Associated Assessment Criteria for Exit Level Outcome 1:
The integrated conceptual and theoretical knowledge related to domain-specific content (e.g., language, mathematics and life skills) is critically described, discussed, analysed and evaluated through a variety of oral and written individual and/or group forms of assessment as applicable to the different subject content (such as class discussions, assignments, debates, education scenarios, portfolios, tests, exams, etc).
The professional and disciplinary knowledge bases to help diverse learners understand core concepts and their applications are applied.
Innovative learning methods are utilised that integrates the use of supportive technologies, inquiry- and problem-based approaches and higher order thinking skills.
Culturally relevant content is integrated to build on learners’ background knowledge.
Common misconceptions in learning the discipline are identified and how to guide learners to accurate conceptual understanding is shown.
Assessment data is analysed to understand patterns and gaps in learning, to guide planning and instruction, and meaningful feedback to learners, colleagues and parents is provided.
A range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals is applied.
Associated Assessment Criteria for Exit level Outcome 2:
Authentic lesson transcripts or case studies is analysed and critically reflected upon by observing video footage of specific lessons.
The professional and disciplinary knowledge base during lesson planning, classroom simulations such as micro lessons as well as during work integrated practical sessions, feedback discussions and professional growth portfolios is integrated, applied and reflected upon.
Evidence-based instructional strategies, resources, and technological tools are implemented and how to use them effectively to plan instruction that meets diverse learning needs is demonstrated.
Learners’ individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family and community values are integrated into developmentally appropriate disciplinary teaching and learning.
Associated Assessment Criteria for Exit Level Outcome 3:
Connections between academic concepts, theories, models, processes, on the one hand, and their experiences with the community and in their lives more broadly on the other are identified and described.
Approaches taken (their own or those of other people/groups) toward meeting collective objectives as well as awareness of a personal characteristic are identified and described.
Curricular content in the context of these experiences is applied.
Alternative solutions to a community problem are generated.
The appropriateness of the approaches taken and the steps necessary to make improvements in order to better achieve the outcomes is analysed.
Their role (or that of other people/groups) as an agent of systemic change is evaluated.
Positive social change through the process of producing a capstone project is shown.
Research literature related to the capstone project in an academically and ethically appropriate manner is collected, analysed, integrated, synthesised and evaluated.
Associated Assessment Criteria for Exit Level Outcome 4:
Ownership in planning, implementing and evaluating service learning experiences with mentor guidance is taken.
Interpersonal and problem-solving skills to influence and guide others toward a goal are used.
Inspiration of others to reach their very best via example and selflessness is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 5:
Self-reflection to evaluate and ensure professional growth as advocates and leaders who promote positive social change in the field of early childhood is applied.
Evidence, arguments, claims and beliefs are analysed and evaluated.
Connections between information and arguments are synthesised and made.
Learning experiences and processes are critically reflected upon.
Associated Assessment Criteria for Exit Level Outcome 6:
Possible cause-and-effect relationships are identified, plans to respond are developed, tasks are prioritised in order of importance, and responses are carefully monitored.
Complex choices and decisions are made and defended.
Information is framed, analysed and synthesised in order to solve problems and provide solutions.
Associated Assessment Criteria for Exit Level Outcome 7:
Speaking skills to articulate and present information related to school issues, community issues and research is effectively used.
Writing skills to complete academic assignments and providing feedback to parents is used.
Listening effectively during conversations and interactions with learners, and other relevant stakeholders to decipher meaning, including knowledge, values, attitudes and intentions is demonstrated.
Arguing effectively for a particular alternative or idea is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 8:
The effect of their choices and actions on others (learners, parents, and other professionals in the learning community) is evaluated and seeking out opportunities to grow professionally is demonstrated.
Professionalism, responsibility and reflection are modelled.
Conducting themselves as professionals according to the legal and ethical standards of the teaching profession is shown.
Believe that inquiry and reflection are lifelong learning activities necessary to the improvement of practice is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 9:
Acting in ways that honour multiple perspectives and affirming the dignity and respect of all individuals internal and external to the learning environment is demonstrated.
Learners are treated equitably, the individual differences are recognized that distinguish one learner from another and their practice based on observation and knowledge of their learners’ interests, abilities, skills, knowledge, family circumstances, and peer relationships is adjusted.
Associated Assessment Criteria for Exit Level Outcome 10:
Learning environments that integrate various technology tools and applications are designed and developed, technology usage is connected to content areas, and technology is embedded into assessment strategies.
Digital technologies, communication/networking tools and social networks are used appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
Integrated Assessment:
Assessment is an integral part of the learning process and is a continuous formative process, utilising a variety of methods to accommodate the uniqueness of real life practice, and ensure that the envisioned exit level and critical cross-field outcomes are achieved.
The integrated assessment strategy ensures that the theoretical and practical components of the qualification are concurrently assessed in a manner that is open, transparent, valid and reliable and that ensures that no student is disadvantaged.
Formative assessment will include:
Formative assessment will include, among others, a personal growth portfolio for practice and field experience. The lecturer utilises development feedback from informal and formal formative assessment opportunities during contact sessions to improve teaching and learning.
Formative assessment methods:
Class activities and discussions.
Questions and answers.
Hypothetical case studies.
Work place assessment.
Role play, presentations, peer group assessments.
Oral and written assignments.
Tests.
Summative assessment will include:
Projects.
Portfolios.
Theoretical oral or written examination.
Summative assessments in all modules are regulated by the institution’s General Academic Rules. These assessments will incorporate the assessment of the mastered knowledge and professional skills of the entire fundamental and core learning outcomes in comprehensive assessment opportunities.
In the assessment of Work-integrated Learning an integrated approach is utilised. Learners have the opportunity in the workplace to plan and present lessons and reflect on lessons that are offered by others. Also Learners will have the opportunity to work with learners individually, in small groups as well as with entire classes and to plan, develop, implement, analyse and interpret a range of integrated knowledge and skills.
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