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close this bookFace-to-Face Training in a Conventional Preservice Programme: A Case Study at Edgewood College of Education in South Africa (CIE, 2002, 36 p.)
close this folder5. The Teacher Education Programme and its Evaluation
View the document5.1. The teacher education curriculum
View the document5.2. Student choices in the curriculum
View the document5.3. How is the curriculum offered?
View the document5.4. Evaluation of the Teacher Education programme
View the document5.5. Models of teaching and learning
View the document5.6. Assessment

5.6. Assessment

At the college there is both continuous assessment and end of year examinations. Teacher educators used different types of assessment: peer and self-assessment, projects, practical work etc. Teacher educators indicated that different types of assessments are used and that students are given many chances to complete the work successfully.

About half the teacher educators set assessment tasks once a month and about one-third set these tasks once a week. In general assignments are set once a month or once a term. Most teacher educators develop tests on their own and about a quarter often develop tests with other teacher educators in their department. Teacher educators rated the following as contributing most to students not performing well in tests: language level of students (67%); low academic level of students (53%) and lack of time to study the subject (53%). Over 80% of final year students thought that the assessment in education, professional studies, subject specialisations and teaching practice was good or reasonable. In order to improve their performance in the examination most students indicated that they needed more study time. The first year students rated good teaching and good notes as the most important factors that would contribute to passing the examinations.