Associated Assessment Criteria for Exit Level Outcome 1:
The problem is analysed and defined and criteria are identified for an acceptable solution.
Relevant information and engineering knowledge and skills are identified for solving the problem.
Possible approaches are generated and formulated that would lead to a workable solution for the problem.
Possible solutions are modelled and analysed.
Possible solutions are evaluated and the best solution is selected.
The solution is formulated and presented in an appropriate form.
Associated Assessment Criteria for Exit Level Outcome 2:
Knowledge of Mathematics is applied using formalism oriented toward Engineering for analysis and modelling.
Fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and recognised practice area is demonstrated.
Mathematics, Natural Sciences and Engineering Sciences, supported by established models are used to aid solving broadly-defined engineering problems.
Associated Assessment Criteria for Exit Level Outcome 3:
A major design project is used to provide a body of evidence that demonstrates this outcome.
Project that is typical to that which graduate/qualified learner would participate in a typical employment situation shortly after graduation is undertaken.
Components, systems, engineering works, products or processes to be designed dependent on the sub-discipline are selected.
One or more of the following impacts: social, economic, legal, health, safety, and environmental are included in a major design project.
Associated Assessment Criteria for Exit Level Outcome 4:
The method, skill or tool is assessed for applicability and limitations against the required result.
The method, skill or tool is applied correctly to achieve the required result.
Results produced by the method, skill or tool are tested and assessed against required results.
Computer applications are created, selected and used as required by the discipline.
Associated Assessment Criteria for Exit Level Outcome 5:
Appropriate structure, style and language of written and oral communication are used for the purpose of the communication and the target audience is considered.
Appropriate and effective graphics are used in enhancing the meaning of text.
Visual materials are used to enhance oral communications.
Accepted methods are used for providing information to others involved in the engineering activity.
Oral communication is delivered fluently with the intended meaning being apparent.
Assessment Associated Criteria for Exit Level Outcome 6:
The impact of technology is explained in terms of its benefits and limitations to society.
The engineering activity is analysed in terms of the impact on occupational and public health and safety.
The engineering activity is analysed in terms of the impact on the physical environment.
Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.
Associated Assessment Criteria for Exit Level Outcome 7:
The principles of planning, organising, leading and controlling are explained.
Individual work is carried out effectively, strategically and on time.
Functioning as a team leader is demonstrated.
A design or research project is organised and managed.
Effective communication is carried out in the context of individual and team work.
Associated Assessment Criteria for Exit Level Outcome 8:
Learning tasks are managed autonomously and ethically, individually and in learning groups.
Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
Relevant information is sourced, organised and evaluated.
Knowledge acquired outside of formal instruction is comprehended and applied.
Assumptions are challenged critically and new thinking is embraced.
Associated Assessment Criteria for Exit Level Outcome 9:
The nature and complexity of ethical dilemmas is described.
The ethical implications of decisions made are described.
Ethical reasoning is applied to evaluate engineering solutions.
Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
The system of continuing professional development is understood and embraced as an on-going process.
Responsibility is accepted for consequences stemming from own actions.
Judgements are made in decision making during problem solving and design.
Decision making is limited to area of current competence.
Integrated Assessment:
Formative assessment forms an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Through formative assessments lecturers guide learners in their theoretical, experiments, practical work and project during the semester or year in their progress towards achieving the different exit level outcomes.
Examples of how formative assessment is applied:
Tutorials and internet assignments.
Small group practical exercise and demonstrations.
Learners will assess each other’s work piece according to an assessment rubric.
Multiple questionnaire and rubrics.
Construct a practical work piece or project as per template.
Practical test on various applications.
Summative assessments are guided by the institution’s policy attached and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. The various Engineering Council of South Africa (ECSA) Exit Level Outcomes, as indicated per module descriptor, will be assessed for competence.
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