Associated Assessment Criteria for Exit Level Outcome1:
The contexts and histories of environmental education and training practice in South Africa are explored.
The contexts, sustainability challenges, enabling policies and partnership frameworks relating to local social-ecological development are understood and applied.
Associated Assessment Criteria for Exit Level Outcome 2:
Environmental knowledge is applied in environmental education practice.
Practice, theory and a social realist perspective of environmental knowledge are introduced to learners.
An understanding of the way in which ethical deliberations influence knowledge use and practice is explored and demonstrated.
Where and how environmental knowledge is produced, and how it is used in environmental practice and environmental education and training are examined.
The skills to access and work with environmental knowledge in relation to practice are developed.
An understanding of the knowledge-practice relation and particularly how ethical concerns influence and shape the knowledge-practice relation are developed.
Associated Assessment Criteria for Exit Level Outcome 3:
Selected learning processes in the context are scrutinised.
Theoretical tools to describe, plan and reflect on the nature and outcomes of learning are applied.
An understanding of how learning occurs in social-ecological settings and how knowledge of learning theories shapes the development of education and training is deepened.
Associated Assessment Criteria for Exit Level Outcome 4:
An understanding of reflective and reflexive practice and ‘becoming critical’ (i.e. critical theory and practice analysis) is demonstrated.
Change-oriented learning and how it can be supported by curriculum and programme design (including assessment practices) in diverse environmental education and training contexts are demonstrated.
Curriculum and programme design theory; including learning in communities of practice is shown.
Integrated Assessment:
Assessment of learning on the Advanced Diploma in Environmental Education is guided by the University’s Policy on Assessment which recognises that, “although assessment functions to measure learning, it can also be used to guide and develop that learning”. Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the university’s policy of assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.
The university has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of learning achievements is benchmarked at the Exit Level Outcomes of the qualification and is subjected to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, it is sent to the Head of Department of the Education Department who consults with lecturers if there are borderline cases or situations where learners could not sit for the examination due to ill health. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar’s office for processing.
Leave a Reply
You must be logged in to post a comment.