Assessment Criteria for Exit Level Outcome 1:
The difference between formative and summative assessments is explained.
A range of assessment techniques is utilised and its appropriateness for different learning areas is evaluated.
Knowledge of the informal assessment techniques required in Grade R is described.
Knowledge of the informal daily assessment and the formal assessment process in Grades 1 – 3 is described.
The purpose of assessment in early childhood teaching is explained.
The moderation process is understood and true and trustworthy assessments are implemented.
The assessment process, ways of assessing the young child, recording and interpretation of assessment is described.
Evidence of how assessment will inform further planning is shown.
Assessment Criteria for Exit Level Outcome 2:
Developmental characteristics and theories of child development between birth and adolescence is identified and evaluated.
Significant concepts, processes and issues in the development of children’s learning are identified.
An understanding of learning and thinking theories is developed and the impact upon the teaching and learning situation is explained.
The knowledge acquired is applied in situations where they work with children in this developmental phase.
Assessment Criteria for Exit Level Outcome 3:
The language and understanding of concepts and vocabulary related to Xhosa/Zulu/Sotho grammar is used.
Understanding of the language by appropriately responding and sustaining conversations is demonstrated.
An awareness of the Xhosa/Zulu/Sotho Culture and History is demonstrated.
The differences with Xhosa/Zulu/Sotho Culture and other cultures in South Africa is explained.
An understanding of sounds, words and grammar of the language to create and interpret texts is discussed.
Assessment Criteria for Exit Level Outcome 4:
The importance, purpose and outcomes of early childhood education are discussed.
General developmentally appropriate teaching practice principles and theory in the classroom situation is Applied.
Developmentally appropriate teaching programmes taking the development of the whole child into account are Planned and managed.
The importance of play in the daily programme is understood, and opportunities for play in the classroom and outdoors are planned.
The multicultural nature of South African education is discussed.
Awareness of barriers to learning is understood and content is adapted to suit the needs of the learner.
Assessment Criteria for Exit Level Outcome 5:
The factors that influence the field of educational management on a macro- as well as micro level are clearly differentiated.
Factors that influence schools from different economic and cultural backgrounds are compared and discussed.
Strategies that will lead to harmonious relations between all stakeholders within a school system are developed and applied by utilising different theories of motivation.
The factors influencing the organisational climate within an educational institution is explained and evaluated.
The socio-economic and political factors which influences the development of excellence within the school system is discussed.
Strategies that address the current management issues within the South African School context are communicated and implemented.
Assessment Criteria for Exit Level Outcome 6:
The current debates in the field of inclusion, both internationally and nationally are critically engaged with.
Psychological theory is applied to given scenarios of behaviour.
Current educational perspectives of what learning support is against the varied definitions presented by peers and literature are evaluated.
The various learning support strategies that can be implemented and their constraints are evaluated.
Been exposed to the different learning theories which they are also able to link to the Psychology modules.
The different learning theories pertaining to the advantages and disadvantages of each theory in a given discipline are compared and discussed.
A unique understanding of the different forms of assessment (such as the SIAS strategy) is developed.
The current paradigm shift in educational philosophy that is needed before being able to fully embrace inclusion is implemented in context of diverse classrooms.
Knowledge about the challenges inherent in implementing successful inclusion pertaining to the learning area or barrier to learning is constructed.
Developed skills to enable them to promote the move towards inclusionary practices in schools.
Integrated Assessment:
Formative assessment:
Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.
Summative assessment:
Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner’s ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner’s ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
Furthermore, school-based WIL, including supervised and assessed teaching practice, will constitute an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the Degree.
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