Associated Assessment Criteria for Exit Level Outcome 1:
Selected core concepts and practices in education are explained.
Literature is used to explain and discuss certain core concepts and practices in education.
An appreciation of the importance of multi-data production techniques is expressed.
The relationship between ethics and research are comprehended.
Key features of appropriate research methods in the fields of Mathematics and Literacy Education and Leadership are demonstrated.
The assumptions which underpin different research methods are critically analysed.
Data is generated and the data collection technique in the fields of Mathematics or Literacy Education and Leadership is understood.
Understanding of emergent and conventional literacy in the primary school is expanded.
Reading performance of young learners is examined and investigated.
A literacy instructional programme and assessment system that integrate the core elements of literacy are outlined.

Associated Assessment Criteria for Exit Level Outcome 2:
An appropriate level of knowledge, understanding, values, attitudes and skill with regard to the nature of mathematics is demonstrated.
Historical, philosophical, cultural, theoretical and practical perspectives and approaches to the teaching and learning of mathematics, generally and specifically in Foundation Phase are articulated.
A problem-centred mathematics approach is adopted.
Processes of mathematical learning are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3:
An appropriate level of knowledge, understanding, values, attitudes and skill with regard to crucial factors shaping meaningful mathematics teaching and learning are applied.
The role and implementation of learning trajectories in coherent mathematics learning and different learning trajectories for optimized learning; are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4:
A Literacy Education or Mathematics Education-related problem is conceptualised.
Current and appropriate literature is identified and the appropriate research design and methodology proposed.
Available literature that is sufficient and context sensitive is collected and structured in a research problem.
Appropriate data to the research problem in an ethically defensible manner is collected.
Results and conclusions in a coherent argument that adheres to discipline-specific content are presented.
Consistent and complete referencing is conducted and a reference list is included.

Integrated Assessment:
Student assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. Assessment may take place through a system of examinations or continuous assessment.

Postgraduate modules in the Faculty of Education can be assessed by means of a system of continuous assessment or formal examinations. The continuous assessment of learners is a process whereby a student’s work is systematically assessed on successive occasions using a variety of assessment tasks during the semester (semester modules) or year (year modules). The pass mark is 50%. No formal university examination is written at the end of the module. In modules where a formal examination is required, a class mark is allocated during the course of the semester (for semester modules) or year (for year modules) required for admission to the examination. A student’s class attendance, class work and practical work (where appropriate) are taken into account to calculate a class mark. A student’s overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 40%:60% (class mark: examination mark) for semester modules and a ratio of 50%:50% (class mark: examination mark) for year modules.

This specific qualification complies with the assessment policy of the institution. In this programme learners are assessed continuously via several methods and at different opportunities. The continuous assessment for modules in Literacy Education and Leadership and Mathematics Education includes individual and group assignments; written tests; oral presentations; discussions during contact sessions as well as on discussion forums on wikis and module; and peer and self-assessment. In each semester module at least four opportunities for formative assessment will offered in the form of an assignment, project or portfolio, tests and/or online discussions.