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MODULE NAME: MODULE CODE:
EDUCATIONAL MANAGEMENT EDMA7412
ASSESSMENT TYPE: TAKE-HOME TEST (PAPER ONLY)
TOTAL MARK ALLOCATION: 60 MARKS
TOTAL TIME: This assessment should take you 1 Hour to complete, however,
you have 21 Hours (midnight to 9PM on the same day) to
submit. This additional time has been allocated to allow for the
download, completion, and upload of your submission.
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.
INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Independent work is required. Students are not allowed to work together on this
assessment. Any contraventions of this will be handled as per disciplinary procedures in The
IIE policy.
3. No material may be copied from original sources, even if referenced correctly, unless it is
a direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. Marks will be awarded for the quality of your paraphrasing.
7. This is an open-book assessment.
8. Assessments must be typed unless otherwise specified.
9. Ensure that you save a copy of your responses.
9.1 Complete your responses in a Word document.
9.2 The document name must be your name.student number.Module Code.
9.3 Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.
© The Independent Institute of Education (Pty) Ltd 2023
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Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error
Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
Referencing format is technically • The correct referencing format has been • Concepts and ideas are typically referenced, but a
correct throughout the consistently used, but there are one or reference is missing from small sections of the
submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.
Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
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Question 1 (Marks: 30)
Please note: This assessment requires you to demonstrate your understanding of the content
related to this module. Please also remember that as an educator, you are expected to
consistently demonstrate sound use of intellectual property. All submissions for this qualification
should therefore reflect correct academic practices in terms of referencing, paraphrasing and use
of sources.
Read the given Case Study carefully and use the context of the Case Study to answer the
questions that follow.
Marang Primary School is a public school located in a Township. The school was originally built
in 1966 to accommodate 800 learners, however, the number of learners currently is 1380. Mrs
Pillay the principal of Marang Primary School has to address numerous challenges to ensure the
delivery of quality education and effective teaching and learning.
Due to an increase of more than 500 learners the teacher learner ratio has increased from 1:40
to 1:55. A high percentage of non-payment of school fees has resulted in a lack of teaching and
learning resources. Mrs Pillay also has to address the challenges of poor classroom
management and school discipline, poor learner attendance, low achievement in mathematics
and literacy and demotivated teachers.
In the past year, Mrs Pillay had the unpleasant experience of dealing with the issue of poor
performance of two of her teachers.
In addition to the above challenges, the school wants to enhance the integration of technology
into teaching and learning. Mrs Pillay, together with her School Management Team (SMT) and
School Governing Body (SGB) are exploring innovative ways in which to address the digital
divide and provide the teachers with the necessary digital training to navigate the digital
learning space.
Q.1.1 The South African Schools Act 84 of 199 must be used as a guideline when drawing (6)
up the code of conduct for schools. Briefly discuss the important aspects that Mrs
Pillay and the SGB must consider when drawing up the code of conduct for
learners.
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Q.1.2 Mrs Pillay has to address poor work performance with two of her teachers. (4)
Explain the dismissal process that Mrs Pillay must follow according to Schedule 2 of
the Employment of Educators Act.
Q.1.3 Identify two role players in the context of Basic Education who will be able to assist (10)
Mrs Pillay in addressing the digital divide and discuss ways in which these role
players can assist.
Q.1.4 Based on the challenges experienced at Marang Primary School, critically discuss (10)
training and development needs that the academic staff should undertake to
improve the overall quality of education.
Question 2 (Marks: 30)
Q.2.1 Induction, mentoring and coaching are important aspects of performance (10)
development. Briefly describe each of these performance development processes
and give practical examples how Marang Primary School can implement these
processes effectively to improve the performance of new and existing teachers.
Q.2.2 Identify three school related challenges that Marang Primary experiences and (10)
critically discuss how Mrs Pillay can resolve these problems giving practical
examples.
Q.2.3 Mrs Pillay recognises the crucial role that parents, and the community play on (10)
learners’ success but faced many challenges engaging the parents and community
to collaborate with the school. Discuss five of these challenges and explain how
these challenges may be resolved.
END OF PAPER
© The Independent Institute of Education (Pty) Ltd 2023
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