Question

Ink: \( \underline{\text { https://Ims.sants.co.za/Login }} \) \begin{tabular}{|ll|l|} \hline 3.1.5 & \begin{tabular}{l} Discuss the insights or reflections the teacher might have after \\ assessing all the animals in the cartoon. \end{tabular} & \( \ldots / 3 \) \\ \hline \end{tabular} 3.2Write an essay in which you evaluate the feasibility of applying Gardner's theory of multiple intelligences to assessment practices in the South African context. [12] Note to Student: - Ensure that all sources are correctly referenced in the reference list section and that intext citations are used appropriately. Any indication of plagiarism will be investigated. - Use the provided rubric to guide your response. \begin{tabular}{|l|l|l|l|l|} \hline & \begin{tabular}{l} Expert \\ 4 Marks \end{tabular} & \begin{tabular}{l} Proficient \\ \( \mathbf{2 - 3} \) - Marks \end{tabular} & \begin{tabular}{l} Developing \\ \( \mathbf{1 - 2} \)-2 Marks \end{tabular} & \begin{tabular}{l} Novice \\ \( \mathbf{1} \) - \( \mathbf{0} \) Marks \end{tabular} \\ \hline \begin{tabular}{l} Logical \\ reasoning and \\ coherence of \\ critique \end{tabular} & \begin{tabular}{l} Demonstrates \\ exceptional \\ logical \\ reasoning and \\ coherence. \end{tabular} & \begin{tabular}{l} Demonstrates \\ logical \\ ressoning and \\ coherence. \end{tabular} & \begin{tabular}{l} Demonstrates \\ some logical \\ reasoning and \\ coherence. \end{tabular} & \begin{tabular}{l} Lacks logical \\ reasoning and \\ coherence. \end{tabular} \\ \hline \begin{tabular}{l} Use of evidence \\ to support \\ critique \end{tabular} & \begin{tabular}{l} Uses \\ comprehensive \\ and nuanced \\ evidence to \\ support critique. \end{tabular} & \begin{tabular}{l} Uses relevant \\ and sufficient \\ evidence to \\ support critique. \end{tabular} & \begin{tabular}{l} Uses some \\ evidence to \\ support critique. \end{tabular} & \begin{tabular}{l} Uses limited or \\ no evidence to \\ support critique. \end{tabular} \\ \hline \begin{tabular}{l} Consideration \\ of alternative \\ perspectives \\ and \\ counterargume \\ nts \end{tabular} & \begin{tabular}{l} Critically \\ evaluates \\ alternative \\ perspectives \\ and \\ counterargumen \\ ts. \end{tabular} & \begin{tabular}{l} Considers \\ alternative \\ perspectives \\ and \\ counterargumen \\ ts. \end{tabular} & \begin{tabular}{l} Considers some \\ alternative \\ perspectives \\ and \\ counterargumen \\ ts. \end{tabular} & \begin{tabular}{l} Fails to consider \\ alternative \\ perspectives \\ and \\ counterargumen \\ ts. \end{tabular} \\ \hline \end{tabular} Rubric 3 3.3Examine Diagram 1 to assess how well it represents an efficient educational process, before completing the task. [8] 11 Aways remember to consult MySANTS for supporting information on how to complete e-Assessments. Take the fime to study these PowerPoints as they will help you to succeed. Please find these at Additional Resources on this ink: https://Ims.sants.co.za/Loginl Diagram 1 (Wilson, 2024) Based on your analysis, describe how Diagram 1 could be modified to represent a more comprehensive view of the education process. 3.4 Before addressing the following questions, access the link below to watch the four (4) minute video titled: Types of Assessment. [10] Right-click on the link and select OPEN LINK IN NEW TAB to view the video: https://youtu.be/62X1B G2qpY?si=14vgo7o 7NX V5Fd 3.4.1 Explain your understanding of each of the following concepts; a) Assessment for bureaucratic accountability b) 'Teaching to the test' 3.4.2 Explain the difference between 'subject content knowledge' and 'pedagogical content knowledge'.

