Department of Science and Technology Education

Independent Contractors ( External Markers)

Assessment is an integral part of curriculum development as outlined in the Curriculum Policy. During curriculum development an assessment strategy is developed that is aligned to the ODeL Policy and strategy of UNISA. Assessment can have different focuses, namely to: 

  • improve the quality of students’ learning experiences by focusing on significant knowledge, skills, attitudes and values, and providing motivation to work through the material through tasks and feedback, known as assessment for learning. 
  • focus on the ability to transfer knowledge to new contexts and to apply knowledge in specific contexts in line with the NQF level descriptors and other taxonomies of learning. 
  • focus on programmatic and graduate attributes and critical cross-field outcomes in assessment of learning. 
  • make academic judgements related to diagnostics, placements competence, progression and/or qualification completion; and as a feedback mechanism to improve curricula, known as assessment of learning; and to 
  • create opportunities for students to engage with the content, with their context, with the lecturer and with fellow students (Unisa Assessment Policy, 2011).

The department is inviting suitable applicants for providing assessment services to be appointed as independent contractors (markers) on a yearly basis. The purpose of this positions is to appoint competent and suitable candidates to complete and execute assessment task professionally and ethically align to the Assessment Policy and Guidelines.

Requirements: 

  • Applicable and relevant equivalent to NQF level 9 (MEd/MPhil/MTech/MEd in ODL) OR NQF level 10 (e.g. Ph.D/DEd/DPhil/DTech) Specialization in Science education/computer integrated/technology education and environmental education
  • At least 2-years teaching experience (primary or secondary) or relevant experience in the education field (TVET College /University)
  • At least 2-years subject methodology teaching experience (CAPS school) or 5-years relevant experience in the education field (TVET College /University)

Duties: 

  • Complete and execute assessment task professionally
  • Comply and adhere to all Unisa tuition, assessment and examination and plagiarism policies and guidelines
  • Act in the ethical and professional manner dealing with all assessment tasks
  • Execute duties as stipulated in contract and task agreement
  • Marking of assessment tasks fairly and consistently
  • Meet deadlines of allocated assessment task
  • Attend markers meeting and submit marking reports timeously
  • Maintain confidentiality of all assessment tasks

Knowledge, skills and abilities 

  • Basic knowledge of Inclusive Education, learner support, Curriculum differentiation, and pedagogical content knowledge 
  • Basic knowledge of assessment and assessment practices
  • Basic knowledge marking and procedures
  • Basic knowledge of constructive feedback on assessment tasks 
  • Basic knowledge of academic dishonesty and plagiarism 
  • Knowledge of teamwork/leadership skills 
  • Good interpersonal and communication skills (listening, speaking, reading and writing) 
  • Must be honest / ethical and show empathy when required to mark assessment tasks
  • Must have good problem-solving and decision-making skills 
  • Must be service orientated (Actively looking for ways to help and support lecturer or students)
  • Must have good time management skills 
  • Ability to resolve conflict and maintain confidentiality of all assessment tasks
  • Ability to work under pressure with adherence to deadlines

Recommendations:

  • Computer and Internet skills 
  • Have own desktop computer or laptop and internet connectivity (no computers or data bundles will be provided)
  • Advanced communication skills and proficiency in English.
  • Digital literacy skills – competent in ICT and online learning environments
  • Experience in online marking tools or software or LMS (Moodle will be an advantage.) • Commitment to marking and meet deadlines for all assessments.
  • Friendly, patient, and sensitive to a diversity of students.

To apply, you need to submit the following:

 

  1. An application letter indicating a willingness to mark assignments and/or exam scripts for any of the modules listed below.
  2. Comprehensive UPDATED curriculum vitae (most recent) and signed.
  3. Only a certified copy of the HIGHEST qualification as per the requirement  

Note: The required documents should be submitted as a single file (one PDF) to the email provided below. 

E-mail applications to the attention of Mr. Lawrance Masuvhe: masuvl@unisa.ac.za  and Mrs. Tshinanne Hlongwane: hlongt@unisa.ac.za 

Assumption of duty: The candidates will have to undergo an interview (Microsoft Teams) and online Moodle training sessions. Completion of the prescribed training on various aspects of Marking on the Moodle platform is compulsory.

Closing date: 28 February 2023  

Independent Contractor (MARKER) positions are available in the modules listed in the Department of Inclusive Education

MODULE CODE

MODULE NAME

Purpose of module

Curriculum Delivery and

Assessment Mode
NQF LEVEL 5

TEC1502

Technology 2 for the Classroom

The module provides prospective teachers with an overview of the role of

technology education in society and in a school curriculum.

