Associated Assessment Criteria for Exit Level Outcome 1:

• Use concepts and ideas about the nature of mathematics and mathematical activity and thinking.
• Communicate learning theories in Mathematics Education, including associationism (behaviourism), rationalism (naturism), constructivism, and sociocultural theory.
• Analyse research findings in Mathematics Education in published research on how current learning theories inform teaching.
• Evaluate the consistency within theoretical arguments in the field of teaching and learning mathematics.
• Organise theoretical arguments from different sources to synthesise new ideas.
• Develop a level of mastery of discussing, explaining, and critically evaluating and interpreting the theories of learning and teaching in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 2:

• Identify and solve problems involving number patterns and sequences.
• Apply knowledge of geometric series to solve annuity and bond repayment problems.
• Understand working relationships between variables in terms of numerical, graphical, verbal, and symbolic representations of functions.
• Prove and use trigonometry within a two-dimensional Cartesian co-ordinate system.
• Investigate and prove theorems of geometry.
• Collect, organise, and interpret numerical data.
• Analyse resource materials in the Mathematics/Mathematical Literacy classroom.
• Reflect critically on own practice and identify areas of growth in subject and pedagogical knowledge.

Associated Assessment Criteria for Exit Level Outcome 3:

• Demonstrate care, accountability, critical reflection, and facility learning articulation in diverse contexts.
• Apply current issues in Mathematics including multilingualism and affective constructs in teaching and learning of mathematics.

Associated Assessment Criteria for Exit Level Outcome 4:

• Address sociocultural, economic, and political questions in evaluating performance of mathematics teaching.
• Develop and integrate within own value system a consistent theory of learning and teaching mathematics.

Associated Assessment Criteria for Exit Level Outcome 5:

• Determine the relationship between approaches to teaching and teachers' perspectives on mathematics.
• Use inquiry-based learning strategies and heuristic methods in the classroom.
• Interrogate problem-solving models, creativity, and teaching strategies.
• Design, implement, and report on lesson plans.

Associated Assessment Criteria for Exit Level Outcome 6:

• Foster conceptual change by understanding conceptual change theory and curriculum differentiation.
• Accompany learners with learning difficulties or misconceptions.

Associated Assessment Criteria for Exit Level Outcome 7:

• Submit and evaluate assessments via Black Board.
• Participate in online discussions.
• Video-stream mathematics lessons.
• Use online technology software, such as Geo Algebra, to teach Mathematics/Mathematical Literacy.

Integrated Assessment:

• Three summative assessment opportunities per semester module and at least seven per year module.
• At least one substantial assessment opportunity towards the end of a module.
• Formative assessment supports teaching and learning.
• Summative assessments judge the level of competence of students.

Methods, Procedures, and Management of Assessment:

• Range of summative assessment opportunities including tests, assignments, portfolios, etc.
• Formative assessment provides feedback to students.
• Final mark consists of at least three assessment opportunities.
• Final summative assessment opportunity must be substantial.
• Minimum module year mark of 40% required for admission to the final summative assessment opportunity.
• Detailed feedback provided to students on continuous assessment tasks within fifteen working days.