21; 22; 23 2023

MODULE NAME: MODULE CODE:

PSYCHOLOGY FOR EDUCATORS 1A PSED5111

ASSESSMENT TYPE: TAKE-HOME EXAM (PAPER ONLY)

TOTAL MARK ALLOCATION: 120 MARKS
TOTAL TIME: 21 HOURS (midnight to 9PM on the same day)
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Independent work is required. Students are not allowed to work together on this
assessment. Any contraventions of this will be handled as per disciplinary procedures in The
IIE policy.
3. No material may be copied from original sources, even if referenced correctly, unless it is
a direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. This is an open-book assessment.
7. Assessments must be typed unless otherwise specified.
8. Ensure that you save a copy of your responses.
8.1. Complete your responses in a Word document.
8.2. The document name must be your Name.student number.Module Code.
8.3. Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.
9. This entire assessment submission should NOT exceed eight standard typed pages.
• A standard typed paged can typically take the form of the following: Line spacing (1.5 cm),
standard page margins (Top: 2.54 cm, Bottom: 2.54 cm, left: 2.54 cm and Right: 2.54 cm).
Similar font to: Calibri, Font size: 11. If you exceed this requirement, your lecturer can
choose to stop marking at the stipulated page limit.

© The Independent Institute of Education (Pty) Ltd 2023

Page 1 of 5
21; 22; 23 2023

Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections of
for the module’s discipline has from one small section of the work. work.
been used, i.e., either APA, OR • Position of the references: references • For example, incorrect author information is
Harvard OR Law. are only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for direct
• Position of the reference: a • For example, the student has incorrectly quotes missing, page numbers are provided for
reference is directly associated presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
with every concept or idea. book chapters (bibliography/reference used (in-text); the bibliography/reference list is
list). not in alphabetical order, the incorrect format for
• For example, quotation marks, a book chapter/journal article is used, information
page numbers, years, etc. are is missing e.g. no place of publication had been
applied correctly, sources in provided (bibliography); repeated sources on the
the bibliography/reference list reference list.
are correctly presented.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................

© The Independent Institute of Education (Pty) Ltd 2023

Page 2 of 5
21; 22; 23 2023

Please note that you are required to use other reliable academic sources to complete each question.
It is not sufficient to only use the prescribed textbook. A reference list is also required at the end of
the assessment.

Question 1 (Marks: 30)

Perspective taking in Psychology aims to enable the observer to gain insight into the context of
the client’s experiential field. Perspective taking in the educational context aims to equip
educators with the skills to understand the behaviour observed in the classroom (Castle &
Buckler, 2018).

Consider the below scenario:

You are a Grade 4 educator at a local school. During break a fellow teacher approaches you
regarding a learner in her class who seems to be a quiet and compliant learner in class, but when
paired with other learners during group activities, he becomes irritated and often lashes out at
other learners in the group.

Give your insights (using three separate theory points explaining empiricism and with three
associated examples) to the teacher into what may be a reasonable approach to understanding
the learner’s behaviour taking into consideration the empiricist approach to observable
behaviour.

You will need to incorporate at least two credible academic sources. These sources exclude your
textbook as a source.

Question 2 (Marks: 30)

Information processing is often described using the computer analogy (Castle & Buckler, 2018).

Consider the following scenario:

You have been tasked by your department head at school, to prepare and present a presentation
on the ‘computer analogy’ of cognitive processing, for teachers in your grade. The aim is to
understand how learners process information in the learning process and how this may present in
the classroom setting.

© The Independent Institute of Education (Pty) Ltd 2023

Page 3 of 5
21; 22; 23 2023

• Construct a 1 page infographic illustrating cognitive processing as the ‘computer analogy’.

See how to construct an infographic here. See examples of infographics here.
• Use appropriate graphics and interesting colours to illustrate the process. (10)
• Give a short yet clear description of each element of the process. (10)
• Give a short explanation of the use of the cognitive approach in the classroom. (10)

Your response should reflect research from two independent, credible sources. These sources
should exclude your prescribed textbook as a source. Reference your work appropriately.

Question 3 (Marks: 30)

According to Beaver (2008) the concept of Positive Psychology is informed by decades of previous
research and in essence is not as such a ‘new’ perspective in Psychology (Castle & Buckler, 2018).

In the form of a formal essay, discuss the concept of Positive Psychology. Include the following
elements in your essay:

• Provide a concise and clear definition of the term Positive Psychology. (5)
• Discuss the 3 pillars of Positive Psychology (10)
• Justify whether you believe Positive Psychology may enhance the positive experience of
both the teacher and the learner in the classroom setting – Refer to current research to
substantiate your answer and provide applicable examples to illustrate your argument.
(10)

Your essay should reflect a formal essay format with a concise heading, body, and conclusion. Pay
attention to the academic standard of your writing and reference your sources appropriately. (5).
Your essay must reflect research from 2 or more sources excluding your prescribed textbook. Your
essay may not exceed 1500 words

© The Independent Institute of Education (Pty) Ltd 2023

Page 4 of 5
21; 22; 23 2023

Question 4 (Marks: 30)

Consider the following theories. Choose either theory A or theory B and answer the questions that
follow:

Theory A: “Kolb’s Cycle of experiential Learning” and reflective observation

OR
Theory B: “Brookfield’s Critical lenses” of reflective practice

• Give a brief definition or outline of the chosen theory. (10)

• Describe how the chosen theory enables the teacher and learner to learn from/through
experience. (10)
• Give an applicable classroom example of how the chosen theory may be applied to the
classroom setting from either the teacher or the learner perspective. (5)

Your response should reflect research from two independent, credible sources. These sources
should exclude your prescribed textbook as a source. Good academic writing is also required.
Reference your work appropriately. Your response should not exceed 1500 words. (5)

END OF PAPER

© The Independent Institute of Education (Pty) Ltd 2023

Page 5 of 5