Associated Assessment Criteria for Exit Level Outcome 1:

A personal account of the learner’s own faith is given.
Faith development is shown by written or oral means.
Participate in the life of a faith community is evidenced.
Sermons are prepared and delivered in accordance with relevant modules.
Christian worship activities are prepared and conducted within the context.

Associated Assessment Criteria for Exit Level Outcome 2:

Key doctrines and histories are outlined and articulated in accordance with the bible.
Personal faith is communicated to individuals and groups.
The purpose, sources and key elements of Christian doctrine are described with examples within the context.
The concepts of salvation and discipleship are described within the Christianity context.

Associated Assessment Criteria for Exit Level Outcome 3:

Key Biblical texts are explained in relation to the relevant environment.
Central Biblical principles are articulated with examples within the context.
An overview of Biblical contexts and contents is explained in accordance with the bible and guidelines.
An overview of Christian teachings and morality is presented to the audience.

Associated Assessment Criteria for Exit Level Outcome 4:

Needs within the learner’s community and individuals are defined and recorded in accordance with requirements.
Possible responses to these needs are proposed and applied in relation to the learner’s context.
Christian ethical principles are applied to a selection of contexts.
The relevance of Christian life and teachings are explained relative to contemporary livings.

Integrated Assessment:

This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification:

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
Assessment of fundamental should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:

Portfolios.
Simulations.
Workplace assessments and practical workbooks.
Written assignments.
Written tests.
Case studies and case presentations.
Peer group evaluation.
Competency evaluations of clinical skills.
Face to face contact with learners.

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

Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.