AED3701/101/0/2022
Tutorial Letter 101/0/2022
ASSESSMENT IN EDUCATION
AED3701
Year module
Department of Curriculum and Instructional
Studies
This tutorial letter contains important information about AED3701.
BARCODE
CONTENTS
Page
1
INTRODUCTION .......................................................................................................................... 4
2
PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1
Purpose ........................................................................................................................................ 4
2.2
Outcomes ..................................................................................................................................... 5
3
CURRICULUM TRANSFORMATION ........................................................................................... 5
4
LECTURER(S) AND OTHER CONTACT DETAILS ..................................................................... 6
4.1
Lecturer ........................................................................................................................................ 6
4.2
Department ................................................................................................................................... 6
4.3
University ...................................................................................................................................... 6
5
RESOURCES ............................................................................................................................... 7
5.1
Prescribed book(s) ........................................................................................................................ 7
5.2
Recommended book(s) ................................................................................................................. 7
5.3
Electronic reserves (e-reserves) ................................................................................................... 7
6
STUDENT SUPPORT SERVICES ................................................................................................ 8
6.1
First-Year Experience Programme @ Unisa ................................................................................. 9
7
STUDY PLAN ............................................................................................................................. 10
8
PRACTICAL WORK AND WORK-INTEGRATED LEARNING................................................... 10
9
ASSESSMENT ........................................................................................................................... 11
9.1
Assessment criteria..................................................................................................................... 11
9.2
Assessment plan ........................................................................................................................ 11
9.3
Assignment numbers .................................................................................................................. 12
9.3.1
General assignment numbers ..................................................................................................... 12
9.3.2
Unique assignment numbers ...................................................................................................... 12
9.4
Assignment due dates ................................................................................................................ 12
9.5
Online submission of assignments .............................................................................................. 12
9.6
Assignments ............................................................................................................................... 14
9.7
Other assessment methods ........................................................................................................ 22
9.8
Examination .............................................................................................................................. 22
10
ACADEMIC DISHONESTY ........................................................................................................ 23
10.1
Plagiarism ................................................................................................................................... 23
10.2
Cheating ..................................................................................................................................... 32
10.3
More information about plagiarism can be downloaded on the link below ................................... 33
11
STUDENT WITH DISABILITY .................................................................................................... 33
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12
FREQUENTLY ASKED QUESTIONS ........................................................................................ 33
13
SOURCES CONSULTED ........................................................................................................... 33
14
IN CLOSING ............................................................................................................................... 33
15
ADDENDUM ............................................................................................................................... 34
3
Dear Student
1
INTRODUCTION
The Department of Curriculum and Instructional Studies is pleased to welcome you to the
module called Assessment in Education (AED3701). We hope that you will find it both
interesting and rewarding. You will be well on your way to success if you start studying early in
the semester and resolve to do your assignments thoroughly and timeously. During the
semester, you will receive several tutorial letters relating to AED3701. I will do my best to make
your study of this module successful. A tutorial letter is my way of communicating with you
about teaching, learning, and assessment. Please join our discussions on myUnisa too to stay
updated with the latest announcements, resources, and information on this module.
This tutorial letter contains important information about the scheme of work, resources, and
assignments for this module. Read it carefully and keep it at hand when working through the
study material, preparing the assignments, preparing for the examination, and addressing
questions to me. In this tutorial letter, you will find the assignments and assessment criteria as
well as instructions on the preparation and submission of the assignments. It also provides all
the information you need concerning the prescribed study material and other resources and
how to obtain them. Please study this information carefully and make sure that you obtain the
prescribed material as soon as possible.
Please read Tutorial Letter 301 in combination with this tutorial letter as it gives you an idea of
generally important information when studying at a distance and within the College of
Education. We have also included certain general and administrative information about this
module. Please study this section of the tutorial letter carefully. Right from the start, I would like
to point out that you must read all the tutorial letters you receive during the year immediately
and carefully, as they always contain important and, sometimes, urgent information. Some of
these tutorial letters may not be available when you register. If a tutorial letter is not available
when you register, it will be posted to you, as soon as possible. However, it is also available on
myUnisa. I hope that you will enjoy this module and I wish you all the best in your studies.
2
PURPOSE AND OUTCOMES
2.1
Purpose
The purpose of this module (AED3701) is to equip you with the knowledge, skills, and attitudes
needed to assess learners in your specific CAPS subject. The module focuses on how you
implement the National Policy of Assessment (NPA), the Curriculum and Assessment Policy
Statement (CAPS), and your role as an assessor in assessing learners. As stipulated in the
Education Labour Relations Council (ELRC, 2003) document and according to the South
African Council of Educators (SACE), it is expected of you as a qualified teacher to be able to
teach and assess learners as part of your responsibilities.
The Bachelor of Education Degree (B.Ed.) and the Postgraduate Certificate in Education
(PGCE) cover the following six roles of the teacher:
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•
•
•
•
•
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The teacher as a mediator of learning
The teacher as the developer of the learning programme
The teacher as assessor
The teacher as a leader, manager, and administrator
The teacher as a researcher, scholar, and lifelong learner
The teacher in a pastoral role
The seventh role, namely the teacher as a subject specialist, is covered by the subject didactics
and learning area didactics that form part of teacher training.
This module will help you to plan, conduct, record, and moderate assessment.
2.2
Outcomes
Student teachers who are competent in their role as assessors can practically demonstrate the
ability to plan, conduct, record, and moderate learners’ assessment work. To be able to show
that you can plan, conduct, record, and moderate learners’ assessment work, you must learn to
do the following in this module. These are the learning specific outcomes for the module:
Specific Outcome 1: Discuss, compare, and evaluate key ideas and debates on assessment
planning, practice, and moderation in the school curriculum.
Specific Outcome 2: Plan, implement, review, and justify a variety of assessment strategies,
instruments, and processes.
Specific Outcome 3: Identify and justify curriculum and assessment policy strategies for
engaging with aspects of assessment planning, activities design, and review in ways that are
appropriate for different purposes and contexts.
Specific Outcome 4: Use innovative ways to contribute to the development of aspects of
assessment planning, practice, and review in ways that are informed by contextual realities, the
nature of multi-cultural schools and classrooms, historical legacies, social diversity, and the
integration of indigenous knowledge.
Specific Outcome 5: Application of assessment theories in assessment planning, activities
design, recording and reporting, and the review of the specific CAPS subjects.
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CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In response
to this charter, we have placed curriculum transformation high on the teaching and learning agenda.
Curriculum transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion
of African epistemologies and philosophies. These pillars and their principles will be integrated at both
programme and module levels as a phased-in approach. You will notice a marked change in the
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teaching and learning strategy implemented by Unisa, together with how the content is conceptualised in
your modules. We encourage you to embrace these changes during your studies at Unisa in a
responsive way within the framework of transformation.
4
LECTURER(S) AND OTHER CONTACT DETAILS
4.1
Lecturer
Your lecturers for the module Assessment in Education are Prof A.S. Mawela and Dr S.B.
