ASSESSMENT IN AN OPEN AND DISTANCE E-LEARNING (ODeL) CONTEXT
What does the “open” part of ODeL refer to and how does it impact on Unisa students? Unisa is bound by national legislation to only allow students who have a national senior certificate (Matric) to register with Unisa.
The “openness” does not mean that everyone can study at Unisa. It means that the offered qualifications are open to the future for students who qualify and complete their qualifications successfully. Lecturers strive to teach effectively through well-designed learning material and the effective use of technologies. Unisa also strives to provide student support to take the distance out of open distance education and learning.
The needs of our students and the feedback received are taken seriously in order to improve qualifications and the learning experience.
Unisa is an ODeL (Open and Distance e-Learning) Institution. Therefore, the undergraduate BEd Programme is presented based on ODeL principles and assessment methods. The impact of ODeL on Unisa students is major. Unisa gives opportunities to those students who really want to study further, even if some students need more support than others. This is all part of the “openness”. Addressing all students’ needs and aspirations is a welcome challenge to Unisa’s academics, administrative and support staff. Unisa really strives to let the “openness” in ODeL create space and openness for students to realise their dreams.
All the following questions are taken from Chapters 1 and 2 in your textbook, Sociology of Education (SoE).
1.1 Discuss what is meant by the concept school of thought. (3)
1.2 What is the sociology of education? (3)
1.3 Explain what is meant by the following terms: and give one example of each.
a) Bourgeoisie (3)
b) The proletariat (3)
1.4 One of the functions of sociology of education is the assimilation and the transmission of culture, whereby learners are taught to respect others (see p5 in SoE). Briefly discuss how this aim could be taught in the classroom. (3)
1.5 Identify the basic principles of symbolic interactionism about schools. (5)
2.1 Discuss how symbolic interactionism is applied to society. Use examples in the discussion.
2.2 Briefly explain the two divisions within the theory of symbolic interactionism. (4)
2.3 Discuss, from a symbolic interactionism perspective, how families transmit norms and values to learners through socialisation. Provide examples of this transmission.
2.4 What are the five assumptions about the theory of symbolic interactionism? Give a short description of each assumption. (5)
3.1 How does functionalist theory view the role of schools concerning norms for functioning in modern society?
3.2 How does functionalism theory differ from conflict theory? (See pp 11 & 16, SoE.)
3.3 Discuss the neo-Marxist interpretation of schooling. (See p 45, SoE.)
3.4 Explain how functionalism theorists see the role of the family in society.
3.5 Discuss THREE criticisms of functionalism theory.
4.1 Discuss government and political structures as social institutions in a democratic context. Include examples in your discussion.
4.2 Define the concept of social integration within the school context. (4)
4.3 What is the hidden curriculum? Provide two examples of the hidden curriculum in the classroom. (6)
4.4 Choose ONE of the three theories covered in Sociology of Education (functionalism, conflict theory, symbolic interactionism). Discuss why your chosen theory provides the best explanation of schools in South Africa. (4)
5.1 Discuss the role of religion as a social institution.
5.2 Discuss the role of the economy as a social institution.
5.3 According to Bronfenbrenner, what is the mesosystem in a society?
5.4 According to Bronfenbrenner, what is the exosystem?
5.5 Define socialism
5.7 What is meant by the transmission of culture and traditions?
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