Teaching Accounting
Student Number : 31829139 Name : Soomaya Gaffoor Module code : SDACTOM Assignment 02 Unique Assignment Number : 306231 Table of Contents
Question 1 Question 2 Question 3 Bibliography
Page
1 2 3 3
Student Number: 31829139, Course: SDACTOM, Assignment 02 Question 1 Explain the criteria and elements for formulating criterion-directed behavioural outcomes (Mager) as explained in the study guide. Behavioural (criterion-directed) outcomes are specific. They indicate what learners must be able to do, and give direction to the teacher 's planning, and continuous evaluation. Thus it is a matter of observable and measurable behaviour. When formulated in detail, criterion-directed outcomes for behaviour should contain the following elements (Mager 1962), in addition to the introduction and reference to the persons to whom they are directed (learners): • The ultimate action expected of learners must be spelled out. Learners (and the teacher) must know exactly what they are expected to be capable of at the end of the lesson (does what). The outcome must be defined in terms of measurable or assessable performance (criteria). This includes the time allowed, level of proficiency and minimum number of correct answers required (eg 10 out of 12...90% accuracy [how well]). The conditions under which the objectives have to be achieved must be spelled out and clearly understood by everybody. These include both restrictions and the media to execute the actions contained in the outcomes, say, if the teacher requires a task to be performed without the use of a textbook.
•
•
Besides containing the above-mentioned elements, the outcomes must also adhere to the following criteria: • • The learning content to which the outcomes relates must be clearly demarcated and specified. Outcomes should be concrete – for example, by the end of the lesson, learners who have been given 10 accounts, must be able to classify eight of them correctly without consulting the textbook. Outcomes should be
Question 1 Question 2 Question 3 Bibliography
Page
1 2 3 3
Student Number: 31829139, Course: SDACTOM, Assignment 02 Question 1 Explain the criteria and elements for formulating criterion-directed behavioural outcomes (Mager) as explained in the study guide. Behavioural (criterion-directed) outcomes are specific. They indicate what learners must be able to do, and give direction to the teacher 's planning, and continuous evaluation. Thus it is a matter of observable and measurable behaviour. When formulated in detail, criterion-directed outcomes for behaviour should contain the following elements (Mager 1962), in addition to the introduction and reference to the persons to whom they are directed (learners): • The ultimate action expected of learners must be spelled out. Learners (and the teacher) must know exactly what they are expected to be capable of at the end of the lesson (does what). The outcome must be defined in terms of measurable or assessable performance (criteria). This includes the time allowed, level of proficiency and minimum number of correct answers required (eg 10 out of 12...90% accuracy [how well]). The conditions under which the objectives have to be achieved must be spelled out and clearly understood by everybody. These include both restrictions and the media to execute the actions contained in the outcomes, say, if the teacher requires a task to be performed without the use of a textbook.
•
•
Besides containing the above-mentioned elements, the outcomes must also adhere to the following criteria: • • The learning content to which the outcomes relates must be clearly demarcated and specified. Outcomes should be concrete – for example, by the end of the lesson, learners who have been given 10 accounts, must be able to classify eight of them correctly without consulting the textbook. Outcomes should be
Bibliography: Rossouw, D (Dr). 2013. Subject Didactics Accounting. UNISA. 3.