          Ink: \( \underline{\text { https://Ims.sants.co.za/Login }} \)
\begin{tabular}{|ll|l|}
\hline 3.1.5 & \begin{tabular}{l} 
Discuss the insights or reflections the teacher might have after \\
assessing all the animals in the cartoon.
\end{tabular} & \( \ldots / 3 \) \\
\hline
\end{tabular}
3.2Write an essay in which you evaluate the feasibility of applying Gardner's theory of multiple intelligences to assessment practices in the South African context.
[12]
Note to Student:
- Ensure that all sources are correctly referenced in the reference list section and that intext citations are used appropriately. Any indication of plagiarism will be investigated.
- Use the provided rubric to guide your response.
\begin{tabular}{|l|l|l|l|l|}
\hline & \begin{tabular}{l} 
Expert \\
4 Marks
\end{tabular} & \begin{tabular}{l} 
Proficient \\
\( \mathbf{2 - 3} \) - Marks
\end{tabular} & \begin{tabular}{l} 
Developing \\
\( \mathbf{1 - 2} \)-2 Marks
\end{tabular} & \begin{tabular}{l} 
Novice \\
\( \mathbf{1} \) - \( \mathbf{0} \) Marks
\end{tabular} \\
\hline \begin{tabular}{l} 
Logical \\
reasoning and \\
coherence of \\
critique
\end{tabular} & \begin{tabular}{l} 
Demonstrates \\
exceptional \\
logical \\
reasoning and \\
coherence.
\end{tabular} & \begin{tabular}{l} 
Demonstrates \\
logical \\
ressoning and \\
coherence.
\end{tabular} & \begin{tabular}{l} 
Demonstrates \\
some logical \\
reasoning and \\
coherence.
\end{tabular} & \begin{tabular}{l} 
Lacks logical \\
reasoning and \\
coherence.
\end{tabular} \\
\hline \begin{tabular}{l} 
Use of evidence \\
to support \\
critique
\end{tabular} & \begin{tabular}{l} 
Uses \\
comprehensive \\
and nuanced \\
evidence to \\
support critique.
\end{tabular} & \begin{tabular}{l} 
Uses relevant \\
and sufficient \\
evidence to \\
support critique.
\end{tabular} & \begin{tabular}{l} 
Uses some \\
evidence to \\
support critique.
\end{tabular} & \begin{tabular}{l} 
Uses limited or \\
no evidence to \\
support critique.
\end{tabular} \\
\hline \begin{tabular}{l} 
Consideration \\
of alternative \\
perspectives \\
and \\
counterargume \\
nts
\end{tabular} & \begin{tabular}{l} 
Critically \\
evaluates \\
alternative \\
perspectives \\
and \\
counterargumen \\
ts.
\end{tabular} & \begin{tabular}{l} 
Considers \\
alternative \\
perspectives \\
and \\
counterargumen \\
ts.
\end{tabular} & \begin{tabular}{l} 
Considers some \\
alternative \\
perspectives \\
and \\
counterargumen \\
ts.
\end{tabular} & \begin{tabular}{l} 
Fails to consider \\
alternative \\
perspectives \\
and \\
counterargumen \\
ts.
\end{tabular} \\
\hline
\end{tabular}

Rubric 3
3.3Examine Diagram 1 to assess how well it represents an efficient educational process, before completing the task.
[8]
11

Aways remember to consult MySANTS for supporting information on how to complete e-Assessments. Take the fime to study these PowerPoints as they will help you to succeed. Please find these at Additional Resources on this ink: https://Ims.sants.co.za/Loginl

Diagram 1
(Wilson, 2024)
Based on your analysis, describe how Diagram 1 could be modified to represent a more comprehensive view of the education process.
3.4 Before addressing the following questions, access the link below to watch the four (4) minute video titled: Types of Assessment.
[10]
Right-click on the link and select OPEN LINK IN NEW TAB to view the video: https://youtu.be/62X1B G2qpY?si=14vgo7o 7NX V5Fd
3.4.1 Explain your understanding of each of the following concepts;
a) Assessment for bureaucratic accountability
b) 'Teaching to the test'
3.4.2 Explain the difference between 'subject content knowledge' and 'pedagogical content knowledge'.

Ink: https://Ims.sants.co.za/Login

3.1.5
Discuss the insights or reflections the teacher might have after

assessing all the animals in the cartoon.
… / 3

3.2Write an essay in which you evaluate the feasibility of applying Gardner's theory of multiple intelligences to assessment practices in the South African context.
[12]
Note to Student:
- Ensure that all sources are correctly referenced in the reference list section and that intext citations are used appropriately. Any indication of plagiarism will be investigated.
- Use the provided rubric to guide your response.

Expert

4 Marks

Proficient

2 - 3 - Marks

Developing

1 - 2-2 Marks

Novice

1 - 0 Marks

Logical

reasoning and

coherence of

critique

Demonstrates

exceptional

logical

reasoning and

coherence.

Demonstrates

logical

ressoning and

coherence.

Demonstrates

some logical

reasoning and

coherence.

Lacks logical

reasoning and

coherence.

Use of evidence

to support

critique

Uses

comprehensive

and nuanced

evidence to

support critique.

Uses relevant

and sufficient

evidence to

support critique.

Uses some

evidence to

support critique.

Uses limited or

no evidence to

support critique.

Consideration

of alternative

perspectives

and

counterargume

nts

Critically

evaluates

alternative

perspectives

and

counterargumen

ts.

Considers

alternative

perspectives

and

counterargumen

ts.

Considers some

alternative

perspectives

and

counterargumen

ts.

Fails to consider

alternative

perspectives

and

counterargumen

ts.

Rubric 3
3.3Examine Diagram 1 to assess how well it represents an efficient educational process, before completing the task.
[8]
11

Aways remember to consult MySANTS for supporting information on how to complete e-Assessments. Take the fime to study these PowerPoints as they will help you to succeed. Please find these at Additional Resources on this ink: https://Ims.sants.co.za/Loginl

Diagram 1
(Wilson, 2024)
Based on your analysis, describe how Diagram 1 could be modified to represent a more comprehensive view of the education process.
3.4 Before addressing the following questions, access the link below to watch the four (4) minute video titled: Types of Assessment.
[10]
Right-click on the link and select OPEN LINK IN NEW TAB to view the video: https://youtu.be/62X1B G2qpY?si=14vgo7o 7NX V5Fd
3.4.1 Explain your understanding of each of the following concepts;
a) Assessment for bureaucratic accountability
b) 'Teaching to the test'
3.4.2 Explain the difference between 'subject content knowledge' and 'pedagogical content knowledge'.

Added by Azania M.

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