Associated Assessment Criteria for Exit Level Outcome 1:
Apply basic knowledge about the adult learner, and the unique constraints of Adult Based Education and Training (ABET).
Have an informed opinion about the social and political history of ABET.
Identify learning styles and apply pedagogy relevant to the adult learner.
Participate in critical discussion about the social arrangements of adult basic education in S.A.
Critically reflect on the role of education and literacy in a knowledge society.

Associated Assessment Criteria for Exit Level Outcome 2:
Demonstrate an understanding of the key features of different research traditions.
Demonstrate the ability to critically analyse the assumptions which underpin different research methods.
Demonstrate the ability to use conceptual tools in critically reading research.
Demonstrate an understanding of what methodological coherence means.
Demonstrate the ability to select research methods appropriately.
Demonstrate an appreciation for the importance of multi-data production techniques.
Demonstrate an understanding of the key elements involved in research design and data analysis.
Demonstrate an understanding of processes involved in legitimating knowledge.
Demonstrate an understanding of relationship between ethics and research.

Associated Assessment Criteria for Exit Level Outcome 3:
Demonstrate a basic knowledge of the theoretical and methodological traditions within interpretive research in education.
Distinguish scientific knowledge from lay knowledge.
Apply basic research knowledge to the selection of a design, methods and methodology.
Engage in observation and interviewing by applying the acquired basic fieldwork skills.
Have acquired knowledge in how to engage in research in an ethical and technically defensible way.

Associated Assessment Criteria for Exit Level Outcome 4:
Explain selected core concepts and practices in relation to education.
Outline their own questions for further investigation in his/ her chosen area of research.
Explain the rationale for choosing these research questions.

Associated Assessment Criteria for Exit Level Outcome 5:
. Apply basic knowledge on key learning theories in enhancing and supporting all learners’ learning and development.
Apply basic knowledge on neurology in the support of the learning and development of all learners.
Apply knowledge on certain cognitive processes in the development of learning support strategies and activities.

Associated Assessment Criteria for Exit Level Outcome 6:
Apply basic knowledge on selected learning problems in support of learners.
Child and adult disabilities and chronic illnesses in support of learners.
Emotional and behaviour problems in support of learners.
Giftedness in support of learners.
Collaboration with parents and other professionals in supporting the learning of above learners.
Augmentative and alternative communication in supporting the learning of above learners.

Associated Assessment Criteria for Exit Level Outcome 7:
. Demonstrate the skill to apply and critically discuss the implications of assessment in schools and communities as stated in policy and other relevant documents.
Discuss and critique international and South African paradigmatic shifts in assessment for and provision of learning support and the theoretical framework which encapsulates it.
Demonstrate the skills to apply theoretical knowledge base to assessment and support of literacy, mathematics and perceptual skills.
Demonstrate the ability to plan and execute effective learning support within a supportive environment.

Associated Assessment Criteria for Exit Level Outcome 8:
Show an introductory understanding of an area of the broader process of interpretive research in educational psychology.
Demonstrate the ability to define and formulate a research question.
Show the ability to find and write up relevant, sufficient and recent literature on the topic.
Demonstrate knowledge and skills of research design and methodology of interpretive research.

Integrated Assessment:
The assessment policy of the programme will be aligned with the formal assessment policy of Stellenbosch University. For a semester module two assessment tasks such as assignments and/or tests will be a minimum requirement. The mark generated from the two assessment tasks will contribute towards the official class mark at the end of the specific semester. This mark will count towards 50 % of the student’s overall performance mark for the module.

As a summative assessment at the end of the semester a formal 3-hour examination (100-120 marks) will be conducted. The mark generated through the formal examination will count towards 50% of the student’s overall performance mark for the module. The student needs a minimum of 50% overall mark and a 40% pass mark in the examination to meet the demands of the module outcomes. To be eligible for a supplementary examination the student needs a 40% pass mark for the examination. Failing to do so, would require the student to repeat the module. In the case where the student writes the supplementary examination the final examination mark awarded cannot be higher than 50%:
Design and execute a research project of limited scope within ethical guidelines.
Demonstrate effective referencing skills.
Report on the research study.