Bachelor of the Built Environment in Construction

Associated Assessment Criteria for Exit Level Outcome 1:

• Items and elements of structures and buildings are quantified and documented.
• Advice on different procurement methods is given.

Associated Assessment Criteria for Exit Level Outcome 2:

• Development projects are measured, priced, and analysed.
• Cost plans are drafted and cost control and cost designs are performed.

Associated Assessment Criteria for Exit Level Outcome 3:

• A construction site is organised.
• The development process of buildings and construction projects is managed.

Associated Assessment Criteria for Exit Level Outcome 4:

• The basic functions of the profession in the construction industry are performed, managed, and administered.

Associated Assessment Criteria for Exit Level Outcome 5:

• Computers and software packages relevant to the industry and profession for the undertaking of tasks are applied.

Associated Assessment Criteria for Exit Level Outcome 6:

• Legal issues and economic trends related to the construction industry are understood.
• Contract conditions, legislation, and policies are appropriately applied.

Associated Assessment Criteria for Exit Level Outcome 7:

• Outcomes of development projects in respect of costs are forecast.
• Life cycle performance of buildings with respect to cost and quality is predicted.

Associated Assessment Criteria for Exit Level Outcome 8:

• Written communication skills are applied in report writing and correspondence.
• Oral communication skills are applied in dealing with enquiries from clients, consultants, and colleagues.
• Graphic presentation skills are applied to assist and inform clients, consultants, and colleagues in construction related matters.
• Communicative skills are applied in engaging with stakeholders and in retrieving and disseminating information.

Associated Assessment Criteria for Exit Level Outcome 9:

• Knowledge of research theory and techniques to analyze and address problems arising in construction projects is applied.
• An understanding of the world as a set of related systems is demonstrated.

Integrated Assessment:

• The final assessment practices include criteria pertaining to all outcomes for the Degree to ensure that these outcomes are integrated with one another.
• The learning programme will combine formative, summative, and diagnostic assessment methodologies.
• There will be multiple assessment opportunities for the learner to develop and demonstrate at the various exit level outcomes associated with this qualification.
• There will be constructive alignment between the development of the intended outcomes, learning activities, and assessment activities.
• Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

Assessment Methodologies:

• Tests
• Assignments
• Practicals
• Exams
• Projects
• Portfolios
• Oral assessments
• Presentations
• Tutorials

Institutional Policy:

• All summative assessments will be subjected to internal moderation.
• All NQF Level 7 modules will be subjected to external moderation.

Learning, Teaching, and Assessment Integration:

• Learning, teaching, and assessment are inextricably interwoven.
• Assessment of fundamentals should be integrated as far as possible with other aspects and should use practical contexts wherever possible.
• A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work.
• Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays, and other similar techniques should be used to provide a context appropriate to the assessment.
• The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together.
• Continuous assessment should be provided through various methods such as portfolios, simulations, workplace assessments, written assignments, tests, case studies, peer group evaluation, competency evaluations, and face to face contact with learners.