Mahlambi. You are welcome to discuss any problems related to the content of the module with
us. Our contact details are as follows:
Prof A.S. Mawela/Dr S.B. Mahlambi
Department of Curriculum and Instructional Studies
UNISA
Radipere 6-35
Muckleneuk Campus
Preller Street
Pretoria
0002
P O Box 392
UNISA
0003
Tel: 012 429 4381 or 012 429 2629
E-mail: mawelas@unisa.ac.za or emahlasb@unisa.ac.za
4.2
Department
The Department of Curriculum and Instructional Studies
College of Education
PO Box 392
UNISA
0003
4.3
University
If you need to contact the university about matters not related to the content of this module,
please consult the publication Study @ Unisa, which you will have received with your study
material. This brochure contains information on how to contact the university (e.g. to whom you
can write for different queries as well as important telephone and fax numbers, addresses and
details of the times certain facilities are open).
Please note that all administrative enquiries should be directed to:
E-mail study-info@unisa.ac.za
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RESOURCES
If you need to contact the university about administrative matters not related to the content of
this module, please consult the publication Study @ Unisa, which you received with your study
material. This brochure contains information on how to contact the university (e.g., to whom you
can write for different queries, important telephone and fax numbers, addresses and details of
the times certain facilities are open). Always have your student number at hand when you
contact the university. Please note that all administrative inquiries should be directed to the
applicable section at Unisa. The details are as follows:
5.1
Prescribed book(s)
The following books are integrated with the study material and are prescribed for this module:
The educator as Assessor (Foundation Phase) First Edition. 2020. JM Dreyer, AS Mawela,
Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik Publishers. ISBN:
9780627037580.
The educator as Assessor (Intermediate Phase) First Edition. 2020. JM Dreyer, AS Mawela,
Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik Publishers.
ISBN:9780627037603
The educator as Assessor (Senior and Further Education and Training FET) First Edition. 2020.
JM Dreyer, AS Mawela, Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik
Publishers. ISBN:9780627037627
5.2
Recommended book(s)
There are no recommended books for this module.
5.3
Electronic reserves (e-reserves)
E-reserves can be downloaded from the library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request
5.4
Library services and resources
The Unisa Library offers a range of information services and resources:
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For a general library overview, go to
https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
For detailed library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
For research support and services (e.g., personal librarians and literature search
services), go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
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The library has created numerous library guides to assist you: http://libguides.unisa.ac.za
Recommended guides:
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•
•
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•
•
Request recommended books and access e-reserve material:
https://libguides.unisa.ac.za/request
Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
Frequently asked questions about the library:
https://libguides.unisa.ac.za/ask
Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
A-Z databases:
https://libguides.unisa.ac.za/az.php
Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
Information on fines & payments:
https://libguides.unisa.ac.za/request/fines
Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport
Lib-help@unisa.ac.za (insert your student number in the subject line please)
General library enquiries can be directed to Library-enquiries@unisa.ac.za
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STUDENT SUPPORT SERVICES
The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies
This website has all the tips and information you need to succeed at Unisa.
What is OER: Open educational resources are the learning and teaching material that is
available either under open licensing or in the public domain. All the open educational resources
are created and contributed by curriculum designers, educators, school districts, and curriculum
partners. Examples are, animations, videos, lesson plans, photos, etc. They can be
regarded as enrichment activities for students to provide extra practice material, or to assist
students who are struggling with the course or with a particular concept.
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www.education.gov.za general information about the department of basic education (DBE). You will find
links to vacancies, past exam papers, recommended LTSM; and programmes such as inclusive Education,
Spelling Bee, workbooks; School Safety & Health promotions
www.educanda.co.za you will find links on Curriculum and Assessment Policy Statement (CAPS); teachers
TV, teachers Blog, classroom-based training, back-to-school anxiety etc.
https://www.edweek.org/ew/section/multimedia/formative-assessment-videos.html Using formativeassessment strategies, educators can gather information about what students are learning while they are
learning it. In these two videos, see how formative assessment techniques play out in the classroom.
https://www.youtube.com/watch?v=OOy3m02uEaE The use of Bloom’s Taxonomy (six cognitive levels).
Remember, understand, apply, analyse, evaluate, create. The use of descriptive verbs when designing an
assessment or lesson objective.
https://www.youtube.com/watch?v=_wvRJyTExVU Understanding assessment and evaluation video.
https://www.youtube.com/watch?v=u5If-qMZqW0 Understanding assessment of, as and for learning
video.
Recommended OER for this module:
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6.1
www.education.gov.za general information about the department of basic education (DBE). You will find
links to vacancies, past exam papers, recommended LTSM; and programmes such as inclusive Education,
Spelling Bee, workbooks; School Safety & Health promotions
www.educanda.co.za you will find links on Curriculum and Assessment Policy Statement (CAPS); teachers
TV, teachers Blog, classroom-based training, back-to-school anxiety etc.
https://www.edweek.org/ew/section/multimedia/formative-assessment-videos.html Using formativeassessment strategies, educators can gather information about what students are learning while they are
learning it. In these two videos, see how formative assessment techniques play out in the classroom.
https://www.youtube.com/watch?v=OOy3m02uEaE The use of Bloom’s Taxonomy (six cognitive levels).
Remember, understand, apply, analyse, evaluate, create. The use of descriptive verbs when designing an
assessment or lesson objective.
https://www.youtube.com/watch?v=_wvRJyTExVU Understanding assessment and evaluation video.
https://www.youtube.com/watch?v=u5If-qMZqW0 Understanding assessment of, as and for learning
video.
First-Year Experience Programme @ Unisa
For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and
e-learning institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a
mega university and all our programmes are offered through a blended learning mode or fully
online learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and
learning journey with little difficulty and few barriers. In this regard we offer a specialised student
support programme to students entering Unisa for the first time. We refer to this programme as
Unisa’s First-Year Experience (FYE) Programme. The FYE is designed to provide you with
prompt and helpful information about services that the institution offers and how you can access
information. The following FYE programmes are currently offered:
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•
FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE
•
FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
•
FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (eg videos on how to submit assignments online).
•
FYE mailbox: For assistance with queries related to your first year of study, send an email to fye@unisa.ac.za
•
You can quickly access resources and information at the University by visiting MyUnisa.
The MyUnisa learning management system is Unisa's online campus that will help you to
communicate with your lecturers, with other students and with the administrative
departments of Unisa – by computer and via the internet. As an ODeL student it
important to visit MyUnisa at least once a week because it bridges the gap of distant
education and provides continuous support.
To go to the MyUnisa website, type http://MyUnisa.ac., click on the Login to MyUnisa
link on the right-hand side of the screen. This should take you to the MyUnisa where you
can see all your modules, assessments, announcements etc.
Consult the publication Study @ Unisa, which you received with your study material, for
more information on MyUnisa.
Free computer and internet access: Unisa has entered into partnerships with
establishments (referred to as Telecentres) in various locations across South Africa to
enable you (as a Unisa student) free access to computers and the Internet. This access
enables you to conduct the following academic related activities: registration; online
submission of assignments; engaging in e-tutoring activities and signature courses; etc.
