Associated Assessment Criteria for Exit Level Outcome 1:
Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics are applied effectively in order to improve the quality of education.
Decisions and actions that are framed within the South African Mathematics curriculum framework are made appropriately and actions are taken suitably.
Current educational debates are appropriately translated into practice by drawing on their background on education theory, the foundations of Mathematics Education and the forces impacting on Mathematics Education.
Teaching, learning and assessment are managed in a sound manner by having good foundations on education Mathematics knowledge.
An agent of change attitude in their own work environment is appropriately developed and applied to upgrade Mathematics Education in schools.
Associated Assessment Criteria for Exit Level Outcome 2:
The nature and uses of theory, the paradigmatic influences on the construction of theory, the relationship between theory and practice are understood.
Foundational theories that underpin Mathematics Education for setting an agenda for international research in mathematics education are applied.
Mathematics education research that make productive contributions to policy and practice by engaging with National and international testing, influences from social, cultural, economic and political factors, increased focus on the teacher and teacher practice, increased sophistication and availability of technology, increased globalisation of mathematics education and research are understood and applied.
Associated Assessment Criteria for Exit Level Outcome 3:
A research plan/design/proposal are constructed.
An appropriate method is selected.
Feasible and researchable questions are developed.
Data is analysed and reported.
Historical forces, cultural and psychological forces, technological forces impacting on mathematics education are should be able to discussed and critiqued.
Associated Assessment Criteria for Exit Level Outcome 4:
Multiple sources are drawn upon to critically examine the social, cultural and historical context of South African education.
Own professional practice through a social justice education lens is problematised and evaluated.
Creative and innovative strategies for directing their professional practices towards social justice are proposed.
Integrated Assessment:
The qualification provides for a continuous assessment approach. No formal examinations are written. The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges learners to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective education managers in schools and regions and whether they will be able to act as agents of change in the quest for improved quality education in the country.
Learners will demonstrate the attainment of NQF Exit Level 8 requirements in terms of assessed activities such as PowerPoint group presentation, tests/online tests (through the LMS), essays, poster presentations, teamwork activities, individual and group projects, reflective journal writings, reports of in-context research, a teaching portfolio of learning evidence and a capstone project.
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