Associated Assessment Criteria for Exit Level Outcome 1:
Compile an educational research proposal
Understand the concepts of research design, theoretical and conceptual frameworks and ethical considerations as applied in research in Educational Management.
Critically review literature in Educational Management.
Develop relevant research instruments that fully address issues of validity and reliability.
Comprehend data collection, data organising, data analysis and data presentation procedures.
Draw a conclusion and make recommendations as part of the research project in educational management.

Associated Assessment Criteria for Exit Level Outcome 2:
Understand the instructional programme and organisational harmony as impacting on the nature and quality of school community relations to enhance quality teaching and learning.
Discuss how various motivational theories keep teachers and learners motivated to excel.
Identify and justify complementary skills and expertise in dealing with people and resource management.
Understand the concepts like learner participation within the classroom environment, school culture, school climate and organisational conflict.
Review classroom environments that promote learner participation.
Evaluate and present instructional programmes that encourage organisational harmony.
Critique school community relations.
Interrogate various motivational theories, identify and justify those that promote good management.

Associated Assessment Criteria for Exit Level Outcome 3:
Understand concepts like poverty, social class, globalisation, democracy and how they impact on legitimate institutional management.
Use a range of specialised skills to identify, analyse and address complex knowledge of education specific-legislation and community policies and their influence on the professional teacher in the workplace.

Integrated Assessment:
The qualification is integrated to ensure a well-structured cohesive qualification so that learning and assessment covers the exit level outcomes of the qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to candidates. Whereas summative assessments are in place to ensure candidates achieve the exit level outcomes. Such assessments will assess the candidate’s ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.