Associated Assessment Criteria for Exit Level Outcome 1:
A personal account of the learners’ own Islamic Personal Law is given.
Match personal lifestyle with Islamic Personal Law values.
Development is shown by written or oral means.
Participation in the life of a faith community is evidenced.
Associated Assessment Criteria for Exit Level Outcome 2:
Insight into Islamic Personal Law through Quraan & Hadith.
Key doctrines and histories are outlined in accordance with Quraan and Hadith.
Key doctrines and histories are outlined in accordance with the 5 different schools of thought.
Personal faith is communicated to individuals and groups.
The purpose, sources and key elements of Islamic Personal Law doctrines are described with examples within the context.
The concepts of salvation and the Prophetic teachings are described within the Islamic Personal Law context.
Associated Assessment Criteria for Exit Level Outcome 3:
Key Quranic texts are explained in relation to social contracts.
Central Islamic principles are articulated with examples within the context.
An overview of Quranic contexts and contents is explained in accordance with the Quraan and Hadith as guidelines.
An overview of Islamic Personal Law teachings and morality is presented to the audience.
Associated Assessment Criteria for Exit Level Outcome 4:
Needs within the learners community and individuals are defined and recorded in accordance with requirements.
Possible responses to these needs are proposed and applied in relation to the learners context.
Islamic ethical principles are applied to a selection of contexts.
The relevance of Islamic life and the Prophetic teachings are explained relative to contemporary living.
Understanding the 5 different schools of thought (Doctrines), i.e. Shafi, Hanifi, Maaliki, Hambali & Jafari and the impact these Doctrines play in today’s society.
Understanding South African Law and the impact these laws have in today’s society.
Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:
Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
Assessment of fundamental (literacy) should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:
> Portfolios.
> Simulations.
> Workplace assessments and practical workbooks.
> Written assignments.
> Written tests.
> Case studies and case presentations.
> Peer group evaluation.
> Competency evaluations of clinical skills.
> Face to face contact with learners.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.
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