Associated Assessment Criteria for Exit Level Outcome 1:

• Communicate or present own ideas and opinions from a Psychological, Philosophical Inclusive, and Sociological perspective in well-formed arguments, using appropriate knowledge from the discipline of education.
• Reflect on own and others' teaching methods, thinking processes, and perspectives.
• Plan for the development of skills, knowledge and attitudes while teaching within the requirements of the National Curriculum.
• Apply fundamental knowledge and language skills in a variety of texts and contexts.

Associated Assessment Criteria for Exit Level Outcome 2:

• Improve learning through the implementation of different theories of learning.
• Link the content with the practice and use the everyday experiences of learners as the basis for the planning and preparation of their lessons.

Associated Assessment Criteria for Exit Level Outcome 3:

• Create a classroom environment conducive to learning and teaching.
• Develop and apply knowledge of subject content and classroom practice (methodology) to enhance curriculum construction.
• Generate comprehensive lesson plans for a particular term.
• Present a lesson on the subject using various teaching and learning strategies in the lesson presentation.
• Present evidence of a suitable assessment strategy and the methods used to assess learners.
• Reflect on and evaluate own lesson presentations.
• Develop a research culture with the aim of producing independent and lifelong learning learners.

Associated Assessment Criteria for Exit Level Outcome 4:

• Accurately and critically reflect on, evaluate, and address own learning needs in a self-directed manner, and facilitate collaborative learning.
• Gain industry experience and develop a professional portfolio (Continuing Professional Development).
• Develop knowledge and skills of classroom practice through placement in education and specialist workplace settings.
• Apply professional knowledge, skills, and attitudes to real situations through work-based activities in a community college or specialist workplace setting.
• Ethically engage with all the stakeholders in the professional teaching context.

Associated Assessment Criteria for Exit Level Outcome 5:

• Develop learners from diverse social and cultural contexts.
• Work effectively in a diversity of contexts that characterize the South African educational landscape.
• Display an appreciation for multi-culturalism and multi-multilingualism and display the necessary sensitivity to these issues in the classroom.

Associated Assessment Criteria for Exit Level Outcome 6:

• Identify and apply the core concepts of the language of teaching and learning.
• Apply fundamental knowledge and language skills in a variety of texts and contexts.
• Demonstrate basic knowledge of the language and be able to communicate at a superficial level.

Associated Assessment Criteria for Exit Level Outcome 7:

• Apply ICT in education and develop ICT-based teaching, learning, and assessment resources.
• Design electronic learning materials and use them to present a lesson.

Associated Assessment Criteria for Exit Level Outcome 8:

• Analyse his/her organizational/college context of practice.
• Locate his/her practice within the policy contexts of adult education and training in South Africa.
• Understand the role of adult education and training in national economic and social development.
• Apply the current globalization processes of knowledge and adult learning conceptions.

Associated Assessment Criteria for Exit Level Outcome 9:

• Design adult learning programs and materials.
• Facilitate, manage, and assess adult learning as may be required.
• Evaluate adult learning programs and carry out necessary research to capacitate practice.
• Structure, develop and provide evidence for arguments and propositions.
• Communicate effectively in written, oral, and electronic forms.
• Take part in systematic research, supported by information retrieval and processing skills.

Associated Assessment Criteria for Exit Level Outcome 10:

• Critically reflect on his/her own processes of learning and other professional practice for improvement.

INTEGRATED ASSESSMENT:

• Formative assessment tasks include problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports, and poster design.
• Summative assessments consist of written class tests and examinations.
• Integrated assessment includes project reports, a portfolio of evidence, and an oral presentation related to the needs and requirements of communities.
• Assessment should be both formative and summative, consist of a wide variety of forms, measure both theoretical and practical competence, be transparent to learners, and relate to the purpose of the qualification.
• Workplace Integrated Learning (WIL) is supervised by workplace mentors, lecturers, and moderators.

Summary:

This document outlines the assessment criteria for various exit level outcomes in the field of education. It covers a wide range of skills and competencies including communication, reflection, lesson planning, creating a conducive learning environment, utilizing ICT, and understanding cultural diversity. The integrated assessment approach combines formative and summative assessments to ensure holistic development of learners.