Study Guide

Humanities Education Department

Module name

LNT 401 Learning Theories and Assessment in Education

Last revision: January 2019

© Copyright reserved
 T ABLE OF C ONTENTS

SECTION A: ORGANIZATIONAL COMPONENT .......................................................................................................... 3

INTRODUCTION / W ORD OF WELCOME ............................................................................................................................... 3

GENERAL ......................................................................................................................................................................................... 4
2.1 CONTACT INFORMATION ............................................................................................................................................ 4
2.2 TIME-TABLE ..................................................................................................................................................................... 4
CREDIT MAP................................................................................................................................................................................... 4
STUDY MATERIALS AND PURCHASES .................................................................................................................................. 5
PGCE PROGRAMME RULES .................................................................................................................................................. 5

SECTION B: STUDY COMPONENT ................................................................................................................................ 7

1. SIGNIFICANCE OF THE MODULE .................................................................................................................................. 7

1.1. DESCRIPTION ................................................................................................................................................................. 7
1.2. ARTICULATION WITH OTHER MODULES IN THE PROGRAMME .................................................................. 8
MODULE OUTCOMES .................................................................................................................................................................. 9
COMPONENT A (ASSESSMENT) ............................................................................................................................................ 9
COMPONENT B ...........................................................................................................................................................................14
LEARNING PRESUMED TO BE IN PLACE ............................................................................................................................17
EDUCATIONAL APPROACH: ...................................................................................................................................................17
ASSESSMENT ...............................................................................................................................................................................17
5.1. POLICY AND REGULATIONS IN GENERAL ...............................................................................................................17
5.2. ADMINISTRATION ........................................................................................................................................................18
5.3. ASSESSMENT OPPORTUNITIES ............................................................................................................................18
SECTION A: ORGANIZATIONAL COMPONENT

INTRODUCTION / W ORD OF WELCOME

Welcome The purpose of the Postgraduate Certificate in Education is to deliver

competent quality beginner teachers who are able to apply specialised content
knowledge, focused teaching skills and professional values in schools in
varying contexts.

We would like to welcome you the LNT 401 module that forms an integral part
of the PGCE 2019 programme. This module serves as an introduction to
learning theories and assessment.

The LNT 401 module has two components. Component A consists of

Brief
assessment and Component B learning theories.
description of
module Component A: Themes covered include:

THEME 1: Foundations, principles and ethics in assessment practices

THEME 2: Quantitative and qualitative assessment instruments, modes of

assessment and appropriate instruments

THEME 3: Assessment practices, generating evidence for assessment

THEME 4: International trends in assessment practices

THEME 5: Assessment and quality assurance

THEME 6: Techniques for computer-based assessment

Upon completion of this component, you should have an understanding of the

theoretical underpinnings of assessment, as well as the practical application of
various assessment types and techniques to benefit your classroom practice
optimally.

Component B: Themes covered include:

THEME 1: Overview of core learning theories

THEME 2: Developmental theories

THEME 3: Theories on motivation for academic achievement

THEME 4: Theories regarding intelligence and differentiation

Upon completion of this component, you should have an understanding of the

theoretical underpinnings of learning, as well as the practical application of
 learning theories to improve learning conditions. Students should also be able
to generate their own personalised learning theory

GENERAL

2.1 CONTACT INFORMATION

Name Building, room no. Tel number E-mail address Consulting
hours
PGCE Coordinator Ms S de Jager Aldoel building 3-61 012 420 555 sarina.dejager@up.ac.z Per
a appointment
Administration Ms Bongiwe Aldoel building 3-59 To be pgceassistant@gmail.c To be
Student Assistance Ncube announced om announced
Face to face tutor
Class
Representative
Lecturers :
Lecturer Mr Philip Mirkin To be announced To be Philipmirkin1@gmail.co Per
announced m appointment
Head of Department Prof J Aldoel building 1-116 012 420 5639 johan.wassermann@up Per
Wassermann .ac.za appointment
Departmental Ms Z Khumalo Aldoel building 1-116 012 420 5639 Zama.khumalo@up.ac. 07:30 – 15:30
Administrator za

