Bachelor of Education Honours in Life Sciences Education

Associated Assessment Criteria for Exit Level Outcome 1:

• Critically analyse the history, philosophy, and nature of science.
• Determine a distinction between scientific theory and non-scientific theory.
• Identify and describe interactions between science, technology, and society.
• Analyse and evaluate scientific and technological events and their impact on society.
• Analyse the application of genetics in biotechnology.
• Demonstrate the scientific relevance of the principles of genetics and biotechnology to society and everyday lives.
• Engage in debates and arguments regarding the use of science and technology in everyday life.
• Participate in decision-making about scientific and technological advancements and problem-solving processes in society.

Associated Assessment Criteria for Exit Level Outcome 2:

• Analyse and critique current research and advanced scholarship in Life Sciences Education.
• Make theoretical judgments based on evidence.
• Make theoretical judgments based on thinking epistemologically.

Associated Assessment Criteria for Exit Level Outcome 3:

• Evaluate a range of research methods, techniques, and technologies.
• Select and apply appropriate strategies to analyse and solve real-life problems in Life Sciences Education to solve research problems.

Associated Assessment Criteria for Exit Level Outcome 4:

• Craft a research problem and a topic/title in Life Sciences Education.
• Identify challenges in the education system to come up with scientific solutions to identify challenges.
• Assess what role research in education should play in promoting the aims and purposes of education in South Africa.

Associated Assessment Criteria for Exit Level Outcome 5:

• Demonstrate the relevance and importance of research in education in the new democratic South Africa.
• Analyse data in educational research using relevant methods.
• Critically analyse and review current research and professional literature in Life Sciences Education.

Associated Assessment Criteria for Exit Level Outcome 6:

• Report on research: presentations and dissertation.
• Write plausible research reports.
• Apply appropriate communication skills in disseminating research findings effectively.
• Use appropriate language and relevant strategies to communicate effectively to particular contexts.

Integrated Assessment:

• The assessment of all modules includes two tests and two assignments.
• One of the assignments is done in groups and presented and discussed in class.
• Individuals will work on a project on a topic of their choice leading to their research project in the second semester.
• The assessment of the research project report is both internally and externally moderated.

Formative and Summative Assessment:

• Assessment of first-semester modules is both formative and summative.
• Formative assessments provide feedback on teaching and learning, while summative assessment enables judgment on passing a module.
• Internal assessment includes tests, assignments, and presentations to inform understanding and achievement of teaching objectives.
• Marks per module follow the University policy, with 60% for formative assessed coursework and 40% for final summative assessment.
• The research project has only final summative assessment.

Internal and External Moderation/Examination:

• The University follows policies and procedures guiding internal and external assessment procedures moderation.
• Assessment design aims to promote learner learning and improve the quality of teaching and learning.
• Internal and external moderation ensure consistency and fairness in assessment processes.