Associated Assessment Criteria for Exit Level Outcomes:

• Generate, identify and collect experimental data with respect to physiological and eco-physiological environmental problems.
• Collect and identify physiological and environmental samples in groups and individually.
• Plan, manage and execute the results using both oral and written communication methods.
• Identify, locate, evaluate and consolidate literature.
• Analyse and evaluate obtained or supplied experimental data relating to health, biological, eco-physiological and environmental issues.
• Use scientific and technological knowledge and skills effectively and critically in analysing issues of a physiological nature.
• Identify and resolve problems in a specific eco-region and reflect on the socio-economic impact that this specific eco-region has on the many interrelated systems in the biosphere.
• Explore, reflect on and use a variety of learning/cognitive strategies, including critical and analytical thinking, in order to manage information regarding physiological issues.
• Participate in and take responsibility for the monitoring and maintenance of the biotic and abiotic environment locally and nationally.
• Show sensitivity towards the conservation of the environment and be mindful of the anthropogenic, cultural and aesthetic influences on the environment.

Integrated Assessment:

• Assessment of the qualifications forms an integral part of the teaching and learning process of the Honours qualification.
• The assessment of all modules is in line with the university's teaching and learning policy, including assessment guidelines.
• The course-work aspect of this qualification will include formative and summative assessment opportunities including assignments, assessments, presentations and other assessment opportunities that include a number of on-line evaluations.
• A final summative evaluation for each module will be conducted at the end of the semester.

Formative and Summative Assessment:

• In terms of the research component of the qualification, the supervisor will be responsible for the diagnostic and formative assessments of the product in order to provide feedback in terms of the final evaluation criteria.
• Teaching and learning of research methodology topics are promoted in this manner and is also a way of monitoring the learner's progress.