2.2 TIME-TABLE

Contact Session Venue Day & Time

Mondays from 15:30 – 17:10

LNT401 L5
(Consult timetable for dates)

CREDIT MAP

Scheduled Tutorials Integrated Other:

Practical
class contact (not Assessment Independent work Field trips
sessions scheduled) (total) Guest lectures

34 sessions Click UP Class prep

34 hours 20 86 0 10 30 0
Total 180 hours = 18 credits
 STUDY MATERIALS AND PURCHASES

There is no prescribed book for Component A, but the recommended book is:

Garies, C.R. & Grant, L.W. (2015). Teacher made assessments: How to connect curriculum, instruction
and student learning. The book is available from the bookshop on campus.

The links given in MODULE OUTCOMES section are essential for preparation for contact sessions
regarding Component A and to assist you with assignments and activities:

There is no prescribed textbook for Component B, but the recommended book is:

Schunk, D.H. (2014). Learning Theories: an Educational Perspective 6th ed. Harlow: Pearson
Education Limited. The book is available in the library.

Recommended reading or more sources will be communicated to you during class time and appear in
the study guide. It is still your responsibility to obtain these sources. Power point presentations
summarizing all themes and recommended sources will be placed on ClickUP.

PGCE PROGRAMME RULES

5.1 Course Conduct: We expect your respect and general good behaviour at all times when you
attend lectures or when you communicate with lecturers or the tutor/assistant via e-mail or the
telephone. You will be evaluated on general course behaviour throughout the year.
5.2 Practical work: We expect that you attend to all practical work in a diligent and professional
manner. It is expected that you familiarize yourself with all regulations in terms of practical work
as outlined in the 2016 guides.
5.3 Grievance procedures: Should you have any academic related or non-academic related issues
please follow the grievance procedure flow-diagram printed in the University booklet called
General Regulations and Information. This booklet is available at the Client Service Centre.
5.4 Academic dishonesty: Plagiarism refers to the appropriation of the work or ideas of others.
Plagiarism is both unethical and illegal and may be regarded as a criminal offence in terms of the
Copyright Act 98 of 1978. The University of Pretoria places a high premium on its academic
standards and subscribes to a value system that requires strong action against plagiarism. Being
regarded as a serious contravention of the University's rules, plagiarism can lead to expulsion
from the University. Please visit the University’s library website for more information and support
with regard to best practices.
5.5 Absence from scheduled or non-scheduled assessment activities: If for any reason you are
unable to attend or submit any assessment opportunity (this includes a test, and/or assignments
 and/or teaching practice days), you have to provide a valid medical certificate (or any other
official document depending on the situation) to the lecturer WITHIN 3 (THREE) DAYS of the
assessment opportunity. You will NOT BE ALLOWED any kind of supplementary opportunity if
you did not adhere to these regulations. The lecturer and/or course coordinator reserves the right
to validate the medical certificate or official document handed in.
5.6 Students with special needs: Do you have a special need due to a physical or learning
disability? A student with special needs due to their learning and physical disabilities experience
certain academic and emotional challenges. The Unit for Students with Special Needs assists
students by providing study material in workable format, by liaising with Departments and
Faculties and by addressing any other problems and needs that students may experience.
Contact them: Student Affairs Building 012 420 2582 or 012 420 4281 or 012 420 4002. It
remains the responsibility of the student to report to the programme coordinator and
lecturer in order to obtain the necessary support in this regard.
5.7 Dress code: It is expected that you dress appropriately, professionally and inoffensively for all
contact sessions as well as when you are in contact with schools. Mentor lecturer(s) and/or the
course coordinator reserves the right to call you in for a meeting if your dress code is
inappropriate, unprofessional or offensive.
5.8 Class attendance: Class attendance in the PGCE is compulsory.
5.8.1 No student will be allowed to continue with a teaching practice 1 placement if the student
does not have at least 75% class attendance during quarter 1.
5.8.2 Teaching practice 2 placements depends on 75% class attendance during lecture weeks 9
and 10.
5.8.3 Mid-year examination entrance depends on 75% class attendance during teaching weeks 1 –
10.
5.8.4 Final examination entrance depends on 75% class attendance during teaching weeks 11 –
14.
5.9 Subject content shortages: in cases where content shortages have been identified, students
need to prove knowledge of content by sitting for content tests until a certain achievement level
(determined by the lecturer) is reached before school placement will be finalized.
5.10 Teaching practice placement requirements per modules: Teaching practice placement is
compulsory.
5.10.1 All students need to obtain a progress mark of at least 50% in all core and elective modules at
the end of quarter 1 to be placed at a school for teaching practice 1;
5.10.2 All students need to obtain at least 50% at the end of quarter 2 in all core and elective
modules to be placed at a school for teaching practice 2.
5.10.3 All students need to obtain a specified achievement with regards to school-related subject
content assessment.
5.11 Examination entrance rules:
5.11.1 For entrance to mid-year examinations: at least 75% class attendance (weeks 1 – 10) + at
least 50% progress mark in all core and elective modules + teaching practice 1 successfully
completed.
5.11.2 For entrance to final examinations: at least 75% class attendance (weeks 11 – 14) + at least
50% final mark in all core and elective modules + teaching practice 2 successfully completed.
SECTION B: STUDY COMPONENT

