Assessment Criteria associated with Critical Cross-field Outcomes:
1. Analyse and solve concrete and abstract problems of medium complexity by drawing on the theoretical knowledge and experiential base of individual disciplines in fields of Science and Technology.
Identify, analyse and solve problems of medium complexity in a variety of routine contexts within broad parameters of Science and Technology.
Solve science-related problems of medium complexity by generating alternative strategies for dealing with those problems.
Offer basic evidence, from theoretical knowledge base and experimental base, to support their stated views.
2. Show evidence of `people skills` (tolerance, empathy, listening skills) in group situations.
Undertake projects as a member of a team and provide evidence of successful interaction with others.
Are supportive followers and group participants.
Communicate the results of group projects through written and/or oral reports, documented computer programmes, or using software packages.
3. Demonstrate the study skills and learning strategies required at an introductory level.
Organize their study plans and timetables, which may include practical work done on their own or in a laboratory.
Assess their own strengths and weaknesses and develop coping strategies.
NOTE: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.
4. Use library and other resources on a limited scale to suit their individual needs.
Integrate information from a limited number of sources.
Demonstrate basic problem solving, data processing and numerical skills using beginner level mathematical, statistical, operations research, and computer programming techniques.
5. Use appropriate simple models of organization and presentation as required in the respective disciplines.
Explain acquired knowledge in their own words, in graphs/diagrams, and by using mathematical notations.
Use introductory level statistics and/or operations research and/or computing techniques appropriately to present solutions to problems.
Recognise own communication limitations and problems, and seek the appropriate assistance.
Identify and illustrate subject-specific jargon.
6. Use scientific methods of investigation, testing and evaluation on well-defined problems of medium complexity in natural and technical environments.
Select technology under guidance to suit the needs of the individual or group.
Use natural resources in a sustainable way.
Show respect for and a responsible attitude towards science and technology.
Demonstrate a consideration of the ethics involved in science and technology issues.
Show respect and openness towards the health and physical environment of others.
Show objectivity and integrity in matters concerning, and issues effecting society at large.
7. Connect the knowledge of introductory systems and modelling theory to the reality of their individual contexts.
Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing well-defined real-world problems of medium complexity.
Follow an integrated approach to learning and studying.
Assessment Criteria associated with Developmental Outcomes:
1. Use help-seeking strategies to further their own learning and that of others.
Display awareness of their own learning preferences and use strategies to suit their needs.
Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).
2. Demonstrate an awareness of the relationship between the knowledge, skills and attitudes acquired in studying towards the Diploma, and that which are required to fulfil leadership and educational responsibilities in science and technology in the community.
Make connections from theoretical knowledge to practical application in the real world on a limited scale.
Identify the Diploma-level skills which are required in the workplace, across the disciplines and sectors of society.
Use the skills required for efficiency at an entry level in most jobs: emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
Deal effectively with problems and tasks set them on the job, in the real world, which do not differ substantially from what they were exposed to in their studies, by drawing upon the skills from the Diploma (critical and logical thinking, problem-solving).
3. Create job opportunities in situations they find themselves in, particularly information technology related situations.
Have a realistic view of their own worth and value to contribute to their local community.
Communicate that value to others in the real world.
Demonstrate a realistic self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Diploma qualification.
Deal with defined situations with flexibility and adaptability, in particular situations relating to data collection, modelling, and data processing using statistical, operations research, and information technology techniques.
Assessment Criteria associated with Specific outcomes:
1. Identify and describe problems of medium complexity in relevant fields and individual disciplines, in particular statistics, operations research, and information technology.
Develop appropriate solutions for concrete problems of medium complexity in at least one of these fields.
2. Use mathematical language at SAQA level 4 to communicate scientifically and to solve problems. (numeracy)
Interact with texts (oral and written) through critical listening/ reading and some inferencing skills.
Produce technical reports which document the problems investigated and the solution(s) obtained, e.g in the form of well-documented software packages, and reports on the results of operations research and statistical analysis.
Use various representation schemes such as diagrams, graphs, and mathematical formulae to present results.
3. Use technology in appropriate contexts to access, process, store and distribute information.
Use technology to perform modelling and calculations of medium complexity.
Assess the applicability and limitations of the current, most commonly used types of technology, in particular in scientific and commercial fields.
Analyse the impact of technology on society, particularly within commerce and industry.
4. Collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields already familiar with, such as Computer Science, Mathematics, Operations Research and Statistics, and apply these to solve information processing problems in particular.
Apply relevant knowledge to authentic and simulated scenarios on a limited scale.
Use experimentation to evaluate alternative approaches to solving problems of medium complexity, including approaches such as alternative mathematical formulations, numerical methods, computing algorithms, statistical analysis and operations research techniques.
5. Understand the need to act professionally and ethically in processing and distributing information.
Take responsibility within own limits of competence.
Exercise judgement commensurate with knowledge and experience.
Are accountable for own output and/ or group output in the form of data and information processing systems which directly or indirectly impact the lives of individuals, organisations, and the environment in general.
Integrated assessment for the purpose of the qualification:
1. Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.
2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student`s ability to manage and integrate the body of knowledge to achieve the stated outcomes of a module.
3. Practical assessment: Practical work normally involves the use of a computer. Students are assessed on their ability to use a computer to solve problems using existing software packages or developing new computer programmes which they use at home or in Unisa computer labs throughout the year.
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