Bachelor of Engineering Technology in Mining Engineering

Associated Assessment Criteria for Exit Level Outcome 1:

• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems, or processes is performed.
• Formal analysis and modelling of engineering materials, components, systems or processes is performed.

Associated Assessment Criteria for Exit Level Outcome 2:

• The problem is analysed and defined and criteria for an acceptable solution are identified.
• Possible approaches that would lead to a workable solution for a problem are generated and formulated.
• Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 3:

• The method, skill or tool is assessed for applicability and limitations against the required results.
• The method, skill or tool is applied correctly to achieve required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 4:

• Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of the text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5:

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• A design or research project is organised and managed.

Associated Assessment Criteria for Exit Level Outcome 6:

• Learning tasks individually or in a small group are managed autonomously and ethically.
• Learning undertaken and own learning requirements and strategies are reflected upon.
• Knowledge acquired outside of formal instruction is comprehended and applied.

Associated Assessment Criteria for Exit Level Outcome 7:

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning to evaluate engineering solutions is applied.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Associated Assessment Criteria for Exit Level Outcome 8:

• The impact of technology in terms of the limitations and benefits to the society is explained.
• The engineering activity in terms of the impact on occupational and public health and safety is explained.
• Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

Integrated Assessment:

• Learner's progress is monitored by means of continuous assessment (CA) and their performance is assessed at various formative points in the learning programme.
• For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.
• Internal and external moderation/examination.

Formative Assessment:

• Refers to assessment that takes place during the process of learning and teaching.
• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnosis of the learner's strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self-evaluation.
• Helps to make decisions on the readiness of the learner to do a summative assessment.

Summative Assessments:

• Conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module or a qualification.
• Results are expressed as a mark reflecting a pass or a fail.
• The minimum number of summative opportunities required are contained in the Academic Regulations.