Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved. (Development, Delivery & Assessment Strategy)
Through integrated assessment the learner will be required to demonstrate applied competence using a range of formative and summative assessment methods including assignments, seminars, practical reports, tests and exams.
The structure of the learning programmes for each qualification is very similar to what prevails at present and what is offered with the existing staff structure and facilities in the Faculty of Agricultural and Environmental Sciences.
It is, however, critical that vacancies occasioned by staff resignations since 1998 should be filled without delay so as not to further compromise the lecturing capacity to deliver on existing programmes. In the new programmes a few new modules have been introduced where deficiencies were identified. Otherwise, relatively minor changes in terms of content and/or credits have been made to some of the existing modules. The introduction of more advanced science modules is an important innovation allowing for interdisciplinary and interfaculty interaction and integration.
Duplication of subject matter in foundation courses has been reduced significantly by having a common first year. Likewise, it has been possible to have a common second year for most options. The advantage of this is that students do not have to decide on which option to follow until after they have been at university for at least one year, with ample opportunities to explore the different possibilities for further study.
The change in teaching paradigm, to one based on OBE, will be introduced gradually as the system evolves and staff and students become familiar with it. Methods of assessment in particular will have to reflect these changes, with less emphasis on summative assessment and more on innovative formative assessment. As quality assurance/management becomes better entrenched, so will the need for this to be reflected in the learning programmes, methods of delivery and in the assessment methods so that the emphasis shifts from content to desirable learning outcomes.
Leave a Reply
You must be logged in to post a comment.