1. SIGNIFICANCE OF THE MODULE

1.1. DESCRIPTION
The assessment component of LNT 401 aims to introduce you to assessment at classroom-level and how it
takes place as part of your classroom practice. It also aims to introduce you to a broader idea of assessment
beyond the classroom to those assessment programmes administered at national and international level.

Topics covered in this module with regards to assessment at the classroom level should enable you to
substantiate and justify all your assessment practices as facilitator of learning with regards to the following:

- Concepts of assessment; assessment strategies/methods, tools and techniques.

- What is assessment and how does it differ from evaluation and measurement?
- Why do we assess?
- What do we assess?
- Who must assess?
- When do we assess?
The assessment component of LNT 401 will also take you outside the classroom to introduce you to broader
aims of assessment in the form of national and international assessment programmes and how the results of
these should provide feedback to your practice back in the classroom.

The learning theories component of LNT 401 will introduce you to existing theories on how learning occurs,
in order to design and implement learning effectively in your future classrooms. You will also obtain insight of
the influence of development on learning, how to motivate learners to engage with academic activities and
novel theories regarding different types of intelligence and learning styles. It is important that students acquire
the ability to critically engage with existing learning theories and evidence-based practice to construct their
own learning theory, based on their own conceptions of learning and teaching.
1.2. ARTICULATION WITH OTHER MODULES IN THE PROGRAMME

GPE 401 FOE 401 JNH 454

Fundamental
Social and Foundations of Practical advice on professional
global issues Education conduct at schools knowledge

in Education

LNT 401 ICT 401 / ICT PEL 410 JLD 402

410
Learning Law and Learning Support in
theories and Using computers Ethics in Education
assessment in and software in Education Core skills
Education Education based
on existing and
proven
competence

Methodology and/or Research PRO 410 PRO 420

project
Teaching Teaching practice
Teaching elective (s) based on practice placement 2 Authentic
selection placement 1 learning

Research project based on

development of reflective practice

FCL 401 PPF 401

Academic reading and writing Professional development

Teaching strategies & Teacher identity & community of Reflective

learning
presentation practice

Discovering a personal Developing a resilient/unique teacher

teaching/facilitation approach persona

LNT 401 forms part of the essential standards in the PGCE programme. It is designed to overflow with
all the other modules in this programme and therefore it is considered as part of the cornerstone of the
programme as seen in its prominence in the programme map. The PGCE follows a holistic view of the
didactic relationship during learning. The learner, the teacher and the learning material is in constant
transaction with each other during learning opportunities. The Assessment component of LNT 401
supports pre-service teachers in developing skills, knowledge, attitudes and values (SKAVs) to conduct
assessment competently in the classroom. Other modules will build on and contribute to these.

