Associated Assessment Criteria for Exit Level Outcome 1:
Apply subject knowledge with a full understanding of underlying fields of knowledge, skills, values, principles, methods and procedures of the relevant subject;
Apply and understand why specific teaching and learning approaches are appropriate for learners and the context;
Indicate a well-developed understanding of the relevant content when implementing subject knowledge.
Associated Assessment Criteria for Exit Level Outcome 2:
Demonstrate that they know their learners and how they learn;
Adapt their teaching and mediate learning to address the diverse needs of learners, including those with barriers to learning;
Construct learning environments that are appropriately contextualised and inspirational;
Communicate and facilitate learning effectively in the language of learning and Teaching (LoLT);
Recognise and respect the differences among learners by facilitating learning in Language of Communication (LoC) where applicable;
Have sound knowledge of the relevant subject content and various principles, strategies and resources appropriate to the teaching of the subject in a South African context.
Associated Assessment Criteria for Exit Level Outcome 3:
Analyse and interpret the curriculum (CAPS document);
Unpack the content in the Curriculum Assessment Policy Statement (CAPS);
Understand and interpret provided learning qualifications/experiences;
Design own learning qualifications/experiences;
Identify the necessities for a specific context of learning;
Select and prepare suitable textual and visual resources for learning;
Select, sequence and pace learning supportive to the differing needs of both the subject and the learners
Associated Assessment Criteria for Exit Level Outcome 4:
Lead and manage in an ethical, value-driven and democratic way that is responsive to changing circumstances and needs;
Make decisions appropriate to his/her level;
Manage to learn in diverse contexts in the classroom effectively to ensure a conducive learning environment;
Carry out administrative duties efficiently.
Associated Assessment Criteria for Exit Level Outcome 5:
Demonstrate and apply highly developed literacy, numeracy and IT skills;
Reflect critically on own practice in theoretically informed ways;
Engage with the mentor, teacher and co-learners;
Improve to learners' practise and adapt to evolving circumstances;
Strive for lifelong learning.
Associated Assessment Criteria for Exit Level Outcome 6:
Integrate assessment into teaching and learning using constructive alignment;
Understand and apply the purposes and methods of assessment;
Interpret the effects of assessment and be able to provide constructive feedback to learners;
Design and manage appropriate purposeful driven formative and summative assessments on the required cognitive level;
Administer assessment results.
Associated Assessment Criteria for Exit Level Outcome 7:
Identify learning and social problems and consult with the mentor and relevant teacher;
Develop a positive work ethic;
Display appropriate values that will uphold the Constitution and promote democratic values and practices in the classroom, school and community at large;
Conduct themselves in a manner that befits, enhances and develops the teaching profession;
Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others;
Demonstrate an ability to develop a supportive and empowering environment for the learner;
Respond to the educational needs of learners.
A predetermined set of learner teacher assessment standards (a rubric) aligned with the Exit Level Outcomes of the qualification will be shared and used by all assessors. Learner teachers will receive the assessment rubric at the beginning of their studies and will work towards attaining all standards throughout their studies. The institution aligns all assessments to the assessment standards/Exit Level Outcomes, and the combined assessments in the programme will provide evidence of the achievement of all outcomes for successful learners.
Formative assessments would consist of assignments, tasks and tests. Summative assessments will include portfolios and examinations.
The Work Integrated Learning assessment will be a performance-based assessment combining all standards and will culminate in an integrated summative assessment.
In a practice where the application of knowledge, skills and values (applied competence) demonstrate an integrated assessment. The teachers conduct assessment in the following ways:
Peer assessment and lecture assessment of virtual micro lesson presentations during micro sessions at the various centres;
Formative assessment of school-based activities by the school-based mentor (planning and presentation of lessons, assessment, behaviour);
Formative assessment by lecturers and out-school contracted mentors;
Formative assessment of assignments and online activities;
Summative assessment of video recordings of lessons presented as well as the assessment of lesson presentations at school;
Summative assessment of the teaching practice portfolio. |
