Author Topic: APPEALS AND COMPLAINTS  (Read 755 times)

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APPEALS AND COMPLAINTS
« on: July 25, 2015, 12:45:48 AM »
Purpose of the appeals policy

The aim of the appeals policy is to ensure that:

a) Unfair assessment decisions are corrected;
b) Concerns about unethical behaviour and/or unfair processes and
practices are investigated and problems are identified and addressed;
c) The credibility of ETDQA assessments is assured; and
d) The integrity of the assessment system is maintained.

Guiding principles for addressing appeals and complaints
a) Appeals should be settled as near to the point of origin as possible.
b) Reasonable concerns of learners are addressed speedily.
c) Assessors, moderators and designated providers management must endeavour to ensure that assessment related problems and concerns are resolved internally. Learners should lodge an appeal or complaint after all other usual channels of communication have been exhausted.
d) If the provider is unable to resolve the learner‟s complaint, a formal appeal must be lodged by the learner with the Manager of the ETDQA.
e) Other relevant parties may use the ETDQA appeals system to lodge complaints if they are aware of anything which undermines the integrity of the assessment process within a specified provider context.
f) There should be no reprisals or victimisation taken against any learner lodging an appeal, or against any other person lodging a complaint.

Reasons for appeals
The appeal system allows learners (or other relevant parties) to bring to the attention of the skills development provider appeals panel (or the ETDQA if necessary) specific instances where they have evidence of unethical behaviour or unfair or inequitable conditions, processes or practices related to the assessment process conducted by an ETDQA accredited provider.

Examples include:
a) invalid, unreliable and unfair assessments;
b) bias in the assessor‟s or moderator‟s judgements;
c) inadequate expertise and experience of the assessor if it influences the assessment; and
d) unethical practices (for detailed examples, see SAQA, 2001: „Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications‟).

Roles and responsibility of the skills development provider
ETDQA skills development providers must:
 develop and publish a learner appeals policy and procedures for the organisation;
 inform and advise the learner about the appeals and procedures;
 inform learners about their rights and responsibilities; and
 provide the ETDP SETA with all relevant information about unresolved appeals and complaints.

Rights and responsibilities of learners

1 Learners’ rights

a) Learners should be assessed against each unit standard (or coherent group of linked standards) and/or qualification for which they are registered.
b) Learners‟ assessment should address each specific outcome contained within a unit standard, and all assessment criteria and range specified within the unit standard should be taken into consideration in the assessment design. The unit standard contains all the information and criteria necessary for assessment.
c) Once they have been found competent against a unit standard or qualification, learners will be certificated for that unit standard or qualification.
d) Learners have a right to an interpreter for an assessment unless one of the assumptions for the unit standard is competency within the language of assessment, where the language of assessment is different to that of the learner.
e) If learners are found „not yet competent‟ as a result of the assessment, they will be given specific feedback regarding the areas of shortfalls, and will be guided and informed on how to address identified gaps.
f) Learners have a right to access to their assessment records.
g) If learners do not agree with the assessment decision, they have the right to ask that the assessment be moderated (if not already done).
h) If after the moderation learners still do not agree with the results of the assessment, they have the right to lodge a formal appeal with the provider.
i) If the issue is still not resolved to the satisfaction of the learner, or if the learner‟s complaint is against the skills development provider in question or one or more of its employees, he/she has the right to lodge a formal appeal with the ETDQA, providing reasonable grounds for the complaint and furnishing evidence in support of it.
j) Confidentiality regarding learner‟s assessment and assessment results must be maintained, and only authorised parties should have access to this information during the appeals process.

2 Learners’ Responsibilities
 Learners have the responsibility of familiarising themselves with the provider‟s policies regarding assessment.
 Learners have the responsibility of familiarising themselves with the kinds of assessment activities that they would be asked to perform, the standard and level of performance expected, the type and amount of evidence to be collected and their responsibility regarding the collection and presentation of evidence.
 Learners are responsible for their own readiness for assessment or reassessment, and for agreeing to arrangements for the date and time of the assessment and any re-assessment offered.

Source used for information:
http://www.etdpseta.org.za/live/images/stories/etdqa_latest/ETDP%20SETA%20ASSESSMENT%20and%20MODERATION%20POLICY%20final.pdf


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