Associated Assessment Criteria for Exit Level Outcome 1:
Apply the principles derived from research findings to ministry practice in related contexts.
Analyse and solve problem-solving situations individually or in groups.
Facilitate peer engagement and interaction online.
Associated Assessment Criteria for Exit Level Outcome 2:
Identify key concepts and their relation to each other through literature analysis.
Associated Assessment Criteria for Exit Level Outcome 3:
Facilitate of peer engagement and interaction online.
Associated Assessment Criteria for Exit Level Outcome 4:
Apply the principles derived from research findings to ministry practice in related contexts.
Analyse and solve problem-solving situations individually or in groups.
Associated Assessment Criteria for Exit Level Outcome 5:
Present findings and research orally within context for peer review.
Associated Assessment Criteria for Exit Level Outcome 6:
Apply practical experience through fieldwork and recorded in relevant formats.
Integrated Assessment:
In line with the Assessment Policy, all assessment processes must adhere to the internationally accepted principles of assessment and higher education best practice that ensure that assessments are fair and provide accurate information on the competence of the individual who is being assessed. All involved in assessment-related processes must ensure that all assessments adhere to and promote the principles described in the list below:
Accessibility: The outcomes that are being assessed must be clearly described in a language that is appropriate for the level of the qualification and the learners being assessed.
Appropriateness: The method of assessment must be relevant to the performance being assessed. The assessment must stay within the parameters of what is required in the specified assessment outcomes.
Consistency: Every time the assessment is conducted or the assessment instrument is used it must assess the same outcomes at the appropriate level. If different assessors use the assessment instrument, they should make the same judgements under the same or similar circumstances.
Fairness: The assessment must provide all learners with a fair, equal and reasonable opportunity to demonstrate their competence. It should not favour any learner and should not be biased against any learner. The method chosen to assess the learning outcomes must be fair and should not present any barriers that are not related to the work required, particularly for learners with disabilities.
Feasibility: The assessment methods should be reasonable, given the available financial resources, facilities, equipment and time. The assessment should not affect the learning negatively or unreasonably interfere with the normal work activities or productivity in the case of employed learners.
Transparency and openness: The learner must understand the assessment process, the type of assessment, the outcomes that will be assessed and the criteria that will be used by the assessor.
Three types of assessment may be used: diagnostic, formative and summative assessment.
Diagnostic Assessment: The assessment for diagnostic purposes is used to determine the strong and weak points as well as development areas of learners, for example, in order to make decisions about selection, placement or advancement, or to take remedial action in the form of supplementary learning.
Formative Assessment: supports the teaching and learning process; determines whether learners have grasped the basic concepts before continuing with the qualification; identifies the learner's strengths and weaknesses; timeously identifies at-risk learners; assists in the planning of future learning; is developmental in nature and contributes to the learner's capacity for self-evaluation; helps to make decisions on the readiness of the learner to do a summative assessment; and informs possible adjustments to the qualification. These could take the form of practical exposures and/or fieldwork in connection with Faith Communities.
Summative Assessment: The purpose of Summative Assessment is to ascertain whether a learner has successfully achieved the outcomes for the successful completion of the qualification, credits or a Certificate of competence. Summative Assessments are generally conducted at the end of modules or at the end of a qualification. Summative Assessments are conducted for the purposes of making a judgement about the level of competence of learners in relation to the outcomes of a module or qualification. The results of such assessments are expressed as a mark reflecting a pass or fail for the assessment. There are no stipulated minimum or maximum number of Summative Assessment opportunities required.
Summative Assessments should be designed as integrated assessments by assessing related outcomes and/or modules together, where appropriate. The purpose of Integrated Assessment is to assess competence across a number of outcomes together to assess the ability of the learner to apply the knowledge, skills and other competencies developed in an integrated manner. |
