The following Assessment Criteria are associated to the Specific Outcomes:

Each of the modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles teachers have to adhere to:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners can:

Associated Assessment Criteria for Specific Outcome 1:

Mediate learning in a manner which is sensitive to the diverse needs of learners in the context of the school library media programme.
Within the context of the school library media programme construct learning environments which:
> Promote teaching and learning.
> Benefit effective communication.
> Show recognition of and respect for the different cultures, languages and levels of proficiency of others within schools.
Possess sound knowledge of Information Skills and Media User Education and various principles, strategies and resources appropriate to teaching these skills at a South African school.

Associated Assessment Criteria for Specific Outcome 2:

Interpret learning programmes in Information Skills and Media User Education.
Design original learning programmes in Information Skills and Media User Education.
Effectively identify the requirements for a specific context of learning.
Select and prepare suitable textual and visual resources for learning appropriate for schools.
Select, sequence and pace the learning in a manner sensitive to the differing needs of the information curriculum and learners in schools.

Associated Assessment Criteria for Specific Outcome 3:

Make democratic decisions appropriate to the school level.
Effectively manage learning in the classroom and the school library media centre.
Effectively manage resources in the school library media centre.
Efficiently carry out administrative duties in the classroom and school library media centre.
Effectively participate in school decision-making structures.
Coordinate the school library media programme.

Associated Assessment Criteria for Specific Outcome 4:

Achieve ongoing personal, academic and professional growth.
Pursue reflective study and research in Media Centre Science, in broader professional a educational matters, and in other related fields.
Keep up to date in the theory and practice of teaching Information Skills and Media User Education in the school.

Associated Assessment Criteria for Specific Outcome 5:

Practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.
Promote democratic values and practices in the school and in society.
Develop a supportive relation with teachers, parents and other key persons and organisations.
Understand community development issues.

Associated Assessment Criteria for Specific Outcome 6:

Apply and use assessment as an essential feature of the teaching and learning process.
Integrate assessment in a school situation.
Discuss the purposes, methods and effects of assessment.
Provide helpful feedback to learners.
Design and manage both formative and summative assessment in ways that are appropriate to the school level and meet the requirements of accrediting bodies.
Keep detailed and diagnostic records of assessment.
Interpret and use assessment results to feed into processes for the improvement of learning.

Associated Assessment Criteria for Specific Outcome 7:

Integrate knowledge, skills, values, principles, methods, and procedures relevant to the Information Skills and Media User Education curriculum.
Apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the school.
Explain and interpret the content knowledge appropriate to Information Skills and Media User Education.

Associated Assessment Criteria related to the Specialisation in Media Centre Science:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners can:

The following Associated Assessment Criteria are listed in order to make provision for specialisation in Media Centre Science:

Associated Assessment Criteria for Specific Outcome 1:

Distinguish intelligently between meaningful and meaningless information.
Use appropriate search skills and strategies to access, evaluate and use knowledge and information.
Collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields and specific disciplines.

Associated Assessment Criteria for Specific Outcome 2:

Relate information from other disciplines to that of Media Centre Science and vice versa.
Have knowledge of research methods for determining user needs and behaviour; information collection development and manage-ment functions; user guidance and media user education functions and services, etc.
Apply these types of knowledge to different situations of service rendering in the school library media centre.

Associated Assessment Criteria for Specific Outcome 3:

Assess the applicability and limitations of various types and combinations of technology.
Show an understanding of multimedia developments.
Utilize new information and communication technologies to the benefit of teachers and learners in the school.

Associated Assessment Criteria for Specific Outcome 4:

Show insight into and understanding of school library media centre policy issues.
Apply service ethics for school library media centre professionals.

Associated Assessment Criteria for Specific Outcome 5:

Are aware of general social and cultural roles (e.g. what it is like to think and work like a school library media specialist with a view to these roles).
Analyse the present Information Age and show how it impacts on the school library media centre and its users.

Associated Assessment Criteria for Specific Outcome 6:

Interrelate with people in small or large groups in the school library media centre context.
Show empathy and understanding of the problems of teachers and learners in different contexts.
Collect, organize, store and disseminate information for teachers and learners.

Associated Assessment Criteria for Specific Outcome 7:

Store and make information accessible and available to teachers and learners.
Ensure that information resources are collected, organized, preserved and made available to teachers and learners.

Associated Assessment Criteria for Specific Outcome 8:

Develop and maintain collection development policies which are appropriate for the varied information needs of teachers and learners.
Apply specific practical skills related to, and appropriately adapt methods for, the creation, organization, retrieval, dissemination and usage of information according to changes in learners’ and teachers’ needs and technological infrastructures.
Analyse the ways in which information is organized, controlled and disseminated.
Appropriately instruct and support users of the school library media centre.

Associated Assessment Criteria for Specific Outcome 9:

Use technology in appropriate contexts to access, process, store or disseminate information.
Use available methods and means to access information in printed and electronic format and conduct searches on the Internet.
Link teachers and learners with required information as a resource to advance in daily activities.

Associated Assessment Criteria for Specific Outcome 10:

Identify information needs and motives of teachers and learners.
Assist teachers and learners in finding and utilizing information.
Describe the information-seeking patterns of teachers and learners and identify factors influencing information usage.
Organize and retrieve information according to information needs, using an array of information resources (print and electronic).
Interrelate with individuals and groups in the school community.

Associated Assessment Criteria for Specific Outcome 11:

Demonstrate their own information literacy and identify its relationship to lifelong learning.
Promote information literacy as fundamental to lifelong learning and continuing education of teachers and learners.
Instill information literacy skills in teachers and learners (e.g. by means of media user education programmes and training opportunities).