Please note that any other activity outside of these are for your own costing e.g. printing,
photocopying, etc. you have a limited number of copies that you can make. For more
information on the Telecentre nearest to you, please visit www.unisa.ac.za/telecentres.
You can also visit Unisa computer labs to get access to computers. If you have your own
device, you can visit any Unisa regional space and get access to free Wi-Fi.
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STUDY PLAN
Please consult Study @ Unisa for a generic study plan. Adapt this study plan to your specific
needs and context. The plan contains valuable time management and planning skills.
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PRACTICAL WORK AND WORK-INTEGRATED LEARNING
You are expected to be actively involved in the learners’ assessment during your teaching
practice period. This includes designing assessment activities, different assessment tools, how
to assess learners, how to give learners feedback, how to record learners’ work and how
feedback is given to different stakeholders. The subject teacher at your placement school will
have to assist you. This module is not attached to teaching practice. For more details about
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teaching practice, you can consult the teaching practice department. Consult the UNISA
brochure.
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ASSESSMENT
9.1
Assessment criteria
Assignments are seen as part of the learning material for this module. As you do the
assignments, study the reading texts, consult other resources, discuss the work with fellow
students, or e-tutors, and module markers, or do research. You should actively involve and
engage yourself in self-directed learning. The specific outcomes and the assessment criteria
given for each assignment act as guidelines in helping you to understand more clearly what is
required of you.
9.2
Assessment plan
Unisa follows a continuous assessment system, which means that you will be able to
accumulate marks throughout the year. Your promotion mark comprises a year mark of 20%
and an examination mark of 80%.
Assignment: 01 will count -
10%
Assignment: 02 will count -
10%
Your year mark will be compiled as follows:
Continuous Assessment:
20%
Examination mark:
80%
Final mark:
100%
Submitting a well-prepared Assignment 01 and Assignment 02 will, therefore, be to your benefit.
Please note that you need a subminimum of 40% in the examination to benefit from your year
mark. In other words, you will have to pass the examination (which means that you must obtain
a minimum of 50%). You must submit all assignments to obtain admission to the examination. If
you fail to submit any of the two assignments, you will not have admission to the examination.
Both assignments are thus compulsory.
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9.3
Assignment numbers
9.3.1 General assignment numbers
Remember that your assignment must have precisely the same number as the number
indicated in this tutorial letter. Assignments are numbered consecutively per module, starting
from 01. Only numerical numbers are used, for example, Assignment 01, and 02.
Specify the module code and assignment number in all inquiries about assignments.
9.3.2 Unique assignment numbers
Unique number
Assignment number
Due Date
Assignment 01
Assignment 02
9.4
Assignment due dates
For Assignment 01, the opening date for submission is _________ and the submission cut-off
date will be ___________. For Assignment 02, the opening date for submission is
____________ and the submission cut-off date will be __________________.
9.5
Online submission of assignments
PLEASE NOTE: Enquiries about assignments (e.g., whether the university has received your
assignment or the date on which an assignment was returned to you) must be directed to the
Department of Student Assessment and Administration (DSAA). You might also find information
on myUnisa. To go to the myUnisa website, start at the main Unisa website,
http://www.unisa.ac.za, and then click on the “Login to myUnisa” link under the myUnisa
heading on the screen. This should take you to the myUnisa website. You can also go there
directly by typing in http://my.unisa.ac.za.
NB: Assignments may not be submitted by fax or sent to the lecturer’s e-mail address.
To submit an assignment via myUnisa:
▪
Go to myUnisa.
▪
Log in with your student number and password.
▪
Select my Modules.
▪
Click on Sites in the menu on the right.
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▪
Select the module code.
▪
Click on Assessment on your left.
▪
Click on the assignment (written submit) on your right.
▪
Follow the instructions on the screen.
Since your examination paper at the end of the year will also be based on your
assignments, it is in your interest to complete assignments thoroughly.
You must use at least, the prescribed textbook, the NPA, and the CAPS document as
well as the tutorial letters for this module in responding to the assignments. You are
welcome to consult other sources as well, but this is not a compulsory requirement. You
must list all sources used in a complete list of references according to the Harvard
method of referencing.
You are reminded of the seriousness of submitting work that is authentic and not
plagiarised. If you hand in assignments that are not your original work, the measures
contained in the Unisa Code of Conduct will apply. The university authorities regard
plagiarised work as serious misconduct and illegal practice, and we will act upon such
misconduct in the strongest possible way.
Read and understand the below regarding plagiarism and copyright:
PLEASE NOTE THAT ALL ASSIGNMENTS MUST BE COMPLETED AND SUBMITTED
Please note that the word “assignment” is the only acceptable term used to refer to
assignments. Assignments 01, 02, follow. You should be able to answer these by consulting
your specific Phase textbook (The Educator as Assessor), your Study Guide TL501, CAPS
document, NPA, library books, OERs, and or the internet.
NB: Important information about completing assignments
Make sure that you respond to the correct assignment. It may be a good idea to mark the
assignments you have to submit clearly to avoid mistakes.
▪
You are expected to complete all assignments and answer all questions set in the
assignments.
In each assignment, make sure that you provide the following:
✓ cover page including the title or topic of your response to the assignment. “Assignment
01” is NOT an appropriate title or topic for an assignment. Demonstrate your
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✓ understanding of the module content by drafting an appropriate short title of a topic for
your assignment.
✓
9.6
a declaration of authenticity, namely that it is your work that you are submitting.
Assignments
Assignment:
01 (Compulsory)
Closing date:
__________________
Unique number:
________________
You should do this assignment only after you have finished studying the contents of the whole
module as contained in the prescribed textbook, the study guide, the NPA, and the specific
CAPS subject for the phase. Number the questions as they are numbered in the assignment.
NB: Answer all questions in English.
QUESTION 1
Indicate the correct option from the choices available in every question below. Indicate your
choice by writing the correct alphabet next to the question number (e.g., 1.11. A). This question
assesses your understanding of assessment theory as contained in the module content.
1.1.
1.2
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The following analogy is used to explain assessment in teaching and learning in a
school context, namely that assessment is the vehicle taking learning forward. Why is
assessment also described as a journey in this analogy? Indicate which statement
answers this best:
1x2=2
a)
In school, learning is like moving from one place to another, from not knowing to
knowing about a topic in CAPS. Assessment helps on such a journey.
b)
To come to understand assessment is a route on which student teachers travel to
become assessors.
c)
Understanding and being able to apply assessment theory is something that
develops along the way. The way along which we learn how to assess learners
effectively is a journey.
d)
In school, every year, the teacher and the learners in a class are on a joint journey
towards the final examination at the end of the year.
Which of the four curriculum developments is best described by the following: It
describes the curriculum in terms of aims and topics, content is prescribed very
specifically, and in great detail, and assessment is described in meticulous prescriptions
regarding the types, weights, and numbers of assessments, with many guidelines.
Focused on the achievement of learning objectives.
