|Unit Standard ID:||9015|
|Unit Standard Title:||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems|
|Qualification:||National Certificate: Generic Management|
|Programme:||Certificate in General Management & Leadership|
|Purpose:||This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 4. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in: |
A confident, insightful use of mathematics in the management of the needs of everyday living to become a self-managing person.
An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences `and so develop into a contributing worker.
The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
1.) Critique and use techniques for collecting, organising and representing data.
2.) Use theoretical and experimental probability to develop models, make predictions and study problems.
3.) Critically interrogate and use probability and statistical models in problem solving and decision making in real-world situations.
|Entry Requirements:||The credit value is based on the assumption that people starting to learn towards this unit standard al-e competent in Mathematical Literacy and Communications at NQF level 3.|
|Course Objectives:||1.) Identify and solve problems using critical and creative thinking: |
Solve a variety of problems based on data, statistics and probability.
2.) Collect, analyse, organise and critically evaluate information:
Gather, organise, evaluate and critically interpret data and statistics to make sense of situations.
3.) Communicate effectively:
Use everyday language and mathematical language to represent data, statistics and probability and effectively communicate or critique conclusions.
4.) Use mathematics:
Use mathematics to critically analyse, describe and represent situations and to solve problems related to the life or work situations of the adult with increasing responsibilities.
5.) Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.