Bachelor of Education Honours in Bilingual Education for Diversity and Access

Associated Assessment Criteria for Exit Level Outcome 1:

• Educational ideas and issues relevant to a South and Southern African context are analysed and evaluated using philosophical, psychological, and sociological lenses.
• Critical engagement with issues and ideas underpinned by theories of teaching and learning (including, but not limited to, Piaget, Vygotsky, Bruner) is conducted.
• Debates around issues of quality in education are considered.
• In-depth consideration of curricular design and implementation is conducted.
• Educational research in relation to educational policy, practice, and theoretical development is carried out.
• Understanding of the differences and contributions of qualitative and quantitative research.
• Application of common research methods in educational research.
• Reflection on research ethics and exploration of procedural ethics versus relational or contextualized ethics in educational research.
• Consideration of issues of validity and trustworthiness in educational research.
• Strategies to enhance validity and trustworthiness in educational research are considered.
• Development of academic literacy skills such as reviewing literature, developing a line of argument, avoiding bias, colloquialisms, sweeping statements, accurate referencing, and avoiding plagiarism.
• Utilization of research, reflective practice, and practical research tools such as questionnaires, focus group discussions, and taping and transcription.

Associated Assessment Criteria for Exit Level Outcome 2:

• Examination of the historically constructed development of English as a globally powerful language.
• Explanation of the displacement of African indigenous languages in South Africa drawing from scholarly literature.
• Exploration of the role of languages across the curriculum and how home learners' languages can be harnessed for epistemic access and the acquisition of English.
• Analysis of teachers' classroom practices such as lesson planning, pacing, sequencing, classroom interaction analysis, teachers' questioning, teacher talk, code-switching, and learner- and learning-centered activities and tasks.

Integrated Assessment:

• Assessment of learning on this qualification is guided by the University's Policy on Assessment.
• Both formative and summative assessments are designed to allow learners to demonstrate their professional development.
• Summative assessment includes written examinations at the end of each year.
• Compliance with the University's policy on assessment, procedures, and practices.
• Assessment should be open and transparent to learners, encouraging the use of multiple forms of assessment.
• External examining policy formalizes good practice.
• Assessments integrate the Exit Level Outcomes of the qualification and are subjected to external examination by appropriately qualified academics.