MODULE OUTCOMES

COMPONENT A (ASSESSMENT)

STUDY UNIT 1:

ASSESSMENT CONCEPTS, TERMS AND PURPOSES

This theme aims to provide you with an understanding and application of learner diversity and learner
needs in terms of assessment. You will have to explain what is meant by curriculum differentiation, and
why, how and at what levels content is differentiated to cater for multiple intelligences and teaching
methods. Theoretical constructs related to this unit include:

1. Basic assessment terminology, including:

a. Tests, instruments, evaluation
b. Test items vs. test questions
c. Differences between assessment, testing and measurement
d. Standardised testing and standard scores
2. Purposes of assessment including:
a. The purpose of continuous assessment (assessment for learning)
b. The purpose of summative assessment (assessment of learning)
3. Aspects of classroom assessment and associated problems
4. Different types of assessment including:
a. Norm referenced tests
b. Criterion referenced tests
c. Domain referenced tests
d. Diagnostic tests
e. Baseline tests
5. Principles of good assessment:
a. Confidence in assessment: Reliability and validity
b. The relationship between reliability and validity
c. Fairness, practicality, objectivity
d. Authenticity in assessment

SOURCES TO CONSULT FOR THIS UNIT:

 • Recommended text, Chapter 1 and 2
• Links on reliability, validity, fairness, objectivity and practicality in assessment
http://psychology.ucdavis.edu/faculty_sites/sommerb/sommerdemo/intro/validity.htm
http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CEEQFjAF&ur
l=http%3A%2F%2Fwww.stat.purdue.edu%2F~bacraig%2FSCS%2FVALIDITY%2520AND%2
520RELIABILITY.doc&ei=-VeVVZu8DcuiNqiyu9AE&usg=AFQjCNHV_teFFP8Bl-Vc5hjXdI-
T9az4IQ
http://fcit.usf.edu/assessment/basic/basicc.html
http://ccnmtl.columbia.edu/projects/qmss/measurement/validity_and_reliability.html
http://www.learningandteaching.info/teaching/assessment.htm
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as5relia.htm
http://www.unl.edu/gtahandbook/fairness-classroom
http://www.saqa.org.za/docs/guide/2001/assessment.pdf
http://www.cal.org/flad/tutorial/practicality/2intro.html
http://www.education.gov.za/LinkClick.aspx?fileticket=ajR9otls4HM%3d&tabid=358&mid=1325

STUDY UNIT 2:

QUANTITATIVE AND QUALITATIVE ASSESSMENT INSTRUMENTS, MODES OF ASSESSMENT AND APPROPRIATE

INSTRUMENTS

This theme provides you with an introduction to know how tests and test items are designed and
developed and the difference between subjective and objective tests. After completion of Study Unit 2,
you should be able to apply and evaluate different item types for application in your assessment
including:

1. Different methods and strategies (such as tests and portfolios)

2. Different item types for different goals
3. Guidelines for constructing item types, including:
a. Fixed response items
b. Constructed response items
c. Essay type items
d. Marking systems, weighting and components of marks
e. Taking item difficulty and discrimination into account
f. Interpret and use test results
g. Use checklists to ensure effective testing
h. Test debriefs and handling learner feedback on tests
4. Advantages and disadvantages to consider when using different items
5. Linking test items to taxonomies, curricular documents, outcomes or envisaged goals
SOURCES TO CONSULT FOR THIS UNIT:

• Recommended text, Chapter 6

• Assessment strategies and methods
http://eworkshop.on.ca/edu/pdf/Mod21_assessment_strgs.pdf
http://secondarysocialscience.wikispaces.com/file/view/Formative+Assessment+Strategies.pd
f
http://serc.carleton.edu/NAGTWorkshops/assess/types.html
http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessm
ent_Web.pdf
http://www.learningandteaching.info/teaching/assess_form.htm
• Advantages and disadvantages of different types of assessment
http://www.ucd.ie/t4cms/UCDTLM0030.pdf
http://www.skillsrecognition.net.au/the-advantages-and-disadvantages-of-various-
assessment-methods
http://www.swap.ac.uk/docs/Differentformsassessment.pdf
http://celt.ust.hk/teaching-resources/assessment-learning/assessment-methods
https://www.utexas.edu/academic/ctl/assessment/iar/teaching/plan/method/cats/EasyChart-
01.pdf
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx
http://teaching.uncc.edu/learning-resources/articles-books/best-practice/assessment-
grading/designing-test-questions