1x2=2
AED3701/101/0/2022
1.3.
a)
Pre-C2005
b)
C2005
c)
RNCS
d)
CAPS
Indicate which statement does not fit the definition of assessment as defined in CAPS:
a)
Assessment information is particularly used to understand and thereby assist the
teacher to improve the process of learning and teaching.
b)
Assessment may take various forms.
c)
Assessment is a continuous, planned process of identifying, gathering, and
interpreting information about the performance of learners.
d)
Assessment involves generating and collecting evidence of achievement,
evaluating this evidence, recording the findings, and using this information in four
steps.
1.4.
Indicate which term or phrase is described by the statement below:
1x2=2
An approach to use various kinds of assessment tasks throughout the school year to
assess learners in terms of real-life tasks or simulations to assess their ability to apply
learning content and skills to various contexts.
1.5.
a)
Continuous assessment
b)
Formative assessment
c)
Summative assessment
d)
Authentic assessment
An assessment is regarded to be valid when
a)
1x2=2
the evidence is produced by the candidates assessed and nobody else and with
no assistance from anybody else.
b)
the evidence produced is enough for the assessor to make a substantiated
judgment.
c)
the evidence is recently produced or relatively ‘’fresh’’.
d)
None of the above.
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1.6.
Which one of the following is a characteristic of traditional assessment in terms of
classroom management?
a)
b)
c)
d)
1.7.
b)
is
c)
d)
1.8.
Integrated
One-shot
Feedback comes quickly
References are available
Which of the questions used in planning credible formal assessments is most
Important because it determines most other decisions?
a)
1x2=2
1x2=2
Where, when, and how will assessment(s) take place (during the lesson, after the
lesson, at home) and why?
What is the purpose of this assessment (what should learners be able to
demonstrate – knowledge, skills, values); and with what curriculum content and
objectives/learning intentions contained in curriculum documents for your subject
the assessment aligned?
Who is going to conduct the assessment (teacher assessment, self-assessment,
peer assessment) and why?
None of the above.
Indicate what is described below:
1x2=2
To provide it is a skill that should be acquired and is largely dependent on our attitude
towards our learners and their needs. It must always be constructive; never destructive
or counterproductive. It is an excellent tool for successful teaching and learning. It is our
most important opportunity to influence, shape, direct and improve the learning process.
a)
Providing effective teaching, instruction, or facilitation in class
b)
Providing information on performances when learners are/were assessed.
Inspiring so that learners will be motivated to learn.
c)
1.9.
Providing support to those who struggle with barriers to learning.
In the analogy, namely that assessment is the vehicle that drives teaching and
learning towards the destination, contested issues or problem areas that should be
considered when dealing with assessment are referred to as “Steep hills’’.
Indicate which statement is NOT accurate in this regard. “Steep hills” refer to
1x2=2
a)
standardised assessment, high-stakes assessments, and recognition of
excellence.
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b)
high-stakes assessments, recognition of excellence, and recognition of prior
learning.
c)
recognition of prior learning, standardised assessment, and low-stakes
assessments.
d)
1.10.
CAPS assessment, high-stakes assessments, and recognition of excellence.
Which statement is inappropriate regarding assessment in an Ubuntu context? 1x2=2
a)
Knowledge, skills, values, and attitudes were acquired over a long period. The
notion of an external assessment agency did not exist. Educational content was
natural, relevant, concrete, and uncomplicated.
b)
Assessment focuses on the relevance of knowledge and learning to solve or
alleviate real-life problems and challenges, similar to knowledge generation for its
own sake, as practised in Western educational contexts.
c)
The knowledge that children were exposed to and assessed on was drawn from
their immediate social and natural environments. They learned skills related to
community life by means of practical activities and by emulating the examples of
others. Values and attitudes were related to the customs, rituals and taboos
that shaped people’s lives and conduct. None of the above
(20)
QUESTION 2
Refer to the specific CAPS subject to answer the following questions to show that you
understand assessment in the school context.
2.1.
Various assessors may assess learners’ work in a school context. Explain.
2.2.
Assessment may be regarded as the vehicle driving teaching and learning. Explain
this notion in your own words.
2.3.
2.5.
2x1=2
Not all assessments occurring in school contexts are planned. Explain this notion
in your own words.
2.4.
2x1=2
1x2=2
Continuous assessment is an approach rather than a type of assessment. Explain
this notion in your own words.
1x2=2
What is the role of assessment in the progression of learners?
3x1=3
(11)
17
QUESTION 3
Refer to the specific CAPS subject to respond to the following statements regarding
assessment. First, indicate whether you agree or disagree with the statement. Then indicate
why you agree or disagree by referring to an example in teaching, learning, and assessment in
a CAPS context. One mark is awarded if your first response is correct and up to two marks are
awarded for reasoning in explaining your first response. This question assesses your ability to
apply your understanding of assessment theory and to justify your thinking about assessment
in a school context.
3.1.
Only the teacher should make assessment judgements on learners’ performances
related to topics in CAPS.
3x1=3
3.2.
Assessment may be regarded as the vehicle driving teaching and learning towards
the destination. This analogy explains the role of the learners very well as they are
the passengers in the vehicle while the teacher is the driver.
3x1=3
3.3.
Not all assessments occurring in school contexts are planned.
3.4.
Continuous assessment is one of various kinds of assessment approaches used in
teaching and learning at school.
(3)
3.5.
Promotion and progression of learners cannot be done without assessing learners
both formatively and summatively.
3x1=3
[15]
3x1=3
QUESTION 4
Refer to your specific CAPS subject to respond to the following regarding assessment
requirements:
4.1
List any five topics prescribed to be taught and assessed in your subject.
4.2
Mention five forms of assessment you will apply in your subject as part of
continuous assessment.
4.3
5x1=5
5x1=5
Indicate seven levels or rating descriptors that you will use when assessing learners
in your subject. Use percentages and one-word descriptors in this regard. Present
your response in a table with a heading, seven columns, and two rows.
4.4
Use two examples from your context to differentiate between formal and informal
assessments.
4.5
7x1=7
2x2=4
Indicate the number of assessment tasks that should be recorded as part of
CASS in your subject.
1x2=2
[23]
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QUESTION 5
Develop an assessment activity or task (E.g., a research project, a poster, a written test, an experiment,
etc.) with its complete associated assessment strategies. Apply your understanding of effective and
credible assessment practices by indicating exactly how you would apply the following strategies and
why you chose to do it in a particular way:
5.1
The grade, subject, and topic
3x1=3
5.2
The purpose of doing the assessment activity
1x2=2
5.3
Describe the assessment task or activity
1x3=3
5.4
Assessment product or performance containing/presenting the evidence
1x2=2
5.5
Your roles as a teacher during the assessment activity
2x2=4
5.6
The type of the assessment and reason for chosing it
2x1=2
5.7
Indicate the assessment instrument to be used when marking the activity
1x2=2
5.8
Who will mark the activity? Give a reason why?
2x1=2
5.9
Indicate how feedback will be given to a haptic, visual, and auditory learners
3x2=6
5.10
Differentiate between recording and reporting processes
2x2=4
5.11
For a formal reporting to the learner and parent/guardian, which instrument is used?
1x1=1
(31)
TOTAL=[100]
19
Assignment:
02 (Compulsory)
Closing date:
________________
Unique number:
________________
You should do this assignment only after you have finished studying the contents of the
whole module as contained in the prescribed textbook, the study guide, the NPA, and the
specific CAPS subject for the phase. Number the questions as they are numbered in the
assignment. NB: Answer all questions in English.
