The impact of the critical outcomes on curriculum, pedagogy and assessment in ABET

The impact of the critical outcomes (or critical cross-field education and training outcomes) on curriculum, pedagogy and assessment in adult basic education and training (ABET) was identified as a useful area of study with which to begin evaluating the effectiveness of critical outcomes, which were designed to play a central role in broadening and enriching [South African] notions about the outputs of education and training. In early 2006, [a study was undertaken] based on the following terms of reference: (1) conduct a literature review reflecting international and national concepts of...  [+] Show more

The impact of the critical outcomes (or critical cross-field education and training outcomes) on curriculum, pedagogy and assessment in adult basic education and training (ABET) was identified as a useful area of study with which to begin evaluating the effectiveness of critical outcomes, which were designed to play a central role in broadening and enriching [South African] notions about the outputs of education and training. In early 2006, [a study was undertaken] based on the following terms of reference: (1) conduct a literature review reflecting international and national concepts of, terms for and uses of critical cross-field outcomes; (2) investigate the use of critical cross-field outcomes in the design of qualifications and unit standards in two case studies of ABET provision; (3) investigate the assessment of critical cross-field outcomes in National Qualifications Framework (NQF) registered ABET qualifications and unit standards from the two case studies; (4) determine the impact of the use of critical cross-field outcomes on learners in the two case studies; (5) using the literature review and the investigation and consultation with other relevant people, compile a report on critical cross-field outcomes and their inclusion in the design of qualifications and unit standards, providing an analysis of current practice as exemplified in the two case studies; and (6) make recommendations indicating how critical cross-field outcomes may best be included in qualification/unit standard design (including associated assessment criteria and assessment practices) in order to maximise their impact on learners. This report is an edited version of the report submitted to SAQA by [the author].

Excerpts from publication.