STUDY UNIT 3:

ASSESSMENT PRACTICES, GENERATING EVIDENCE FOR ASSESSMENT

Theme 3 aims to provide you with practical guidelines on aspects of:

1. Planning and assembling a test

a. Apply the principles concerning the use and principles of generating essay items,
multiple choice items, true/false items
b. Applying Bloom’s taxonomy to writing test items and outcomes
2. Know how to write learning outcomes or objectives and apply it to your learning area
3. The use of an assessment framework as blueprint for the test
4. Test analysis
5. Possible revisions, improvement of items or elimination of items from the test due to bias

SOURCES TO CONSULT FOR THIS UNIT:

 • Recommended text, Chapter 3, 4 and 5
• Guidelines for constructing different items
http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDEQFjAA&ur
l=http%3A%2F%2Fpeople.uncw.edu%2Fcaropresoe%2FEDN203%2F203_Spring_08%2FOr
m-EJC-Ch-
15.ppt&ei=J8GWVYKhEYHvUoyJtqAO&usg=AFQjCNEa0gHYMU0AT2voBv8QMg_W5KqaN
w
https://www.ets.org/Media/About_ETS/pdf/8561_ConstructedResponse_guidelines.pdf
http://jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
http://www.washington.edu/teaching/constructing-tests/
http://fcit.usf.edu/assessment/selected/responseb.html
http://caacentre.lboro.ac.uk/resources/objective_tests/index.shtml
• http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-
objectives/writing-objectives
• Planning, preparing and administering classroom tests
http://www.alabamapepe.com/profdevmodule/plan/plan_b.htm
http://www.slideshare.net/UmairAshraf/planning-an-achievement-test-and-assessment
https://testing.byu.edu/handbooks/bettertests.pdf
• Writing objectives
http://assessment.uconn.edu/primer/objectives1.html
http://www.csus.edu/indiv/j/jelinekd/EDTE%20116/116%2009-
10/Writing%20learning%20objectives.pdf
http://www.feinberg.northwestern.edu/sites/dme/docs/Writing%20Learning%20Objectives.pdf
• Test blueprint
https://www.utexas.edu/provost/sacs/pdf/Test%20Blueprint%20handout.pdf
http://aspiringminds.in/researchcell/articles/how_to_create_test_blueprint.html

STUDY UNIT 4:

INTERNATIONAL TRENDS IN ASSESSMENT PRACTICES

Theme 4 provides you with the aims and purpose of assessment from a broader perspective in terms
of national and international assessment programmes. You will need to contextualise the role players
and be familiar with assessment as part of the CAPS policy. You should form opinions about how the
education system should be assessed and determine how lessons of good practice from other
education systems be applied to CAPS. Study Unit 4 will focus on:

National assessment programmes as instituted by the Department of Basic Education:

 1. The Systemic Evaluation
2. The Annual National Assessments (ANA’s)

International comparative assessment programmes:

1. The Progress in International Reading Literacy Study (PIRLS) 2011

2. The Trends in Maths and Science Study (TIMSS) 2011
3. The Southern and Eastern African Consortium for the Monitoring of Educational Quality
(SACMEQ)
Upon completion of this unit, you should be able to:

1. Understand the role and aims of assessment programmes at national and international level
2. How results from these studies provide feedback for policy changes
3. How results can be used to improve classroom practice and learner performance
SOURCES TO CONSULT FOR THIS UNIT:

• Annual National Assessment report

STUDY UNIT 5:

ASSESSMENT AND QUALITY ASSURANCE

Theme 5 pays attention to teacher roles in assessment with reference to:

1. Using assessment results as evidence for learning

2. Employing good practice
3. Assessing learner motivation, affect and the link between affect and performance
4. Differences between mastery learners and helpless learners

SOURCES TO CONSULT FOR THIS UNIT:

• Recommended text, Chapter 6 and 7

STUDY UNIT 6:

TECHNIQUES FOR COMPUTER-BASED ASSESSMENT

After completion of Theme 6, you should be able to explain:

1. What is computer-based assessment

 2. Why and where it can be used in your classroom practice
3. What the advantages and disadvantages are in relation to learning outcomes, learner
diversity and different teaching techniques.

