Associated Assessment Criteria for Exit Level Outcome 1:
Identify, analyse and solve complex concrete and abstract problems in a variety of routine and non-routine contexts in the subject of specialisation by drawing on their own experience.
Identify, analyse and solve concrete and abstract problems by drawing on the advanced theoretical knowledge and experiential base of the subject of specialisation.
Use advanced knowledge, experience and commitment to offer systematic and creative suggestion for solving problems at a community, municipals, provincial, national, international level.
Solve problems by generating effective managerial, administrative and business strategies for dealing with problems relating to poverty and promoting sound public administration.
Critically evaluate various viewpoints on the subject of specialisation and compare them to own views.
Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
Analyse the global, national and local community in terms of problems, needs, and opportunities.
Associated Assessment Criteria for Exit Level Outcome 2:
Show evidence of people's skills (tolerance, empathy, listening skills, management, etc) in-group situations
Demonstrate respect for the opinion of others through reporting without bias.
Demonstrate tolerance of diversity through reporting without bias.
Undertake projects and provide evidence of successful interaction with others.
Use effective communicating skills within the group and in research settings.
Lead/manage people effectively in the public and nongovernmental sectors.
Be a supportive follower and group participate when appropriate.
Demonstrate understanding of the dynamics of groups and groupings in the public and nongovernmental sectors.
Associated Assessment Criteria for Exit Level Outcome 3:
Demonstrate the requisite advanced study skills and learning strategies.
Systematically and effectively organise their study and research plans.
Use creative and various learning strategies, which suit their personal situations and contexts.
Think independently, and offer evidence to support their decisions.
Assess their own strengths and weaknesses and develop coping strategies.
Set research goals.
Manage the research process effectively.
Associated Assessment Criteria for Exit Level Outcome 4:
Demonstrate the ability to determine community needs through grassroots interaction.
Demonstrate advanced research skills.
Effectively master the use of library and other resource to suit their individual needs.
Use library and other resources effectively for research.
Integrate information from a variety of sources.
Act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, ethical research etc).
Follow the conventions of scholarship in the disciplines under study.
Follow the conventions and guidelines to their academic and personal purpose.
Autonomously and critically analyse policies, programmes, projects, theories, structures, experiences, written and oral texts, etc.
Critically engage with the relevant discourse community.
Interact with advanced, major and specialised texts through critical listening/reading and inferencing skills.
Produce systematic critical texts, which creatively and effectively integrated information from different sources.
Produce and/or appreciate creative works in a variety of media dependent on the discipline involved (art, music, language/literature).
Distance herself/himself from tests from different sources, reflect on knowledge and information, take an advance, autonomous critical position.
Engage in sustained, autonomous and critical discourse to convey what they know.
Follow academic conventions regarding referencing, the writing of academic essays and regarding reference, the written of academic essays and regarding research procedure, and avoid plagiarism.
Associated Assessment Criteria for Exit Level Outcome 5:
Communicate their ideas and provide supporting evidence in a rigorous and creative manner.
Responsibly use the ideas of others in support of their own.
Follow the language conventions of written (and or oral) use in the respective disciplines.
Use appropriate models of organisation and presentation as required in the respective disciplines.
Use statistics appropriately and responsibly in support of their ideas.
Create and use visuals appropriately to support their ideas.
Recognise own communication limitations and problems and seek help appropriately.
Identify and illustrate subject-specific jargon.
Describe, analyse and transform the interpretation of what they come across in appropriate ways.
Assist others to speak for themselves.
Use language to critically and coherently analyse, evaluate and critique the ideas, plans, policies, programmes, projects of others.
Use language that is accessible to the communities in which she/he works.
Associated Assessment Criteria for Exit Level Outcome 6:
Use scientific methods of investigation, testing and evaluation.
Select technology to suit the needs of the individual or group.
Use and promote the use of natural resources in a sustainable way.
Show respect for and a responsible attitude towards science and technology.
Demonstrate a consideration of the ethics involved in science and technology issues.
Show respect and openness towards the psychological, health and physical environment of others.
Associated Assessment Criteria for Exit Level Outcome 7:
Demonstrate and theoretically integrate their prior knowledge and experience, as it is relevant to their learning programme.
Connect the abstract knowledge of theory to the reality of their individual contexts.
Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
Look beyond and across traditional disciplinary boundaries for possible solutions.
Follow an integrated approach to learning, studying and other practices.
Choose and follow appropriate educational pathways.
Show comprehensive understanding of the discipline/field.
Integrated Assessment:
1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the lecturer and the student when the means of assessment is dissertation only. For tutored Master's Degrees, the formative assessment 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.
2. Summative assessment: For a tutored Master's students will write examinations and produce a mini-dissertation. Equivalent assessment such as a portfolio of evidence could 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. In creative disciplines such as art summative assessment focuses on the integration of skills and knowledge in the production of art works. Students who do a dissertation only will be evaluated on that product.
3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. |