QUESTION 1
Read and understand the “Types and Forms” of assessment before answering the
questions below.
1.1.
1.2.
With relevant form of assessment, briefly describe the following types of assessment:
1.1.1.
Baseline assessment
2x2=4
1.1.2.
Formative assessment
2x2=4
1.1.3.
Summative assessment
2x2=4
1.1.4.
Diagnostic assessment
2x2=4
1.1.5.
Recognition of prior learning assessment
2x2=4
Make use of the Department of Basic Education, National Protocol for Assessment
policy to describe the following terminologies.
1.2.1.
Examination
1x2=2
1.2.2.
Essay
1x2=2
1.2.3.
Project work
1x2=2
1.2.4.
Portfolio work
1x2=2
1.2.5.
Group work
1x2=2
(30)
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QUESTION 2
2.1.
Purpose of assessment on the type, form, activities, and varies from grades
and phases.
2.1.1.
Indicate four ultimate purposes of assessment.
2.1.2.
Mention four documents that provide the framework for planning assessments
in the school context.
2.2.
4x1=4
4x2=8
The main purpose of reporting is to provide learners with regular feedback.
2.2.1
How would you provide constructive feedback to a below average
learner?
2.2.2
3x1=3
To give constructive feedback on observation as an assessment tool, the
the teacher should be familiar with the basic principles for successful
observation. State five basic principles of observation.
5x2=10
2.2.3
What is the role of the School Based Assessment Team to teachers?
2.2.4
What should be included in a learner’s report card as part of feedback? 2x2=4
2.2.5
Besides the learner, who else is entitled to the learner’s feedback?
Give reasons.
2.2.6
3x2=6
2x2=4
For you to be able to give good feedback after conducting the oral
assessment, you should know the guidelines for conducting the
oral assessment. Indicate four guidelines.
4x1=4
(43)
QUESTION 3
3.1
Classes are made up of learners with different abilities and learning styles, and such
learners should be catered for when designing an assessment activity.
a)
Indicate the different learning styles,
3x2=6
b)
the definition of each learning style and,
3x2=6
c)
provide 1 example of the assessment form that can be used for each learning
style
3x2=6
21
3.2
3.3.
Provide three reasons why the assessment should be moderated by
the subject departmental head.
3x2=6
With the relevant example of the type of disability or barrier to learning, briefly
describe the three types of alternative assessments. Also, indicate the form
of assessment that is a suitable type of alternative assessment.
3x3=9
(27)
TOTAL=[100]
9.7
Other assessment methods
None
9.8
Examination
9.8.1.
Examination admission
Examination submission is solely dependent upon submission of Assignments 01 and 02. The
assignments will count 20% towards your final mark and the examination 80%.
9.8.2
How will this work in practice?
As explained above, you need to qualify to write the examination, as there is no automatic
admission. To qualify, you must submit Assignments 01 and 02 on or before the due date.
9.8.3
Examination period
This module is a year module. This means that if you are registered for this year, you will write
the examination in October/November 2022, and the supplementary examination will be written
in January/February 2023. Be reminded that the examination is conducted online. The
Examination Department will provide you with information regarding the examination in general,
examination dates and examination times pertaining to the module.
9.8.4
Examination paper
The AED3701 module has one examination paper that is written online. You are to log onto
myUnisa and access the MyAdmin platform to access the exam question paper. After writing,
you should submit the script online.
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9.8.5
Previous examination papers
Previous examination papers are available to students. We advise you, however, not to focus
on old examination papers only as the content of modules and therefore examination papers
change from year to year. You may, however, accept that the type of questions that will be
asked in the examination will be similar to those asked in the assignments.
9.8.5.1. Demarcation or “scoping” for examinations and assessments
NB: In terms of a decision reached by the College, lecturers may not demarcate or “scope”
specific work for examination purposes and examination questions should be based on all the
work covering the notional hours of modules. As lecturers, we encourage students to study
everything. In cases where competencies or skills are assessed differently during the tuition
period, the various methods of assessment will be spelled out clearly by the lecturer in Tutorial
Letter 201. According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the
examination memoranda (guidelines, rubrics, and so on) shall not be made available to
students.
10
ACADEMIC DISHONESTY
10.1
Plagiarism
Plagiarism is a very serious academic offence. There are different types of plagiarism and each
will be penalised. It is of paramount importance that you familiarise yourself with the contents of
this, and other documents referred to, to ensure you do not plagiarise, and that you meet all the
requirements in terms of the policy.
Access videos on plagiarism here: https://sites.google.com/a/unisacommscience.co.za/writingfor-academic-integrity/plagiarism
There are different types of plagiarism and you should watch this video:
Direct link to the video: https://sites.google.com/a/unisacommscience.co.za/writing-foracademic-integrity/plagiarism/types-of-plagiarism
23
•
Verbatim (directly and exactly copied) from the source – with no reference in the list of
sources at the end of the assignment, and no sources identified in the assignment itself.
•
Verbatim (directly and exactly copied) from the source – however, there is a reference in
the list of sources at the end of the assignment, but no sources are identified in the
assignment itself.
•
Verbatim (directly and exactly copied) from the source – there is a reference in the list of
sources at the end of the assignment, sources are identified in the assignment itself, BUT
without inverted commas for the quotes.
•
Paraphrasing (rewriting the information into your own words) – with or without a reference
in the list of sources at the end of the assignment, BUT no sources identified in the
assignment itself.
Important: when quoting directly from a source consulted, you MUST use quotation
marks and acknowledge the source by indicating the author(s), date, and page(s). If you
do not use quotation marks you are plagiarising.
Example of plagiarism – direct quotation without quotation marks:
According to Fourie (2001:90), a brief overview of different mass communication cultures shows
that contemporary mass communication is nothing new and has a long history.
The correct way of referencing/quoting – direct quotation with quotation marks:
According to Fourie (2001:90), “a brief overview of different mass communication cultures
shows that contemporary mass communication is nothing new and has a long history”.
The following is part of (or adapted from) the unpublished work Copyright, copyright
infringement, and plagiarism: Policy and guidelines for Unisa writers and editors of learning
material and students compiled by Mr P Loedolff (Department of Quantitative Management)
and reproduced with his kind permission.
(Loedolff, P. 2006. Copyright, copyright infringement, and plagiarism: Policy and guidelines for
Unisa writers and editors of learning material and students. Unisa: Unpublished guidelines.)
INTRODUCTION
All academic work, written or otherwise, submitted by a staff member or a student is expected to
be the writer’s original work, that is, the result of his or her skill and labour. Copyright is the
specific intellectual property right that an author acquires according to the Copyright Act, No.98
of 1978 (“the Act”) in respect of protected works. There are no formalities that must be met
before it is protected by copyright law. Any work which is original and in material form (paperbased or digital) is protected as a copyrighted work.