SOURCES TO CONSULT FOR THIS UNIT:

• Computer-based assessment
https://en.wikipedia.org/wiki/E-assessment
http://pages.uoregon.edu/kscalise/taxonomy/taxonomy.html
http://www.proprofs.com/c/online-assessment-software/what-is-computer-based-assessment/
http://www.icbl.hw.ac.uk/ltdi/implementing-it/using.htm
http://ftp.jrc.es/EURdoc/JRC76971.pdf
http://blog.mrmeyer.com/wp-content/uploads/software_burkhardt_pead.pdf

COMPONENT B

STUDY UNIT 1:

OVERVIEW OF KEY LEARNING THEORIES

In this theme, we will discuss the theoretical foundations and applicatory value of the following learning
theories:

• Behaviourism
• Social Cognitive Learning Theory
• Information Processing Theory
• Cognitive Learning Theory
• Constructivism
During our exploration of these theories, we will discuss:

• Key theoretical assumptions

• Benefits of conceptualising learning in the aforementioned theoretical manner
• Critique regarding the conceptualization of learning in the aforementioned manner
• Applicatory value of theoretical assumptions in classrooms
• Personal affiliation to theoretical assumptions
RECOMMENDED SOURCES TO CONSULT FOR THIS UNIT:

Schunk, D.H. (2014). Learning Theories: an Educational Perspective 6th ed. Harlow: Pearson Education
Limited
Additional electronic sources indicated during class time.

STUDY UNIT 2:

DEVELOPMENTAL THEORIES

In this theme, we will discuss predominant existing theories regarding learner development in the
context of the:

• Physical Domain
• Cognitive Domain
• Social/Emotional Domain
• Moral Domain
During our exploration of these developmental domains, we will discuss:

• Key theoretical assumptions

• The influence of learner developmental level on educational outcomes and activities
• Critique of the conceptualization of learner development in the aforementioned manner
RECOMMENDED SOURCES TO CONSULT FOR THIS UNIT:

Louw, D.A., van Ede, D. M., & Louw, A. E. (eds). (1998). Human Development 3rd ed. Cape Town:
Maskew Miller Longman.

Sigelman, C.K.,& Rider, E.A. (2009). Life-span Human Development 6th ed. Belmont: Wadsworth
Cengage Learning.

Additional electronic sources indicated during class time.

STUDY UNIT 3:

MOTIVATIONAL THEORIES

In this theme, we will discuss existing (older and novel) theories regarding motivating learners to engage
in learning activities, and ultimately achieve academic success. We will specifically focus on the
following theories:

• Self-efficacy
• Self-actualization
• Self-determination
• Academic Commitment
During our exploration of these theories, we will discuss:

• Key theoretical assumptions

• Understanding the influence of motivation for academic achievement
• Understanding how educator behaviour and learning content may influence the motivational
levels of learners.
• Strategies to motivate learner participation
RECOMMENDED SOURCES TO CONSULT FOR THIS UNIT:

Schunk, D.H. (2014). Learning Theories: an Educational Perspective 6th ed. Harlow: Pearson Education
Limited

Niemiec, C.P. & Ryan, R.M. (2009). Autonomy, competence and relatedness in the classroom: Applying
self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144.

Human-Vogel, S. (2013). A self-regulatory perspective on commitment in academic and interpersonal

contexts. In M.P. Wissing (Ed). Well-Being Research in South Africa pp 517–537. New York, NY:
Springer.

