Neftaly Online Course SAQA 11516698935

Associated Assessment Criteria for Exit Level Outcome 1:
After selection and study of appropriate literary sources, higher education practices prevalent in Higher Education institutions in South Africa and Africa are analysed, evaluated and critically discussed.
Appropriate teaching, learning and assessment of Higher Education practices are identified to implement within certain contexts and choices are motivated or justified.

Associated Assessment Criteria for Exit Level Outcome 2:
Theories, tools and techniques are used to gather, analyse and evaluate current research on a topic of choice and the information and conclusions are presented in an academically acceptable review.
A variety of different academic sources are effectively integrated in order to analyse the existing problems in higher education practice.

Associated Assessment Criteria for Exit Level Outcome 3:
A critical and comprehensive literature review is effectively undertaken.
Discussions on an identified research problem in higher education contexts are analysed.
The information and possible solutions in an academically acceptable format is presented.

Associated Assessment Criteria for Exit Level Outcome 4:
An appropriate research topic with the guidance of a supervisor is selected.
Relevant research questions are identified.
An appropriate research design to do the intended research is developed.
Data is collected, analysed and interpreted.
The intended research project in the higher education context, under supervision, is completed, and findings and conclusions are presented coherently.

Associated Assessment Criteria for Exit Level Outcome 5:
Own learning strategies are selected, justified and implemented during the preparation for assessments in all modules.
The academic and professional development resulting from this study is reflected upon by engaging with peers in various contexts and also during an organised colloquium.

Associated Assessment Criteria for Exit Level Outcome 6:
A body of research work is compiled as a mini-dissertation within the framework of the university’s requirements.
Ideas and insights are communicated in a verbal and written format according to the ethical and quality standards of the institution and faculty.
Appropriate resources of academic discourse are used to communicate knowledge, insight and critical understanding of all relevant leadership issues in higher education in an academically acceptable manner.
Qualitative and Quantitative data and findings are related while adhering to academic writing conventions in the reporting of research.

Integrated Assessment:
Assessment of this qualification is done through formative and summative assessment methods and will fit the needs and experience level of the learners as well as that of the prescribed NQF level 9 descriptor. An inclusive and integrated approach to assessment will be incorporated into the qualification; assessment practices will be open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the assessment process.

Formative Assessment: Assignments will take the form of a portfolio, a research project, and/or a case study. Various assignments will be used in order to compile a portfolio for final assessment in respective modules.

Summative Assessment: Learners will provide proof that they can identify, assess, formulate and solve problems innovatively using applicable information and techniques in assignments, portfolios or projects at the end of the modules.

The mini-dissertation:
Integrated summative assessment in the form of the mini-dissertation will furnish proof of the learner’s ability to interpret, integrate, and critically use the literature to do research in the relevant field of study and report such research results satisfactorily.