Page 37 - CAPE Green Engineering Syllabus 2016.docx_Neat

Based Assessment also facilitates the development of the critical skills and abilities emphasised by this
CAPE® subject and enhances the validity of the examination on which the students’ performance is
reported. The School-Based Assessment, therefore, makes a significant and unique contribution to
both the development of the relevant skills and the testing and rewarding of the student.

REQUIREMENTS OF THE SCHOOL-BASED ASSESSMENT

School-Based Assessment marks are NOT transferable across Units. The School-Based Assessment for
each Unit is based on skills and competencies related specifically to the Modules of that Unit.
However, students who repeat the same Unit in a subsequent sitting may reuse their School-Based
Assessment marks.

UNIT 1

Managing the report

The report is worth 30 per cent of the candidate’s total mark. Teachers should ensure that sufficient
time is allowed for teaching the research skills contained in the Unit, explaining the requirements of
the School-Based Assessment, discussing the assessment criteria and monitoring and evaluating the
report.

Planning

It is important to start planning for the activities of the SBA component early. Agreed deadlines should
be established.

Length of the report

The length of the report should be maximum 1500 words, not including appropriate quotations,
sources, charts, graphs, tables, pictures, references and appendices.

Guidance

The teacher is expected to provide guidance at all stages of the report including arranging for visits to
industries or engineering infrastructure for the purpose of examining sustainability issues. The teacher
should also guide students in selecting the appropriate methodology and data collection technique.

Adequate class time should be allocated to the teaching and reinforcement of key components to be
included in the report. The assessment criteria should be discussed with students. The report should
reflect the content of the modules. Assessment should be conducted on a continuous basis and
feedback given to students for further improvement.

Teachers and students should set agreed deadlines for the submission of the various components of
the report.

Authenticity

Teachers should ensure that the report presented is the work of the student or group. This can be
achieved by systematic monitoring of student’s/group’s work throughout the development of the
report. This will guard against plagiarism and ensure that the work is the intellectual property of the
student/group.

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