Oyserman, D. & James, L. (2011). Possible Identities. In S.J. Schwartz, K. Luyckx, & V.L. Vignoles
(Eds). Handbook of Identity Theory and Research pp. 117–145. New York, NY: Springer.

Additional electronic sources indicated during class time.

STUDY UNIT 4:

NOVEL THEORIES ON INTELLIGENCE AND DIVERSIFIED LEARNING

In this theme, we will discuss newer theories on intelligence and learning in order to inform diversified
and adaptive teaching practice. We will focus on the following aspects:

• Multiple intelligences
• Whole-brain learning
• Evidence-based neurological findings
• Dynamic assessment

During our exploration of these theories, we will discuss:

• Key theoretical assumptions

• The influence of diversity on the implementation of learning and assessment
• Comparing novel conceptualizations of intelligence and learning with older theories
 • Critically evaluate a contextual response to learning

RECOMMENDED SOURCES TO CONSULT FOR THIS UNIT:

Schunk, D.H. (2014). Learning Theories: an Educational Perspective 6th ed. Harlow: Pearson Education
Limited

Additional electronic sources indicated during class time.

LEARNING PRESUMED TO BE IN PLACE

It is expected that students in this module, since having completed a first degree in an area of
specialization, will have sufficient content knowledge of that particular area and will be able to draw
inferences in terms of assessment in practice, its role in the classroom and using assessment for
purposes of learning and purposes for learning.

EDUCATIONAL APPROACH:
The Assessment component of LNT 401 takes a student centered approach where students are
expected to construct their knowledge of assessment based on class discussions, assignments and
preparation of some content before each contact session.

ASSESSMENT

5.1. POLICY AND REGULATIONS IN GENERAL

Final pass requirements: A sub-minimum of 50% is required for all core and elective modules.
This means that all students who did not obtain a minimum pass mark of 50% will therefore fail
the particular module.
Special requirements (sub-minima and promotion requirements): A student who obtains a final
mark (average of progress mark + examination mark or as stated in study guide) of 40–47% in
a module qualifies for a supplementary examination. If a final mark of 50% and above has been
obtained in the module and results, but the required sub-minimum of 40% has not been
obtained in the examination, the student will have to write a supplementary examination.
PGCE Cum laude: 1. 75% and more for FCL 401, PPF 401, all methodologies and or research
project respectively; 2. 70% and above for all core and fundamental modules; 3. 75% and above
as average for all core and fundamental modules excluding FCL 401, PPF 401 and
methodologies and/or research project.
Language policy: Currently all study guides are available in English. Should a student request
these to be translated to Afrikaans such requests should be made formally in writing to the
course coordinator. Where possible classes are conducted in English and Afrikaans. Where
possible study material is available in English and sometimes Afrikaans. Students may respond
to assessment tasks in either Afrikaans or English.
5.2. ADMINISTRATION
The LNT 401 module contains three assessment opportunities:
Assignment Due date Total marks

1 (Lesson plan and assessment) 15 February 10

2 (Assessment activity) 2 May 30

3 (Final exam group project) 25 October 60

Total /100

5.3. ASSESSMENT OPPORTUNITIES

Assignment 1: Key Educational Theories

General information:

➢ Due date: 15 February 2019

➢ Individual assignment
➢ Length 2-3 pages
➢ No reference required but APA or Harvard referencing style welcome
➢ Please attach rubric when handing in.
Description:

➢ Choose one of the Learning Theories discussed in theme 1.

➢ Create a lesson plan in which you show how you would apply this learning theory (and only
your one chosen theory) in your classroom
➢ Your lesson plan should have the following aspects:
• Topic
• Introduction phase
• Development
• Consolidation
• Assessment
➢ Then write a brief reflection on the strengths and weaknesses of your lesson plan, based on
the specified learning theory
Assignment 2: Assessment activity

General information:

➢ Due date: 2 May 2019

➢ Individual assignment
➢ Show all formulas and calculations
Description: (The table given here is only as an example. You will need to answer the questions.)

