1.
The learner’s own faith is described and critically analysed in a coherent way.
The learner’s relationship to the wider Christian community is defined and critiqued with reference to personal experience and the tradition of the Church community.
Participation in and critique of group faith-building exercises is evidenced by means of reports and exercises
2.
Key doctrines are outlined and explained, including doctrines of God as Trinity, and the Church
A range of cultural expressions is used to communicate these doctrines.
Christian faith is compared with a range of other belief systems
The learner’s responses are evidenced widely: personally, in a faith community and in wider society
3.
Biblical texts are interpreted and explained according to recognised exegetical principles.
Christian teachings and ethics are presented and explained to members of a faith community and to others
4.
Needs within the learner’s faith community are identified and analysed in accordance with standard needs analysis principles
Transformative responses to these needs are proposed and applied using accepted methods.
Needs within the wider community are identified using accepted needs analysis methods.
Responses to those needs are proposed and applied by means of visits and other appropriate actions.
Christian ethics is applied to a range of contexts.
Implied competence and range.Critical evidence for assessment purposes imply competence at the following:
1.
A testimony, journals, spiritual director’s reports, portfolios
Reports from leadership in the Church, peer assessment
The range of exercises to include retreats, seminars, workshops
2.
Recognition of a range of interpretations.
Art, music, poetry, songs, oral and written forms
Include Islam, Hinduism, Judaism, African and other traditional beliefs
Cultural, gender, age and disability awareness and sensitivity
Expression of these doctrines is appropriate to a variety of contexts
3.
Full range of texts throughout the Bible
Methods used to interpret the Bible must include: historical. Textual and contextual
Urban, rural, suburban
To include social. Political, ecological and personal contexts
4.
Social, political, ecological, and economic needs
Be involved with community and its leadership in processes of change for the better
To include abuse, chronic and terminal illnesses, bereavement, ageing, gender issues and relationship crises
To include home-based care, pastoral visits
Wider community may include macro and/or micro contexts
Principles of assessment:
Appropriate: The method of assessment is suited to the performance being assessed.
Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible
Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.
Assessment criteria associated with critical crossfield outcomes
In the form of tasks in study material, written assignments, portfolio tasks, projects, case studies and examinations, learners will be assessed on their ability to:
1.
Demonstrate the ability to interpret the Bible interpretation by applying recognised exegetical methods in specific contexts and by critically evaluating other interpretations.
Describe theologies in relation to their respective cultural, economic, social and political contexts.
Address church and community problems by using creative contextual approaches to ministry.
2.
Show evidence of playing a moral and constructive role in a faith community and the community at large.
Demonstrate evidence of the ability to communicate effectively in a community
3.
Demonstrate the requisite study skills and learning strategies.
Organise their own study plans.
Think independently
4.
Use library and other resources effectively to complete tasks.
Construct academic essays by integrating information from a variety of sources.
Act responsibly as a scholar (i.e. By using recognised reference techniques and by avoiding plagiarism).
Evaluate theological theories, experiences, examples, etc.
5.
Produce persuasive forms of written, oral and other media communication express theological insights creatively in their first language and in terms of their culture and worldview
6.
Reveal sensitivity and maturity in responding to ethical challenges formulate concrete and creative responses to community problems
7.
Show respect for personal, cultural, theological and religious diversity
Demonstrate the relatedness between problems of a particular faith community and larger communities
8.
Use a range of source materials (books, television, case studies) to gather information
Engage with living communities as well as with academic course material
9.
Show commitment to the well-being of society by developing well-informed ethical stances on community issues
Play a responsible and constructive role in a faith community
10.
Demonstrate tolerance of diversity and the opinions of others
Demonstrate awareness of the role of cultural differences in biblical interpretation
Display the ability to understand the cultural and contextual roots of differences between theologies
Cooperate with people of other churches, theologies and religions
11.
Compare and evaluate various options for further study
Become involved accountably in a Christian community with a view to employment as a church or community worker
12.
Develop the skills of social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which will be a great help in finding or creating employment within or outside church circles
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