An outcomes-based assessment framework for courses in English for educational development

Abstract

What is presented here is a sample assessment framework designed for the EED (English for Educational Development) first year academic literacy course at the UWC (University of the Western Cape, South Africa). Elements of the framework might be relevant to other similar academic literacy courses at tertiary institutions around the country. An attempt is made in this model to bring current assessment procedures in line witti OBE (Outcomes-Based Education) as required by the ‘Curriculum 2005’ guidelines for Language, Literacy and Communication. In addition I draw on some principles underpinning curriculum design elements from current American implementation models, elements of which I have found adaptable to South African tertiary institutions. The assessment procedure and subsequent mark allocation described are based on the student producing two portfolios, one exploratory and one performance-based, which include all tasks for the year, oral and written, individual and group tasks. A basic implementation model is suggested. Finally some critical issues regarding transfer of OBE implementation models from one tertiaiy institution to another, are raised.