Associated Assessment Criteria for Exit Level Outcome 1:

• Understanding Key Concepts: Articulate an understanding of key concepts in tests.
• Engaging with Readings: Engage productively with key readings in the subject during class and in the assignments submitted.
• Real-world Examples: Express the relationships between key concepts in a subject and provide examples of how these concepts enable understanding of real-world situations.

Associated Assessment Criteria for Exit Level Outcome 2:

• Lesson Design Rationale: Provide a rationale for the design of lessons, materials, and assessment taught.
• Consideration of Learner Diversity: Articulate how design considers both the learner diversity of the learners in class and is at an appropriate level that shows an understanding of content.
• Coherent Learning Process: Convert learning process into coherent steps.
• Extended Lesson Planning: Demonstrate ability to plan, deliver, and assess extended units of lessons taught for assessment during their teaching practicum.

Associated Assessment Criteria for Exit Level Outcome 3:

• Child Development Theory: Explain theoretically the general patterns of how children learn and develop in terms of the ideas of key psychology theorists in the field.
• Tailoring Teaching Approaches: Use theoretical knowledge to justify approaches to teaching and learning used during practicum sessions.
• Reflective Teaching: Demonstrate how to tailor teaching to the needs of individual learners by keeping a reflective journal during practicum sessions.

Associated Assessment Criteria for Exit Level Outcome 4:

• Clear Articulation: Articulate ideas and arguments clearly in assignments, tests, and examinations.
• Language Awareness: Use clear, appropriate language in presenting lessons to children, showing awareness of both learners' existing language abilities and the imperative to introduce them to subject-specific discourse.

Associated Assessment Criteria for Exit Level Outcome 5:

• Computer Skills: Demonstrate the aspects of computer skills infused into all university-based coursework.
• Engagement with Resources: Engage with electronic resources, standard word processing assignment submission requirements, use of online platforms for learning.

Associated Assessment Criteria for Exit Level Outcome 6:

• Material Development: Develop and modify teaching and learning materials in both well-resourced and under-resourced schools appropriate to the school contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

• Delivery of Lessons: Deliver planned lessons over an extended period of time and in different school contexts.
• Interacting with Diverse Learners: Interact productively with learners with diverse learning needs and who experience different barriers to learning.

Associated Assessment Criteria for Exit Level Outcome 8:

• Class Management: Manage classes of various sizes in differently resourced environments.
• Diversity Awareness: Work with learners over a range of racial, cultural, religious, dis/ability diversities.

Associated Assessment Criteria for Exit Level Outcome 9:

• Assessment Design: Design appropriate formative and summative assessment tasks and well-conceptualised assessment rubrics in the phases/subjects taught.
• Learning Improvement: Use assessment to inform teaching and improve the quality of learning.

Associated Assessment Criteria for Exit Level Outcome 10:

• Ethical Standards: Appropriately adhere to ethical obligations in the classroom and in the best interests of teaching as a practice.
• Professional Conduct: Act with honesty and integrity in academic practices and treat staff, peers, colleagues, and learners respectfully.

Associated Assessment Criteria for Exit Level Outcome 11:

• Professional Identity: Engage with issues of professional identity and understand school context and learning process design.

Integrated Assessment:

• Assessment includes written assignments, tests, examinations, laboratory work, and practicum sessions in work-integrated learning.
• Formative feedback is provided early in modules to improve understanding of key concepts.
• Written feedback on writing quality is given to enhance writing competence.
• Formative feedback is given prior to summative assessments to optimize learning outcomes.