Bachelor of Education in Intermediate Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the ability to overcome barriers to effective listening.
• Use a variety of techniques for effective listening.
• Demonstrate the ability to teach listening skills effectively.
• Demonstrate the ability to overcome barriers to effective reading.
• Teach reading skills effectively.
• Use a particular style of expression.
• Write lucidly, use excellent grammar and a consistent stylistic approach.
• Teach writing skills effectively.
• Demonstrate the capacity for intelligent and adaptive action, to learn from experience and others.
• Demonstrate sound and well-grounded knowledge, skills, values, principles, methods, and procedures relevant to professional or occupational practice.
• Define the specific subject matter.
• Demonstrate the ability to effect the central processes involved in knowing the subject matter.
• Understand what the learner understands about the subject matter at different developmental stages.
• Create information-rich classrooms and social networks where learners can learn from each other.
• Demonstrate the ability to instil in learners the appropriate skills to enable them to concentrate, perceive and/or process (interpret by linking to experience), memory (receptive, sequential, rote, short-term and long-term memory) and logical thinking (thinking in steps).

Associated Assessment Criteria for Exit Level Outcome 2

• Create a learning environment in which critical and creative thinking is encouraged.
• Critically evaluate different programmes in real contexts and/or through case studies, both in terms of their educational validity as well as their socio-political significance.
• Critically examine a variety of management options, making choices based on existing and potential conditions, and defending these choices.
• Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.

Associated Assessment Criteria for Exit Level Outcome 3

• Create a learning environment in which critical and creative thinking is encouraged.
• Make educational judgements on educational issues arising from real practice or from authentic case study exercises.
• Use a variety of and appropriate intervention strategies to cope with learning and other difficulties.

Associated Assessment Criteria for Exit Level Outcome 4

• Reflect individually and collectively on own visions of the desirable and the possible.
• Reflect individually and collectively on their willingness and motivation to change and personal development in order to become successful teachers.
• Demonstrate the capacity for intelligent and adaptive teaching, thereby addressing barriers to learning.
• Identify, foster, measure, revise and sustain effective practices while simultaneously understanding that such skills will develop over time.
• Reflect on their own and others` experiences in terms of cognitive and dispositional development.
• Demonstrate a willingness and motivation to accept change, enacting and initiating renewal for change, while simultaneously and continuously evaluating and be reflective in order to learn from these experiences.
• Understand how educators learn to monitor and regulate their own thinking.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate a clearly articulated vision of where teacher development is directed, as well as maintaining a standard against his/her and others` thoughts and subsequent actions, which are to be evaluated.
• Articulate an own vision of a particular kind of learning and understanding.
• Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.
• Reflect on their own and others` experiences in terms of cognitive and dispositional development.
• Demonstrate the ability to know how to teach learners to think about what they understand, what they need to learn and what strategies they can use to acquire the information they need.
• Act in accordance with the ideals and values of their profession and to behave in a way that enhances the dignity and status of the teaching profession.
• Demonstrate the ability to do professional duties with a very high level of commitment and integrity.

Associated Assessment Criteria for Exit Level Outcome 6

• Use different strategies and take part in a variety of activities which will enable evaluating, reviewing, self-criticising and learning from experience.
• Demonstrate the embodiment of a solid sense of the purpose of teaching, displaying motivation, willingness, commitment and an appropriate disposition to make intelligent, informed and effective changes.
• Communicate effectively, showing recognition of and respect for the differences of others.
• Demonstrate a willingness and motivation to accept change, enacting and initiating renewal for change, while simultaneously and continuously evaluating and be reflective in order to learn from these experiences.

Integrated Assessment

In this qualification, the Associated Assessment Criteria will be aligned with the types of learning integrated in all modules, the competences of the beginner teacher and the roles of the teacher. This connection is very evident in the planning of the modules on a meso level. The qualification is designed to allow for academic and school experience Work Integrated Learning (WIL) and assessment will take place in both these areas. The qualification complies with the institutional and the faculty's assessment policy and the institutional and faculty policy and procedures on internal and external moderation. The qualification is based on the institutional system of continuous assessment which is combined with formative assessments, summative assessments and final summative assessments at the end of the year. The appropriate types of knowledge required to work reflectively and effectively in the field of education form the basis of assessments. A variety of assessment techniques are used and will therefore provide opportunity for educators with varying learning styles to succeed. Assessment techniques include tests, online-tests, online-assignments, portfolios, digital storytelling, reflective journals, research assignments, methodology assignments, presentations, individual and group work assignments, reports, work based and/or integrated assessments, research assignments and action research. The wide variety of modules offered requires subject specific and focused assessments, reflecting the rational, procedures and conventions of the relevant subjects. Assessments will also reflect the unique needs of the subject and that will, at the same time, guide the number as well as the weightings of the assessments. The emphasis of the assessments in the subject methodologies also link very strongly with authentic assessments and therefore providing opportunities to form links with the field of education. Course guides will reflect the formal timetable for formal assessments throughout the year, while the subject guides will provide learners with the finer detail and weightings. Lecturers will not be allowed to deviate from the official dates and if learners have problems with the timetable, they can approach the head of department with legitimate requests. Absence during assessments is handled according to the institutional and faculty policy on assessment which is published in the institutional booklet to all learners as well as in the course guide. All assessments are conducted in terms of institutional policies to ensure security and proper risk management. The assessment of WIL or Teaching Practice will be done in schools and lecturers and moderators will work in conjunction with teachers in schools to reach final marks.