Copyright infringement includes the infringement of the economic rights of the right holder and
the moral rights of the author. The economic rights of the right holder are infringed when a
person knowingly or unknowingly makes an unauthorised reproduction or adaptation of a
substantial part of another person’s work. Moral rights are infringed when the author of a work is
not given due acknowledgment or where the work is treated in a derogatory manner.
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AED3701/101/0/2022
This document aims to inform you of the rights of copyright holders and to provide guidelines for
ethical research and study practices.
COPYRIGHT INFRINGEMENT
Copyright is infringed where any of the copyright owner’s exclusive rights are performed without
authorisation.
Statutory exceptions limit the copyright owner’s rights in permitting a copyrighted work to be
reproduced or adapted by any fair dealing with a work for research or private study, criticism, or
review of that work, or to report on current events. The source of the work, as well as the name
of the author, must be mentioned.
The following will be an infringement of work and will not be exempted as fair dealing:
•
•
•
failure to indicate clearly (e.g., with quotation marks, indentation, or different font) phrases
or passages taken verbatim (word for word) from a published or unpublished text without
crediting the original text and author
paraphrasing of an article, a book, or an electronic text without acknowledging the
source(s) and the author of the work, for example, making use of a work in different words
to that of the author by changing the word order of the text, the sentence types and the
style of the author amounts to reproducing the text; and
using more than a substantial (or nominal) part of the work will not be fair dealing, even if
an acknowledgment of the source and the author is given.
PLAGIARISM AND OTHER DISHONEST PRACTICES
Unethical use of another person’s work for research or study purposes may, in addition to the
infringement of the copyright owner’s economic rights, also infringe the author’s moral rights
and constitute a criminal offense.
The following will amount to the infringement of an author’s moral rights:
•
•
•
failing to acknowledge the author where phrases or passages are taken verbatim (word for
word) from a published or unpublished text
using a summary of a work that contains the ideas of others and presenting the essence of
an argument in language that condenses and compresses the original language of the
source without acknowledging the author of the work
using the patch-writing (cut-and-paste) method, where pieces of other persons’ work,
including those taken from the internet, are blended with one’s own words and phrases
without acknowledging the author of the source work.
Dishonest practices may also amount to criminal offences, such as fraud, theft, and criminal
copyright liability. Such dishonest practices include:
•
copying information from another person (e.g., another student’s assignment or portfolio)
and submitting identical work where such work is not the result of teamwork and indicated
as such by all participants
25
•
•
•
buying an essay from a ghost-writing service and pretending that it is one’s work
asking someone else to do an assignment on one’s behalf
knowingly dealing in infringing copies of a work (this is a criminal offence).
CONCLUSION
It should be evident from the abovementioned policy stipulations and requirements that a
student or an employee who is guilty of the infringement of copyright or unethical practice will be
subject to the applicable disciplinary code.
Therefore, it is considered essential to acknowledge all the sources you have used. This
ensures that you comply with the provisions of the Copyright Act and universally accepted
scientific practice and that the reader of your work could satisfy him or herself that the
authenticity and integrity of the sources and the research methodology have been upheld.
Remember, a citation is a form of respect for the author’s proprietary rights and fair use is a
form of respect for the author’s economic rights.
GENERAL GUIDELINES REGARDING COPYRIGHT
Both staff and students will be confronted by many uncertainties about what they may or may
not do regarding the copyright issue. The following are some important guidelines that will help
to clear up some of these uncertainties (Van Schaik 2004:62):
1
Remember all literary works (in print or digital form), sound recordings, broadcasts,
program-carrying signals, computer programs, musical and artistic works, and published
editions are protected in terms of the Copyright Act.
2
Copyright in a published work lasts for 50 years from the date of publication. Copyright in
an unpublished work lasts for the life of the author plus 50 years from the end of the year
in which the author dies.
3
You should not quote more than you need to, to make your point. Always acknowledge the
source and the author. As a rule, remember that if you are going to use more than 300–
400 words from any source, you have to apply for copyright permission.
4
You may not use a figure, diagram, or photograph without applying for permission. You
must either obtain this permission or change the figure or diagram in a “value-added”
manner and create your figure or diagram based on the original work. However, it must
look substantially different from the original work. In the case of photographs, permission is
always required. Whenever you use another person’s work, acknowledge the source. If
you adapt or change another person’s work, you must still acknowledge the source (e.g.,
“based on … by … in …”).
5
News of the day on current economic, political, or religious topics that are published in a
newspaper or periodical or broadcast may be reproduced unless the copyright is
specifically reserved. You must apply for permission if you wish to use the material (text or
graphics) from a journal, magazine, or newspaper.
6
You may not use a cartoon from an existing publication and replace the wording in the
bubbles without obtaining permission. The drawing (cartoon) is an artistic work.
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AED3701/101/0/2022
7
You may not use transparencies, slide shows, question banks, or case studies that
accompany an existing book without applying for permission unless it is clear from the
copyright notice in the book that you may use them.
8
You may use a measure, scale, or instrument, but you may not copy or adapt it without
requesting permission.
GUIDELINES FOR ACADEMIC WRITING TO AVOID PLAGIARISM
Paraphrasing
Direct link to a video about paraphrasing:
https://sites.google.com/a/unisacommscience.co.za/writing-for-academicintegrity/plagiarism/paraphrasing
You may paraphrase the writing of an author by stating the ideas expressed in his or her writing
in your own words. This requires the ability to first understand what the author is saying and
then to write it down in your style. It is not good enough merely to change a few words here and
there. The paraphrase must truly be your rendition of the original content. For example, assume
that you are using as your source a book by Armstrong and Barton, published in 1999:
The relevant passage in the source consulted
In England, for example, there are enormous differences based on class and culture between different
communities and in terms of local policymaking and interpretation regarding the rights of disabled
people (p 3).
Your paraphrase with reference
According to Armstrong and Barton (1999:3), class and culture influence how the rights of people with
disabilities are perceived.
Entry in your list of sources
Armstrong, F & Barton, L (eds). 1999. Disability, human rights, and education: cross-cultural
perspectives. Buckingham: Open University Press. (Disability, Human Rights and Society).
Quoting directly
You may quote directly from a source by giving the exact words of the author and by placing
the quote in inverted commas. However, keep direct quotations short and use them sparingly.
Use the exact words of an author (using quotation marks) only when the author has a style that
is hard to paraphrase or where the author’s particular words, and not just his or her ideas, are
important. For example:
The relevant passage in the source consulted
Western attitudes, values, and practices are far from exemplary in the area of human rights and
disability, and there is no room for assuming any society has a preordained prerogative to speak for,
about, and at other societies defined as “developing” or “Third World” (p 2).
Your direct quote with a reference
There is no reason to assume that the West has made remarkable progress in this field, since “Western
attitudes, values, and practices are far from exemplary in the area of human rights and disability”
(Armstrong & Barton 1999:2).
27
Entry in your list of sources
Armstrong, F & Barton, L (eds). 1999. Disability, human rights, and education: cross-cultural
perspectives. Buckingham: Open University Press. (Disability, Human Rights and Society).
Recipe for success
To summarise: if you do not want to be accused of plagiarism (and possibly be sued or expelled
from the university) you should do all the following:
Step
Action
1
2
3
4
5
Paraphrase the information that you take from other sources.
