Associated Assessment Criteria for Exit Level Outcome 1:

Communication theory is explained and effective communication through a variety of modes such as oral, written and electronic communication is demonstrated.
The ability to organise, conduct a meeting and to report in a professional manner within a business environment is demonstrated.
Appropriate graphic media to complement or substitute other modes of communication is used.

Associated Assessment Criteria for Exit Level Outcome 2:

Processes that effect administrative skills in a fleet operations environment are identified and analysed.
Processes to establish a framework of business activity is debated, integrated and applied.
The role of general management and leadership is conceptualised.

Associated Assessment Criteria for Exit Level Outcome 3:

Liabilities within and from the external organisational environment are discussed.
Productivity, effectiveness and efficiencies are inculcated as strategies to maximise business processes.
The advantages, disadvantages and risks associated with the business model are described.
Monitoring of business processes is promoted.

Associated Assessment Criteria for Exit Level Outcome 4:

Important aspects from a range of legislative prescriptions are included, but are not limited to:
>Business law, human resource issues, road traffic legislation, health and safety.
Environmental scans are incorporated to focus on the viability of selected business models.
Productivity levels are monitored to ensure profitability within the organisation.
Liaison with stakeholders is encouraged to improve fleet operations.

Associated Assessment Criteria for Exit Level Outcome 5:

Important components pertaining to market conditions, procurement and internal business practices are debated.
Evaluation of various operational alternatives is promoted to maximise organisational profitability.
Basic financial models are included to assist with the determination of the impact of various alternatives.
Risk factors are identified to highlight any possible negative implications to the organisation.

Associated Assessment Criteria for Exit Level Outcome 6:

Develop a framework within which in-sourcing or outsourcing can be debated and implemented.
Develop and implement a framework within which fleet operations are managed.
Comply with corporate governance requirements and codes.
Budgeting requirements to manage fleet operations effectively.
Implement driver monitoring mechanisms to optimise vehicle usage.

Associated Assessment Criteria for Exit Level Outcome 7:

Basic financial concepts and models are explained.
Financing options are debated.
Identify, list and investigate deviations from stated policies and procedures.

Associated Assessment Criteria for Exit Level Outcome 8:

The fundamental concepts and knowledge base of project management are explained.
Project management documentation and management processes to support projects are developed.
Project administration processes are implemented within a prescribed framework.
Project schedules are developed, evaluated, implemented and monitored.
Project costs are identified and projects costs are provided for on the budget.
Project meetings and workshops are planned, arranged and supported.

Associated Assessment Criteria for exit Level Outcome 9:

Identify the concept-risk and apply it to fleet operations.
The psychological nature of risk is identified and its impact on risk-taking is analysed.
Sources of risk that may affect an organisation are identified.
Apply an appropriate risk identification technique.
A balanced and comprehensive approach to risk control is developed.
Evaluate risks and determine their financial impact on the organisation.
Develop and integrate corporate social responsibility issues to the work environment.

Integrated Assessment:

The term “Integrated Assessment” implies that theoretical and practical components should be assessed together. During integrated assessment the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulation, cases and other similar techniques should be used to provide a context appropriate to the assessment.

Assessors should assess and give credit for the evidence of learning that has already been acquired through, informal and non-formal learning and work experience.

The student is required to provide a portfolio of evidence, which will act as proof that learning has taken place. Although this method of formative assessment is required, it will not be measured or monitored by the assessors due to the mode of distance learning. Compilation of the portfolio is designed to assist students toward the compilation of tutor-marked assignment, which are formally assessed.

Formative assessment is designed to ensure that:

It supports the teaching and learning process.
It provides constructive feedback to the student on his/her progress.
It helps to make decisions on the readiness of students to complete the summative assessment.
Is developmental in nature.
Does not award credits/certification.

Formative assessment is useful in terms of assessment of critical cross-field outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned. The assignments, which are submitted, have a weighting of 20 percent towards the final examination mark.

Summative assessment occurs:

At the end of each study cycle of learning.
Is used to determine whether the student is competent in the required knowledge and skills.

Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for students to be fairly assessed against the planned outcomes.

Formative assessment methods may include:

Self assessment activities in the learning materials.
Case studies.
Knowledge based tests.
Report writing and other generic management formats.
Basic research and project based assignments.

Summative assessment includes:

Formal written examinations (where applicable oral assessment).
Summative assessment is making a judgment about achievement.
Student-readiness determines whether the student will qualify for the respective examinations. It is required that the assignments are submitted in order to write an examination in each module.