Assessment Criteria for Exit Level Outcome 1:
The different types of knowledge needed for intermediate phase teaching are explained and discussed.
Specific knowledge for practical and situational teaching is applied.
The origin and content of the different schools of thought in the field of intermediate phase teaching is discussed.
The different schools of thought in the field of intermediate phase teaching are compared and evaluated.

Assessment criteria for Exit Level Outcome 2:
The principles of good classroom management are explained.
The principles of good classroom organisation are explained.
Effective classroom management, organisation, teaching and learning in an authentic classroom situation are applied.

Assessment criteria for Exit Level Outcome 3:
The important principles of effective communication in a school context and in written assignments are identified and applied.
Assignments that adhere to all academic conventions are prepared and submitted.

Assessment criteria for Exit Level Outcome 4:
The range of challenges faced by education within the different South African contexts is identified.
The challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty are discussed.
Possible solutions for the identified challenges are evaluated and discussed.

Assessment criteria for Exit Level Outcome 5:
The effectiveness of own learning strategies are evaluated.
Different strategies are developed to address the need to improve own learning in order to realise the outcomes of the qualification.

Integrated Assessment:
The assessment policy of the qualification is that of the School of Education. Each module has its own specified assessment requirements but there is a common policy for assessment.
All work submitted must be original. In other words, learners must be able to show that it is their own work, and that they are, therefore, entitled to be credited for it. All references, sources of information, books consulted, journals used, web sites and documents extracted from or included in the text or in appendices must be accurately and fully acknowledged. This is a) to make it easy to see what information learners have used and where it can be found, and b) to avoid the possibility that they may be accused of plagiarism.
Assignments and tests are returned to learners within three – four weeks of receipt, unless there is a gap of longer than three weeks between class meetings (e.g. over a vacation, during teaching practice, or between blocks of teaching), in which case they will be returned at the next meeting of the class.
Work handed in late (i.e. after the stipulated deadlines/date/time) will be credited at the discretion of the Qualification Leader and/or lecturer(s) concerned, but will be penalised accordingly. Work handed in more than a week late will be recorded as having been submitted, but will not be marked.
Requests for an extension of a deadline as a result of serious personal problems or illness will only be considered on production of a written medical certificate verifying the reasons for inability to submit the work on time. Except in the case of illness at the time an extension will not normally be granted unless it is requested before the deadline for the assignment.
Learners have the right to a re-examination.

Where modules are examined by assignments and tests only:
Within in a week of receiving the returned assignment, a learner may request the lecture to set an appropriate re-assessment for any assignment or test, to be submitted at a date set by the convenor.