMENT CRITERION 2
Data are collected from a representative sample of the target group in accordance with
the evaluation plan.
ASSESSMENT CRITERION RANGE
A representative sample contains sufficient numbers and coverage to appropriately
reflect the target group, and produce valid and reliable data.

ASSESSMENT CRITERION 3
Data are collected in relation to key quality indicators, including cost, time, outcomes
achieved and manageability.

ASSESSMENT CRITERION 4
Data are recorded without errors or omissions.

SPECIFIC OUTCOME 3
Analyse and interpret data.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The sorting and summarising of data into categories validly reflect the evaluation
purpose and serve to focus attention on particular areas.
ASSESSMENT CRITERION RANGE
Learning outcomes, learning design, delivery, assessment, internal moderation; support
services, administration; learning environment; application of learning and stakeholder
satisfaction.

ASSESSMENT CRITERION 2
Data are displayed in a way that aids analysis and interpretation.

ASSESSMENT CRITERION 3
Identified trends, patterns, and comparisons validly reflect the data.

ASSESSMENT CRITERION 4
Interpretations of data are consistent with the data and are free of bias.

ASSESSMENT CRITERION 5
Findings are unbiased reflections of the data and are supported by evidence.

SPECIFIC OUTCOME 4
Compile an evaluation report.
OUTCOME RANGE
The report would typically include a summary, background information, the evaluation
purpose, evaluation methodology, findings, possible solutions and recommendations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The summary and presentation of results validly reflect the data and are in a form that is
meaningful to recipients.

ASSESSMENT CRITERION 2
Limitations of data interpretation are made explicit.

ASSESSMENT CRITERION 3
Evaluation results are compared with related external data where available so that valid
conclusions can be drawn.
ASSESSMENT CRITERION RANGE
 External data can include, but are not limited to - previous evaluations, internal and
external benchmarks.
 Valid means fit for purpose, and relating solely to the attributes or data being
evaluated.

ASSESSMENT CRITERION 4
Raw data are made available in an organised form that can be accessed by recipients
within the constraints of relevant policy and legislation.

ASSESSMENT CRITERION 5
Recommendations are formulated in consultation with relevant stakeholders, and are
relevant to the context, feasible, can be justified in terms of the findings and evaluation
purpose, and promote the improvement of learning interventions.

SPECIFIC OUTCOME 5
Review the evaluation process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The process is analysed in terms of strengths, weaknesses and fitness for purpose.

ASSESSMENT CRITERION 2
Opportunities and mechanisms to improve upon the process are identified and recorded
for integration into future evaluations.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 Assessors for this unit standard must be registered with the relevant ETQA, or with an
ETQA that has a Memorandum of Understanding with the appropriate ETQA.

 Providers of learning towards this unit standard must be accredited through the
relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding
with the appropriate ETQA.

 Moderators must be registered as assessors with the relevant ETQA, or with an

ETQA that has a Memorandum of Understanding with the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed
directly or indirectly through assessment of the specific outcomes in terms of the
assessment criteria:

 Outcomes-based education, training and development.

 Learning styles and methodologies.
 Principles of assessment.
 Evaluation principles and methods.
 The principles and mechanisms of the NQF.
 ETQA requirements for programme approval.
 Quality Assurance Systems.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems using critical and creative thinking: planning for
contingencies during evaluation.

UNIT STANDARD CCFO ORGANISING

Organize and manage oneself and ones activities: this will be evident throughout the
evaluation process.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organize and critically evaluate information: the whole evaluation
depends on careful collection, analysis, organisation and evaluation of information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively: this unit standard requires constant communication throughout
the evaluation process.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate the world as a set of related systems: understanding the impact of learning
interventions on individuals and organisations.

