Associated Assessment Criteria for Exit Level Outcome 1:
The environmental forces and the inherent and potential capacities in an organisation are identified and evaluated according to the following associated assessment criteria:
Leaners will be required to write a report which should include:
A critical analysis of the critical environmental forces.
An identification and description of the potential capacities of the organisation in respect of their impact value, uncertainty, heterogeneity and the dynamic and complex nature of their interaction.
An appropriate evaluation which strategically and sustainably address the critical environmental factors in relation to the potential capacities within the organisation.
Associated Assessment Criteria for Exit Level Outcome 2:
Research in organisations and their environment is conducted and communicated according to the following associated assessment criteria:
A research report is presented in which the learner communicate the results of the research according which provides evidence that the learner:
Can identify, analyse and deal with concrete and abstract problems using evidence-based solutions and theory-driven arguments.
Has the ability to identify information needs and retrieve information accordingly.
Present and communicate academic/professional work effectively, catering for a range of audiences and using the academic/professional discourse appropriately.
Associated Assessment Criteria for Exit Level Outcome 3:
Capacities in people, systems and facilities are developed according to:
An appropriate alignment between the strategic objectives of the organisation and the effective address of capacity development needs in people, systems and facilities.
Cost-effectiveness.
Sustainability of the development strategies.
Associated Assessment Criteria for Exit Level Outcome 4:
Business policies and strategies for organisations to meet stakeholders’ requirements are developed according to the following associated assessment criteria:
Learners will be required to write a report that display:
A strategic alignment between the policies and the dynamics of an uncertain and complex environment.
Inclusion of all appropriate stakeholders.
Creative and responsible decision making.
Associated Assessment Criteria for Exit Level Outcome 5:
Integrated systems and processes for the development, creation and delivery of goods and services are designed according to the following associated assessment criteria:
A critical environmental analysis.
The processes and systems developed are capable of meeting the expectations of stakeholders as identified in the environmental analysis.
According to the criteria of competing ethically and responsibly in a global world.
Associated Assessment Criteria for Exit Level Outcome 6:
Integrated planning and control systems to direct the organisation in pursuance of its goals are developed according to the following associated assessment criteria:
The designed control systems exhibit the financial, tactical, operational, managerial and human control characteristics required to achieve stated strategic goals.
The planning and control systems are optimally integrated.
Associated Assessment Criteria for Exit Level Outcome 7:
The resources of the organisation to achieve strategic goals and targets are organized and mobilized according to the following associated assessment criteria:
The organisational structures and activation programmes contain the necessary building blocks to achieve strategic goals.
The driving forces are identified, interpreted and harnessed strategically and optimally for the achievement of strategic goals.
Cost-effective and sustainable use of resources.
Associated Assessment Criteria for Exit Level Outcome 8:
A reflective mindset is developed according to the following associated assessment criteria:
The research reports exhibit that learners:
Apply heuristic approaches to engaging their personal responses and growth within their personal, community and organizational contexts.
Reflect on the content as well as the approaches, epistemologies and methodologies of the different subjects and apply their competencies to authentic real-life problem-spaces.
Have developed essential skills to develop as lifelong and life-wide learners.
Associated Assessment Criteria for Critical Cross Field Outcome 1:
Problems analysed in reports will illustrate that advanced and complex problems are defined and solved in a way which apply appropriate and sophisticated methods for problem solving.
Utilise abstract systems models.
Address problems at a community, national, international and global level.
Associated Assessment Criteria for Critical Cross Field Outcome 2:
Documents resulting from group work will show that:
Diversity is valued in projects.
Successful interaction with others are demonstrated.
Effective working groups are organised.
Group interactions are evident.
Associated Assessment Criteria for Critical Cross Field Outcome 3:
The successful completion of the programme will indicate that the learner can:
Apply the self-discipline necessary for distance learning.
Assess their own strengths and weaknesses and develop coping strategies.
Interact effectively with the study group in debate.
Plan time effectively.
Manage multiple and clashing deadlines.
Associated Assessment Criteria for Critical Cross Field Outcome 4:
The assessment reports and especially the research reports will illustrate that:
Information is synthesised autonomously.
Research skills are demonstrated.
Own and others’ work is accurately assessed and analysed.
Responses to problems are created such that existing knowledge is expanded.
Library and other resources are used effectively to suit individuals needs.
Information is integrated from a variety of sources.
Theories, examples and experiences are critically assessed.
Arguments are appropriate within the business community.
Associated Assessment Criteria for Critical Cross Field Outcome 5:
The assessments reports contain evidence that:
Ideas and supporting evidence are communicated in a sustained and illustrative manner.
Written language conventions in the respective disciplines are followed.
Appropriate models of the organisation and in the respective disciplines are presented.
Appropriate academic and professional values are demonstrated.
Associated Assessment Criteria for Critical Cross Field Outcome 6:
The proposed plans and designs show that:
Natural resources are used in a sustainable way.
Ethics involved in science and technology issues are considered.
Sensitivity towards the psychological, health and physical environment of others is shown.
Technology matches the demands.
Associated Assessment Criteria for Critical Cross Field Outcome 7:
The assessment documents will display evidence that:
Traditional disciplinary boundaries for integrated solutions are not adhered to.
Economic and other environmental interdependence in a global context is understood.
Integrated Assessment:
Integrated assessment is used extensively in formative and summative assessments.
Formative Assessment:
Continuous assessment consists of feedback on Tutor Marked Assignments (TMA’s). Detailed tutor feedback on TMA’s is also the main form of individualised tuition received by all students. Instruction about the presentation of assignments is included in the relevant Student Handbook. Students receive detailed feedback comments on each of their assignments from their tutor, within 3 weeks of the cut-off date for their assignments. This constructive feedback is designed to improve learning and tutors are provided with help and advice on how to support students in the learning process during briefing meetings and through written materials.
Monitoring of assignment marking for maintenance of standards:
The monitoring of assignment marking has two main purposes, both central to aspects of quality assurance:
It enables the University to identify variations in marking practice.
It plays an important role in the staff development of course tutors.
Ensures the maintenance of a uniform standard.
Formative assessment is used in the assignments as well as in the research projects and company studies. Learners report progressively on their research proposals and feedback is given to guide them.
Summative assessment:
Summative assessment is done for each module, including the research report and company studies. At the end of the first year, the examination assesses competencies on 4 broad activity streams across different functions. In the second and third year the summative assessment is integrative because of the integrated nature of the bodies of knowledge being obtained.
The examinations vary between three and four hours in length. Extensive use is made of case studies in the closed-book examinations. All papers are checked by second examiners. The services of external examiners are employed for the examinations in accordance with the University’s policy. Second and external examiners are expected to mark at least a percentage of all marked scripts to achieve a consistent and fair standard. Following this, a meeting is held for each programme under the auspices of the executive director, programme co-ordinators and lecturers concerned to assess and consider the marks. After this ratification, results are made available to students. Students who fail are permitted one re-examination or may be re-examined orally.
Moderator and student feedback on the appropriateness and grading of assignments, tests and examinations acts as an important barometer of the Associated Criteria used.
Rigorous assessment is ensured by the Unisa examination system which ensures compliance with regulations and examinations.
In the third year competencies are assessed in a specialisation which contributes to the achievements of all of the outcomes.
Leave a Reply
You must be logged in to post a comment.