Blended and Continuous assessment

NST1501

Natural Science and Technology for Classroom I

The purpose of the module is to gain insight into content related to Sciences and Technology; stages of development; aims and objectives; the role of the teacher and Sciences and Technology activities. Furthermore, the module aims to develop student teachers theoretical knowledge related to implementing Sciences and Technology in the classroom.

Blended

Formative and summative assessments

PSC1501

Practical Science for the Classroom

The module helps candidates to explore and develop their understanding of a practical approach to teaching science in the classroom involving an iterative conversation between what is meant by practical science, why such an approach is necessary and how it can be done, By the end of the module, candidates will have a clear idea of why they might want to become science teachers and what this entails.

Fully online

Continuous assessment

SCC1501

Science for the Classroom 1

The module provides prospective candidate teachers with an overview of Science, specifically the Natural sciences, and in the GET school curriculum. It identifies core concepts such as the scientific method, science process skills combined with the knowledge strand Life and Living and the knowledge strand Planet Earth and Beyond. It explores how that knowledge and skills might best be mediated in the classroom. By the end of the module, candidates will have a clear idea of some of the core skills and knowledge they would require to become science teachers.

Fully online

Continuous assessment

IED1501

Introduction to Environmental Education

The module explores the concept of environment and a broad range of environmental issues in South Africa. It identifies why education about the environment is a critical aspect of the school curriculum and the ways in which environmental issues can be integrated into the school curriculum. Apart from providing a useful foundational basis for all prospective teachers, the module will help candidates decide whether environmental issues are something they would like to focus on in further study.

Fully online

Continuous assessment
NQF LEVEL 6

EED2601

Environmental education

The purpose of this module is to assist student teachers to consider key environmental issues (such as land degradation, water supply, industrial pollution, poverty, overpopulation and health) that will influence what and how teachers teach, and why. The module draws upon and in turn informs many of the other core modules in terms of both policy and practice. It is particularly relevant to teaching methodologies and practical teaching.

Blended and Continuous assessment

NST2601

Natural Science and Technology for classroom II

The module builds on the foundation as laid out by the module Science in the Classroom 1, as it provides prospective teachers with an overview of the role of science in society as it is viewed in the school curriculum. It identifies core concepts, such as the contributions of notable scientists and indigenous knowledge combined with the knowledge strand Matter and Materials and the knowledge strand Energy and Change. It explores how the relevant Science knowledge is built and how that knowledge might best be mediated in the classroom. By the end of the module, candidates will have a clear idea of why they might want to become science teachers and what this entails.

Blended

Formative and summative assessments

 

NST2602

Natural science and technology for classroom IV

The module provides prospective teachers with an overview of the role of Technology Education in society and in the school curriculum. It identifies core concepts on which all technology education knowledge is built and explores how that knowledge might best be mediated in the classroom.

Blended

Formative assessment
NQF LEVEL 7

CIC2601

Computer Integration in the classroom

The purpose of the module is to ensure that student-teachers are equipped to make the most appropriate use of the most appropriate technology to help them to be successful in their studies through ODL and to develop the competencies to work as efficiently and effectively as possible, harnessing the potential of ICT, in their work as teachers

Fully Online.

Continuous Assessment

TMN3705

Teaching Natural Sciences and Technology

The purpose of this module is to gain knowledge, skills, values and attitudes to teach Natural Science and Technology in the Intermediate Phase (Grade 4-6) of the General Education and Training Band. The purpose is also to design learning programmes for the units in Natural Science and Technology, plan lessons, assess learners and act as learning mediators to Natural Science and Technology learners

Fully online

Formative and summative assessments

TMS3706

 

Teaching Computer Applications Technology in Further Education and Training 

 

The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Computer Applications Technology in FET; integrate - knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Computer Applications Technology on a beginner teacher's level.

Fully Online

Continuous assessment

 

TMS3711

Teaching Agricultural Management, Science and Technology in Further Education and Training.

The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Agricultural Management, Science and Technology in FET; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Agricultural Management, Science and Technology on a beginner teacher's level.

Fully online

Continuous assessment

TMS3705

Teaching Natural Science and Technology

The purpose of this module is to gain knowledge, skills, values and attitudes to teach Natural Science and Technology in the Intermediate Phase (Grade 4-6) of the General Education and Training Band. The purpose is also to design learning programmes for the units in Natural Science and Technology, plan lessons, assess learners and act as learning mediators to Natural Science and Technology learners

Blended

Formative and summative assessments

TMS3710

Teaching Engineering Graphics and Design in Further Education and Training

The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Engineering Graphics and Design in FET; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Engineering Graphics and Design on a beginner teacher's level

Blended

Formative and summative assessments

TMS3733

Teaching Technology in the senior phase

The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Technology in the senior phase; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Technology on a beginner teacher's level

Fully online

Continuous assessment

Publish date: 2023-01-31 00:00:00.0