UNIT STANDARD CCFO CONTRIBUTING

Be culturally and aesthetically sensitive across a range of social contexts: carry out the
evaluation in a culturally sensitive way.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-
QUALITY
QUALIFICATION 2009 NQF END
ID STATUS ASSURING
TITLE NQF LEVEL DATE
BODY
LEVEL

National
Certificate:
Occupationally
New Level
Directed 2015-
Core 50334 Level 5 Assignment Reregistered ETDP SETA
Education 06-30
Pend.
Training and
Development
Practices

National Diploma:
Occupationally
Directed
NQF Level 2015-
Core 50333 Education, Level 5 Reregistered ETDP SETA
05 06-30
Training and
Development
Practices

Bachelor:
As per
Occupationally
Learning
Directed
NQF Level 2015- Programmes
Core 50330 Education Level 6 Reregistered
07 06-30 recorded
Training and
against this
Development
Qual
Practices

Core 50331 National Level 6 New Level Reregistered 2015- ETDP SETA
 Certificate:
Occupationally
Directed
Assignment
Education, 06-30
Pend.
Training and
Development
Practices

National
Certificate:
Environmental New Level
2015-
Elective 22901 Education, Level 5 Assignment Reregistered ETDP SETA
06-30
Training and Pend.
Development
Practice

National Diploma: NQF Level 2015-

Elective 20159 Level 5 Reregistered ETDP SETA
ABET Practice 05 06-30

National Diploma:
Environmental
Education, NQF Level 2015-
Elective 22902 Level 5 Reregistered ETDP SETA
Training and 05 06-30
Development
Practice

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation
end dates), and is the most complete record available to SAQA as of today. Some
Quality Assuring Bodies have a lag in their recording systems for provider accreditation,
in turn leading to a lag in notifying SAQA of all the providers that they have accredited to
offer qualifications and unit standards, as well as any extensions to accreditation end
dates. The relevant Quality Assuring Body should be notified if a record appears to be
missing from here.
1. ADvTECH Resourcing Pty Ltd t/a Corporate College International
2. Africa Competency Development (Pty) Ltd
3. Assessment College of South Africa (Pty) Ltd
4. Boikgantsho Consulting & Events cc
5. Business Development Unit (PTY) Ltd
6. Colleen Osorio Skills Development Consultancy cc
7. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS
8. Cutting Edge Training Solution Learning Resources
9. DIONYSIUS & LABORIA CONSULTANTS
10. EDUTEL SKILLS DEVELOPMENT PTY LTD
11. HEIRS DEVELOPERS AND CONSULTANTS
12. Igugu Training and Investments
13. IIR SOUTH AFRICA BV INCORPORATED IN THE NETHERLANDS
14. Institute for Quality - Education, Training & Development
15. International Competencies Network (ICN)
16. Jothavir Eduskilling t/a Eduskills Rainbow
17. KgangKgolo Consulting
18. Khoali Education Training and development consultants
19. KHULISANE ACADEMY
20. kitso Interventions
21. Klein Karoo Resource Centre
22. Learnership Support Systems
23. Learning Performance Link
24. Loago Business Consulting
25. Martiq 414 cc T/A Ulwazi Training & Development
26. MENTORNET (PTY) LTD
27. Mthimkhulu Training and Development Institute
28. Mtk Corporation Solutions
29. Nkinane Trading Enterprise
30. PC Educational Holdings
31. People Development Africa
32. Petra institute of Development (PTY) Ltd
33. Prior Learning Centre
34. Professional Development and Training Institute (Pty) Ltd
35. RAMAZWI SECURITY SERVICES CC
36. Regenesys Management (Pty) Ltd
37. Resonance Institute of Learning
38. Retshetse Training Project
39. Scan Training Solutions
40. Seoposengoe Training Consultancy
41. Sizani Consulting cc
 42. Southern African Institute of Learning
43. SPS Consulting (Pty) Ltd
44. STAFFING DIRECT CC
45. Starplex 489 cc t/a The Learning Foundation
46. The Institute of People Development
47. THE SKILLS FACTOR
48. Thembekile Training Consulting
49. Thuto Botshabelo Training Academy
50. Tinissa Trading 29 (PTY) Ltd

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.