Mr Gigaba, a Grade 7 History teacher, administered a test consisting of 10 multiple choice questions.
Each question consisted of 4 options, A, B, C or D. Each question was worth 1 mark. The test
results are tabulated below.

Key D B D A B C B C D A
Learner Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
1 D B B D A D D C A D
2 C B D D B A B C A A
3 C C D D B C B C D A
4 C B D B B C B C B A
5 C B D C B A D C B A
6 C A D D C C D C A
7 D B A B B C B B B B
8 B B D B C B C C B D
9 B B D A B C D C D D
10 D B B A B C C C C
11 C B D C B D B C D A
12 D B A B C A C D D
13 A B C D A B C D A B
14 C B D A B C B C D A
15 B B D D B B D C A A
16 C B D D B C B C D A
17 C B C C A A B D D
18 D B A B A D C D D
19 D C A D B A D C B A
20 D B D D B C D A
Answer the following questions:

1. Calculate the mean achieved by the class for this test. {3 marks}
2. Calculate the mode response for each question {10 marks}
3. Determine the difficulty index for each item in the test. {10 marks}
4. Write a conclusion based on the difficulty indices determined in point 3. {3 marks}
5. Determine the discrimination index for each item in the test. {10 marks}
6. Write a conclusion based on the discrimination indices determined in point 5. {3 marks}
7. Reflect on whether this assessment was effective or not {6 marks}

Total: 45
Assignment 3: Final assignment
LNT assignment 3: Personalized ideal learning theory and assessment tool

General information:

➢ Due date: 25 October 2019

➢ Group assignment (6-7 individuals) Each individual must indicate the work they did!
➢ Length: 10-18 pages
➢ APA or Harvard referencing style welcome
➢ Online submission (Rubric will be placed on ClickUp as well)
➢ This assignment will be discussed during class as well
➢ Your group should schedule at least 2 hours of initial discussion time once we return
to lectures after TP 2 to debate your differing attitudes and views. Most of the marks
will be awarded for evidence of your personal engagement with the theories and
your practical experiences and use of them in your assignment.

Description:

➢ Write an academic paper in which you develop and convey your thoughts regarding
a personalized learning theory. Your discussion should hold the following aspects:
• Which learning theory or combination of theories in theme 1 would you
include in an ideal conceptualization of a learning theory?
i. Justify your answer by showing the advantages and disadvantages of
each theory as indicated by relevant literature. This should in other
words be an informed critical discussion.
ii. Explain how developmental considerations (Eg: the age of the
learners) influence learning theories.
iii. Draw on your experiences during teaching practice as examples for
discussion or critique of your ideal learning and developmental ideas.
• Offer a lesson plan as an example outlining the implementation of the theory
discussed in the previous point. It should contain the following aspects:
i. Topic
ii. Introduction phase
iii. Development
 iv. Resources used
v. Consolidation
• Discuss how you would motivate learners to learn within your ideal learning
theory:
i. Based on any motivational theory, but make sure that it aligns with
your ideal learning theory and that your discussion includes practical
examples.
• Discuss how your ideal learning theory would cater to diversity in learning
i. You may want to consult the relevant work covered in lectures.

➢ Construct a classroom assessment that you would typically use in your specialisation field,
based on your personalised learning theory. The assessment may take any form or length as
long as it is your original work.

• Include a copy of this assessment in the assignment

• Discuss what you will be assessing (i.e., learning outcomes based on CAPS)

• Discuss the format (item-types, expected duration etc.)

➢ Reflect critically on aspects of your assessment instrument in relation to your ideal learning
theory and lesson, e.g.:

• Which levels of Bloom’s taxonomy are measured

• Issues of practicality, fairness, bias, etc. and threats to these.

• Strategies you will put in place to ensure that your assessment measures learners’
abilities consistently and true to their abilities.

• Any other issue you may think of such as translation issues, the length of the test, age
appropriateness, authenticity, etc.

• Alternative ways of assessment that would reach the same goals and aims you intend
with this assessment.

• You may also reflect on what you think are good aspects of your assessment or areas
you think may need more attention for improvement.