Associated Assessment Criteria for Exit Level Outcome 1:
Contemporary theories of education in general and of Mathematics Education in particular are identified and discussed.
Theories are critically reflected on and a position to act in the light of these theories is taken.

Associated Assessment Criteria for Exit Level Outcome 2:
Specialised theoretical knowledge of the pedagogy of mathematics into their daily interactions as a teacher is incorporated.
The impact of their specialised theoretical knowledge of Mathematics Education on teaching of mathematics is critically reflected on.

Associated Assessment Criteria for Exit Level Outcome 3:
The connections between conceptual, theoretical and experiential knowledge/s is described.
The connections between conceptual, theoretical and experiential knowledge/s is critically reflect on.

Associated Assessment Criteria for Exit Level Outcome 4:
Opportunities to work collectively in a community of practice are identified.
Leadership in the formation, of, or participate in, is taken in a community of practice.
Others are encouraged to work collectively in a community of practice.
The work of the community of practice joined/formed/led is critically reflected on.

Associated Assessment Criteria for Exit Level Outcome 5:
Relevant literature is consulted.
Suitable research methodologies and approaches are identified and an appropriate strategy is chosen.
The strategy implemented and its efficacy is reflected on.
Revision is adapted and re-implemented.
Written report is produced.

Integrated Assessment:
The programme complies with the NMMU Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop students’ literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable students to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build students’ capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the treatise as well as an overall preparation for final exams (if applicable).