Assessment Criteria associated with Critical Cross-Field Outcomes:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners:

Associated Assessment Criteria for Critical Cross-Field Outcome 1:

Critically evaluate various viewpoints and compare them with own views.
Identify, analyse and solve concrete problems in educational settings by drawing on their teaching experience.
Identify and solve problems in a number of routine and non-routine contexts.
Use their knowledge and experience to offer suggestions for solving problems at school level.
Solve educational problems by generating alternative strategies for dealing with those problems.
Use all available information to analyse the educational community in terms of problems, needs and opportunities.

Associated Assessment Criteria for Critical Cross-Field Outcome 2:

Promote sound inter-human relations (e.g. through tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.
Respect the opinion of others through (written and/ or oral) reporting without bias.
Are tolerant of diversity through (written and/ or oral) reporting without bias.
Communicate effectively within the school and the community
Provide evidence of successful interaction with others.
Lead people effectively in educational settings.
Organise effective working groups in the school and community.
Communicate the evidence of these group interactions through written and, or oral reporting.

Associated Assessment Criteria for Critical Cross-Field Outcome 3:

Have the requisite study skills and learning strategies.
Organize study plans especially within the distance teaching/learning context.
Exercise the self-discipline necessary for distance learning.
Think independently, and offer evidence to support decisions.
Assess own strengths and weaknesses and develop coping strategies.
Organise the school library media programme.

Associated Assessment Criteria for Critical Cross-Field Outcome 4:

Use library and other resources effectively to suit individual needs.
Integrate information from a variety of sources.
Act responsibly as researchers and scholars (e.g. appropriate referencing, avoiding plagiarism, engage in relevant research, etc).
Demonstrate awareness of relevant conventions and guidelines relevant to the school library media centre and information professions.
Demonstrate basic research skills.

Associated Assessment Criteria for Critical Cross-Field Outcome 5:

Communicate their ideas in the school and provide supporting evidence in a sustained manner.
Follow the language conventions of written (and/or oral) use in the profession, in the respective disciplines, and in the own discipline.
Create and use visuals appropriately to enhance the teaching and learning process in the school.
Recognize own communication limitations and problems and seek appropriate and timely assistance.
Identify, interpret and explain subject-specific jargon where its’ use is necessary to facilitate learning and develop academic proficiency.
See, describe and interpret in appropriate ways whatever they may encounter to enhance the teaching and learning process in their work.
Assist learners, parents and colleagues to speak for themsleves.
Use language that is accessible to their students.

Associated Assessment Criteria for Critical Cross-Field Outcome 6:

Select appropriate technology to suit the needs of individuals and/or groups.
Apply a wide range of techniques and technologies (computers, the Internet, etc) where appropriate and feasible.
Use natural resources in a sustainable way.
Demonstrate a consideration of the ethics involved in informational, scientific and technological issues.
Show respect and openness towards the physical, psychological, and spiritual environment of others.

Associated Assessment Criteria for Critical Cross-Field Outcome 7:

Draw upon prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.
Look beyond and across traditional disciplinary boundaries for possible solutions.
Grasp different world views and assess their different levels of impact.
Choose and follow appropriate educational and career pathways.
Assist learners to bridge the gap between classroom situations and real-life.

Assessment Criteria associated with Developmental Outcomes:

In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

Associated Assessment Criteria for Developmental Outcome 1:

Learn by means of critical reflection, practice and observation.
Explain what they know in their own words.
Use help-seeking strategies to further their own learning and that of others.
Apply what they study in different contexts.
Display awareness of their own learning strategies to suit their needs.
Show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
Assist learners to develop individual learning strategies.

Associated Assessment Criteria for Developmental Outcome 2:

Display tolerance of diversity and others’ opinions.
Show willingness to participate in groups in the school and community.
Demonstrate willingness to take risks in group situations.
Apply what they know and study in culturally diverse contexts.
Apply what they know and study at different levels, from personal to academic and professional contexts.
Contribute to the development of knowledgeable individuals in society as a whole.
Fulfill their roles as models for the learners in the school and the community.

Associated Assessment Criteria for Developmental Outcome 3:

Show awareness of cultural diversity and respect for other cultures.
Demonstrate awareness of own culture and background.
Demonstrate a sensitivity to those who think differently in the school and community.
Use various attitudes to draw upon the cultural accomplishments and contexts of others in educational settings (e.g. listening, empathy, sympathy, open-mindedness, etc.).
Illustrate the value of open-mindedness and tolerance to self and others.

Associated Assessment Criteria for Developmental Outcome 4:

Illustrate the relationship between the knowledge, skills and attitudes acquired in studying for the DSE (Media Centre Science) and those of the community at large.
Make connections from theoretical knowledge to practical application in the real world.
Use the capabilities required for efficiency and creativity in teaching and the school; imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
Deal effectively with unknown problems and tasks set in teaching and in the outside world, by drawing upon the above qualities.
Demonstrate a work ethic to encourage a culture of teaching and learning.

Associated Assessment Criteria for Developmental Outcome 5:

Have a realistic view of their own worth and value to contribute to their local community and global society.
Communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
Demonstrate a healthy self-esteem and confidence in their knowledge, skills and values as required to complete the DSE (Media Centre Science) qualification.
Deal with various defined situations with flexibility.

Integrated Assessment:

Formative assessment:

Learning and assessment are integrated: the study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment:

Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student’s ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. It also tests the ability of learners to integrate knowledge and practical skills required for the workplace.