Assessment Criteria for Exit Level Outcome 1:

• Integrate knowledge and understanding of the interdisciplinary nature of the social sciences and social science practice.
• Consolidate and synthesise theoretical and practical knowledge of the dynamics of social systems and practices in different settings and apply this to a chosen specialty.
• Apply concepts and principles, theories, methodologies and techniques to understand current 'real world' issues.

Assessment Criteria for Exit Level Outcome 2:

• Inquire into the dynamics of particular social problems and practices using established social science protocols.
• Analyse unpredictable, complex social problems, issues, and situations.
• Apply creative, logical and critical thinking skills.
• Form evidence-based judgments regarding possible solutions.
• Critique how individuals and groups interact in local, national, and global stages.

Assessment Criteria for Exit Level Outcome 3:

• Critically apply ethical principles, intercultural understanding, and socio-cultural sensitivity.
• Justify the need for sensitivity towards cultural diversity and marginalised groups.
• Justify the importance of ethical practice, social responsibility, social justice, and civic awareness when acting to resolve conflicts, addressing problems, and responding to social and environmental challenges.

Assessment Criteria for Exit Level Outcome 4:

• Apply basic research methods to design and conduct independent research on social problems.
• Collect, organise and critically assess information.
• Develop well-written and coherent reports on the results.
• Work productively with others, as well as independently.
• Show initiative and develop new skills.
• Articulate ideas using a wide range of techniques effective with different audiences, including experts and non-experts.

Assessment Criteria for Exit Level Outcome 5:

• Evaluate management and teamwork skills in different cultural, cross-cultural, and regional contexts to best effect desired and desirable social change.
• Work autonomously and collaboratively to apply knowledge and skills with initiative and judgement.
• Demonstrate a proficient level of written, oral, or interpersonal skills, including the effective use of information and communication technologies.

Integrated Assessment:

• Integrated Assessment is ordinary practice in this type of qualification and is essential to ensure that the purpose of the qualification is achieved in relation to the occupational focus carried by the qualifier and in terms of its propositional and declarative knowledge, vocational relevance, reflexive competency, and critical cross-field learning outcomes. Successful learners will have undertaken an extensive process in which assessments progressively build the learners' integrated competency to a point where the learner is able to express-through a range of mechanisms measured against valid, reliable, and transparent criteria-that they can operate effectively in an entry-level occupational position within the knowledge system specified by the qualification title.

Formative Assessment:

• Formative Assessment integrates the cycle of teaching and learning, and assessment. Study guides and texts contain self-assessment exercises. The scheme of work includes formal assessments in the form of tests and/or assignments based on the learning material and students are graded and provided written feedback. The process is continuous and focuses on smaller sections of the work and limited in the number of outcomes assessed.

Summative Assessments:

• Summative Assessments are in the form of proctored examinations or equivalent assessments such as a research report which assesses a representative selection of the outcomes practiced 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 full course.