Use quotation marks for short, direct quotations (but use direct quotations sparingly).
Acknowledge your references with shortened in-text references in the body of your text.
Acknowledge your references with a detailed list of sources at the end of your text.
If in doubt, follow the safe route and apply for permission.
References
Copyright Act No. 98 of 1978.
Unisa. 2005. Policy for copyright infringement and plagiarism. Pretoria: Unisa.
Unisa Language Services. 2005. Referencing guide for academic writers and editors.
www.apa.org/about/permissions.html
Unisa. Editorial Department. 2005. Guidelines on reference techniques. Pretoria: Unisa.
Van Schaik. 2004 Catalogue (62). Pretoria: Van Schaik.
The following is part of a tutorial letter for undergraduate students and is reproduced as
additional information on plagiarism and how to avoid it.
PLAGIARISM
If you copy an idea or actual words from another student, a tutorial letter, a study guide, an
article, a book, or any other source, without giving a full acknowledgment of the source together
with quotation marks, you are likely committing plagiarism.
The Students’ Disciplinary Code is available in the brochure Study @ Unisa on myUnisa.
Read the university’s Policy on Copyright Infringements and Plagiarism as well.
By including a declaration at the beginning of your assignments or portfolios that the work
submitted is your work, you are also declaring that you are aware of Unisa’s policy documents
and that you are aware of the legal consequences if found guilty of plagiarism.
The following is a guide to help you avoid plagiarism when completing assignments or
portfolios.
Author: James Bondra, Ithaca College, 31 October 2001
The original article is available at http://www.ithaca.edu/library/htmls/plagiarism.html
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Please note this section is reproduced with the permission of the author. The presentation and
some examples have been amended to reflect local circumstances, and the headings in the
article were not numbered.
Plagiarism – what is it and how to avoid it
NOTE:
Plagiarism is the act of taking the words, ideas, and thoughts of others and passing them off as
your own.
It is a form of theft that involves several dishonest academic activities.
Whether intended or not, plagiarism is a serious offence against academic honesty. Under any
circumstances, it is deceitful to represent as one’s work, writing, or ideas that belong to another
person. You should be aware of how this offence is defined. Plagiarism is the unacknowledged
use of someone else’s published or unpublished ideas, whether this use consists of directly
quoted material or paraphrased ideas.
Although various disciplines follow styles of documentation that differ in some details, all forms of
documentation make the following demands:
•
•
•
•
•
•
each quotation or paraphrase must be acknowledged with a footnote or in-text citation
direct quotations are enclosed in quotation marks and be faithful to the wording of the
source
paraphrased ideas are stated in language entirely different from the language of the source
a sequence of ideas identical to that of a source be attributed to that source
sources of reprinted charts or graphs are cited in the text
all the sources the writer has drawn from in paraphrase or direct quotation, or a combination
of paraphrase and quotation be listed at the end of the assignment or activity under
“Sources consulted”
You are guilty of plagiarism if you fail, intentionally or not, to follow any of these standard
requirements of documentation. In a collaborative project, all students in a group may be held
responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by
others in their group and fail to report it. Students who participate in a collaborative project in
which plagiarism has occurred will not be held accountable if they were not knowledgeable of the
plagiarism.
What do you not have to document?
You do not need to cite your ideas, or references to your own experiences, or information that
falls in the category of uncontroversial common knowledge (what a person reasonably wellinformed about a subject might be expected to know). You should acknowledge anything else.
29
Paraphrasing
In college courses, we are continually engaged with other people’s ideas: we read them in texts,
hear them in lectures, discuss them in class, and incorporate them into our writing. As a result,
we must give credit where it is due. Plagiarism is using others’ ideas and words without clearly
acknowledging the source of that information.
To avoid plagiarism, you must give credit whenever you use:
•
•
•
•
another person’s idea, opinion, or theory
any facts, statistics, graphs, drawings – any pieces of information – that are not common
knowledge
quotations of another person’s actual spoken or written words, or
the paraphrasing of another person’s spoken or written words
How can you recognise unacceptable and acceptable paraphrasing?
Consider the following original text, from Lizzie Borden: A Case Book of Family and Crime in the
1890s by Joyce Williams, J Eric Smithburn, and M Jeanne Peterson (1981:1):
The rise of industry, the growth of cities, and the expansion of the population were the three
great developments of late nineteenth-century American history. As new, larger, steampowered factories became a feature of the American landscape in the East, they transformed
farm hands into industrial labourers and provided jobs for a rising tide of immigrants. With
industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the
Bordens lived) which became the centres of production as well as of commerce and trade.
Here is an unacceptable paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population were three
large factors of nineteenth-century America. As steam-driven companies became more visible
in the eastern part of the country, they changed farm hands into factory workers and provided
jobs for the large wave of immigrants. With industry came the growth of large cities like Fall
River where the Bordens lived which turned into centres of commerce and trade as well as
production.
What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
•
The writer only changed around a few words and phrases or changed the order of the
original’s sentences.
•
The writer failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarising.
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AED3701/101/0/2022
NOTE:
The above paragraph is also problematic because it changes the sense of several sentences
(for example, “steam-driven companies” in sentence two misses the original’s emphasis on
factories).
Here is an example of an acceptable paraphrase:
Fall River, where the Borden family lived, was typical of the north-eastern industrial cities of the
nineteenth century. Steam-powered production had shifted labour from agriculture to
manufacturing, and as immigrants arrived in the US, they found work in these new factories. As
a result, populations grew, and large urban areas arose. Fall River was one of these
manufacturing and commercial centres (Williams, Smithburn & Peterson 1981:1).
Why is this passage acceptable?
This is acceptable paraphrasing because of the writer:
•
accurately relays the information in the original
•
uses his/her own words
•
let’s his/her reader know the source of his/her information
Here is an example of quotation and paraphrase used together, which is also acceptable:
Fall River, where the Borden family lived, was typical of the north-eastern industrial cities of the
nineteenth century. As steam-powered production shifted labour from agriculture to
manufacturing, the demand for workers “transformed farm hands into factory workers,” and
created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall
River was one of these manufacturing hubs that were also “centres of commerce and trade”
(Williams, Smithburn & Peterson 1981:1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
•
records the information in the original passage accurately
•
gives credit for the ideas in this passage
•
indicates which part is taken directly from her source by putting the passage in quotation
marks and citing the page number
Strategies for avoiding plagiarism
•
•
•
Put everything that comes directly from the text in quotation marks, especially when taking
notes.
Paraphrase, but be sure you are not just rearranging or replacing a few words. Instead, read
over what you want to paraphrase carefully; cover up the text with your hand, or close the
text so you cannot see any of it (and so, are not tempted to use the text as a “guide”). Write
out the idea in your own words without peeking.
Check your paraphrase against the original text to be sure you have not accidentally used
the same phrases or words, and that the information is accurate.
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Common knowledge
Common knowledge consists of facts that can be found in numerous places and are likely to be
known by a lot of people.
For example:
Nelson Mandela was elected President of South Africa in 1994.
This is generally known information. You do not need to acknowledge a source for this fact.
