Neftaly Online Course SAQA 11516699282

Assessment Criteria for Exit Level Outcomes 1:
Use theories to interrogate practice.
Develop a critical-reflective awareness of own teaching in specialist area.
Design appropriate learner support activities and learning and teaching materials in chosen field.
Produce lesson plans using the latest methods and techniques available and critically analyse existing learning support materials, resources and practice.
Integrate latest learning technologies and assessment strategies into own teaching.

Assessment Criteria for Exit Level Outcomes 2:
Apply a sound knowledge base and critical understanding of the nature and issues in teaching and learning in the specific chosen organising field in the classroom.
Draw up a personal professional development plan with manageable goals for own development.
Deepen own understanding of the nature of a chosen specialised field and particular issues confronting the specific organising field.
Describe the conceptual framework of teaching and learning that gives expression to caring, accountable and critically reflective teachers who are able to support and nurture learning and development in diverse educational contexts.

Assessment Criteria for Exit Level Outcomes 3:
Use new insights and knowledge of pedagogical content and teaching methodology and approaches in lesson plans.
Use appropriate resource materials to support teaching and learning.
Exploit learning technologies and employ innovative assessment strategies in the teaching and learning of own specialised subject area.

Assessment Criteria for Exit Level Outcomes 4:
Demonstrate conceptual understanding in the design of educationally sound learning experiences in which support materials, resources and practices are well-integrated.
Apply research methodology in a specialised organising field of learning in conducting a research project of limited scope under supervision.
Employ appropriate research methodologies in critically reviewing content, representations and reflection papers captured in research projects.

Integrated Assessment:
The broad assessment strategy of the Faculty assessment policy is:
There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that exit level outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, to diagnose the learners’ strengths and weaknesses, to assist in the planning of future learning and to help to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.