However, you must acknowledge the source(s) of information and facts that are not generally
known and ideas that interpret those facts.
For example:
According to the Treatment Action Campaign, the South African Government is hindering the rollout of an HIV-Aids treatment plan (Kweza 2003:2).
The idea that “the South African Government is hindering the roll-out of an HIV-Aids treatment
plan” is not a fact but an interpretation or a viewpoint – consequently, you need to cite your
source.
Quotations: Copying someone's words
When you quote, place the passage you are using in “quotation marks” and document the source
according to the conventions indicated in this tutorial letter. If the quotation is longer than three
lines, you must present the quotation using a double indentation without quotation marks.
You must avoid plagiarism and the following penalties are applicable where plagiarism is
detected in any assignment or portfolio:
Plagiarised index
Possible penalisation
35-39%
We will deduct 10% from your final assignment mark.
40-49%
We will deduct 20% from your final assignment mark.
50 an above
We will deduct 30% from your final assignment mark.
10.2
Cheating
Cheating includes, but is not limited to, the following:
•
•
•
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Completing assessments on behalf of another student, copying from another student
during an assessment or allowing a student to copy from you.
Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
Submitting corrupt or irrelevant files.
Buying completed answers from “tutors” or internet sites (contract cheating).
AED3701/101/0/2022
10.3
More information about plagiarism can be downloaded on the link below
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
11
STUDENT WITH DISABILITY
The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.
•
If you are a student with a disability and would like additional support or need additional
time for assessments, you are invited to contact Dr S Meeran on meeras@unisa.ac.za so
that you can be assisted.
12
FREQUENTLY ASKED QUESTIONS
The Study @ Unisa brochure contains an A-Z guide to the most relevant information.
The frequently asked questions in this module (AED3701) are:
Question: I need more time to complete my assignment.
Answer: It is not possible to extend the due date by more than a week. If your circumstances
compel you to hand in one of your assignments late, you have to ask for permission to do so
before the due date.
Question:
If I repeat the module, do I have to submit assignments again?
Answer: A repeating student must submit all the assignments again. Students will not gain
admission to the examination without the submission of both the assignments.
Question:
I do not have internet access.
Answer: You can access the internet at all Unisa regional offices.
Question:
I have not yet received my study material. Can you send it to me?
Answer: No, you can find your study material on the myUnisa platform. Refer to paragraph 1.1
on how to access myUnisa.
13
SOURCES CONSULTED
The prescribed textbook for this module and Unisa policy on tuition and learning
14
IN CLOSING
I hope that you will enjoy this module and I wish you success with your studies.
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15
ADDENDUM
Any information pertaining to this module that is not included in this tutorial letter, will be
communicated to you through Tutorial Letter 103. The first Tutorial letter 103 contains the
Glossary of this module “Assessment in Education” and will be posted under Additional Study
Material on your MyUnisa platform.
a: Departmental student declaration form
b. Assessment Instructional Design Questionnaire (AIDQ)
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AED3701/101/0/2022
35
ADDENDUM A
STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies emphasizes integrity and ethical behaviour concerning
the preparation of all written work submitted for academic assessment. Although your lecturers can provide you
with information about reference techniques and guidelines to avoid plagiarism, you also have a responsibility to
fulfil this regard. Should you feel unsure about the requirements, you must consult your lecturers before you
submit any assignment. You are guilty of plagiarism when you extract information from a book, article, web page,
or fellow student without acknowledging the source and submit it as your work. In truth, you are stealing someone
else's property. You may not use another student's work. You may not allow anyone to copy or use your work to
submit it as their own. Students who are guilty of plagiarism will forfeit all credit for the work concerned.
Plagiarism is a severe violation of the University's regulations and may lead to expulsion. The under-mentioned
Declaration must accompany written assignments. Your Assignment will be cancelled and returned unmarked if
you do not include a fully completed and signed declaration form.
I (full names):
Student number:
Module: AED3701
Declare that…
1.
I understand what plagiarism entails and am aware of the University's policy in this regard.
2.
I declare that this Assignment is my own, original work. Where I used someone else's work, whether a
printed source, the Internet, or any other source, I give the proper acknowledgment and include a complete
reference list.
3.
I did not use another current or previous student's work, submitting it as my own.
4.
I did not allow and will not allow anyone to copy my work to submit it as their work.
Signature _________________________________Date:____________________________
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AED3701/101/0/2022
ADDENDUM B
Assessment Instructional Design Questionnaire (AIDQ)
(After completion of the questionnaire, please SENT TO ME – mawelas@unisa.ac.za
Read Instructions before you complete this online survey.
Dear The Assessment in education Student
You are invited to participate in a survey. The survey you have received has been designed to study The success
and challenges in designing assessment activities, which could be used to enhance self-directed student learning
to support student learning in an ODeL context. You were selected to participate in this survey because you are
registered in the module. By completing this survey, you agree that the information you provide may be used for
research purposes, including dissemination through peer-reviewed publications and conference proceedings. It is
anticipated that the information we gain from this survey will help us to generate new knowledge on student
support towards students' self-directed learning in an ODeL context, effecting changes to the e-learning and eassessment through assessment policy practices of Unisa. You are, however, under no obligation to complete the
survey, and you can withdraw from the study before submitting the survey. The survey is developed to be
anonymous, meaning that we will have no way of connecting the information you provide to you personally.
Thank you for your time to complete this questionnaire.
After completion of the questionnaire, please send by e-mail Prof, AS Mawela: mawelas@unisa.ac.za
Prof AS Mawela
The project leader and researcher
SECTION A: Biographical information
Respond to the below information and mark (X) in the applicable block.
Gender
Qualification Registered
Male
Female
Postgraduate Certificate in Education
Bachelor of Education
Indicate the subject (s) you intend to teach
after graduating (Subject specialisation)
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SECTION B: Students experiences in Designing Assessment Activities
The success and challenges in designing Strongly
Agree (S.A.)
assessment activities
Agree (A)
Disagree (D)
Strongly
(S.D.)
Disagree
The module provided me with the knowledge of
understanding curriculum and assessment policy
statement document.
4
3
2
1
The module provided me with the opportunity to
learn different assessment policy documents.
4
3
2
1
The module allowed me to learn how to design
assessment activities for my subject.
4
3
2
1
It promotes students with adequate knowledge
on how to assess learners with different learning
styles
4
3
2
1
By actively participating in learning designing
assessment activities, it mimics my speed of
learning throughout the module.
4
3
2
1
The module provides me with a realistic picture
of what to expect in the actual classroom world
(in practice)
4
3
2
1
As an online strategy, this module allows me to
cooperate, participate, and collaborate with
other students.
4
3
2
1
It equips me with the digital literacy skills I need
to navigate an online learning environment and
engage in class.
4
3
2
1
It teaches me how to design assessment activities
by allowing time in class for critical reflection and
debate.
4
3
2
1
The module gives me with opportunity for
exploratory learning by evaluating modelling
videos and other learning materials.
4
3
2
1
Module Lecturer:
Contacts:
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Prof, AS Mawela
mawelas@unisa.ac.za or 0124294381