CALL FOR APPLICATIONS: Module Assessment Instrument Developers (Examiners) — Fac

This is a remote position. CALL FOR APPLICATIONSModule Assessment Instrument Developers (Examiners) — Faculty of EducationAbout this CallLyceum College, through its Centre for Curriculum, Innovation, Teaching and Excellence (C-CITE), invites applications from suitably qualified academics and industry experts to develop module assessment instruments for the Faculty of Education. C-CITE is the College's central academic services unit responsible for curriculum design support, instructional design, assessment quality assurance, and the contracting of subject-matter experts to develop institutionally compliant assessment [link removed] is a project-based opportunity focused exclusively on assessment instrument development for specific modules. Successful applicants will be contracted by C-CITE to produce a complete suite of examination and assignment material for the module(s) assigned to them, supported by training, study material, and ongoing quality assurance from the [link removed] Faculty of Education offers initial teacher education programmes including the Diploma in Grade R Teaching (NQF 6), the Bachelor of Education in Foundation Phase Teaching (NQF 7), and the Postgraduate Certificate in Education (PGCE) for both the Intermediate Phase and the Senior Phase and FET (NQF 7). Applicants are invited to apply for modules grouped by thematic clusters [link removed] Clusters and ModulesModules with sequential parts (e.g. Part 1, 2, 3 and 4) are listed once. Where modules across different programmes carry the same or substantially similar content, they have been grouped under a single entry.1. Education Studies, Philosophy and Foundations of Education Introduction to Educational Studies Philosophy of Education Foundations of Education Education Studies Educational Studies: History and Context of Education in South Africa Sociology of Education Decoloniality Diversity and Inclusion Legislation and Child Rights Professional Ethics and Perspectives in Education Professional Development Early Childhood Development in South Africa Families in Cultural Context and Young Children in a Multicultural Perspective 2. Educational Psychology and Child Development Educational Psychology (sequential — Introduction to Early Childhood Education; Child Development and Learning in the Foundation Phase; The Psychology of Learning; Advanced Child Development in Context) Fundamentals of Teaching and Learning 3. Curriculum, Teaching Methodology and Classroom Management Curriculum Studies / Curriculum Studies in the South African Context Teaching Methods Managing Teaching Grade R Classroom Management Technology and Teaching Computer Practice for Teachers Artificial Intelligence, Digital Pedagogy and Robotics in the Foundation Phase Physical and Health Education 4. Language Teaching — Home, First Additional and Conversational Academic Literacy English (foundational) English as a Language of Teaching and Learning / English HL Teaching / English FAL Teaching (Foundation, Intermediate, Senior and FET Phases — sequential where applicable) Afrikaans as a Language of Teaching and Learning / Afrikaans HL Teaching / Afrikaans FAL Teaching (Foundation, Intermediate, Senior and FET Phases — sequential where applicable) IsiZulu as a Language of Teaching and Learning / IsiZulu HL Teaching / IsiZulu FAL Teaching (Foundation, Intermediate, Senior and FET Phases — sequential where applicable) IsiXhosa as a Language of Teaching and Learning / IsiXhosa as a First Language and Methodology Sesotho as a Language of Teaching and Learning / Sesotho as a First Language and Methodology Setswana as a Language of Teaching and Learning / Setswana as a First Language and Methodology SiSwati as a Language of Teaching and Learning / SiSwati as a First Language and Methodology Conversational IsiZulu / IsiXhosa / SiSwati / Sesotho / Setswana 5. Mathematics, Life Skills and Foundation Phase Subject Teaching Introduction to Mathematics Fundamental Mathematics Mathematics Teaching and Learning (sequential — Foundation Phase) Mathematics and Methodology (sequential — Grade R / Foundation) Life Skills (sequential) Life Skills Teaching and Learning (sequential) Life Skills and Methodology (sequential) 6. Intermediate Phase Subject Teaching English HL Teaching in the Intermediate Phase / English FAL Teaching in the Intermediate Phase IsiZulu HL Teaching in the Intermediate Phase / IsiZulu FAL Teaching in the Intermediate Phase Afrikaans HL Teaching in the Intermediate Phase Mathematics Teaching in the Intermediate Phase Natural Sciences and Technology Teaching in the Intermediate Phase Social Sciences Teaching in the Intermediate Phase Life Skills Teaching in the Intermediate Phase 7. Senior Phase and FET Phase Subject Teaching Mathematics Teaching in the Senior Phase / FET Phase Mathematical Literacy Teaching in the FET Phase Natural Sciences Teaching in the Senior Phase Life Sciences Teaching in the FET Phase Social Sciences Teaching in the Senior Phase History Teaching in the FET Phase Geography Teaching in the FET Phase Economic and Management Sciences Teaching in the Senior Phase Economic Teaching in the FET Phase Business Studies Teaching in the FET Phase Accounting Teaching in the FET Phase Tourism Teaching in the FET Phase Life Orientation Teaching in the Senior Phase / FET Phase Teaching Computer Applications Technology (FET) Teaching Information Technology (FET) 8. Teaching Practice and Work Integrated Learning Teaching Practice (sequential — Foundation, Intermediate, Senior and FET phases) Grade R Observation Teaching Practice Work Integrated Learning — Life Skills Work Integrated Learning — Languages Work Integrated Learning — Mathematics 9. Research and Foundational Skills Educational Research Critical Thinking Digital Literacy Foundations of Digital Literacy and Critical Thinking Scope of Work and DeliverablesFor each module assigned, the contracted examiner is required to develop the following within a period of two (2) months from the date of contract signing: 16 distinct examination papers covering the full module scope, with corresponding marking memoranda. 8 written assignments each accompanied by a marking memorandum. A brief explanatory guide for each assignment aimed at markers and students. This guide must articulate the intent and angling of the assignment and how it should have been approached without regurgitating model answers or revealing solutions. Its purpose is to support consistent marking and to give students post-submission insight into how their thinking should have been structured. All deliverables must: Align with the approved module outcomes and notional learning hours. Be set at the correct NQF level and cognitive demand for the module. Be original work, free of plagiarism, and not previously used in any other assessment context. Be submitted in the templates and formats prescribed by C-CITE. Undergo internal quality assurance and external moderation before sign-off. Process, Support and Payment Study material provided. The College will provide the relevant module study material, learning outcomes, and assessment specifications to guide the development of the papers. Training provided. All contracted examiners will undergo C-CITE training on the institution's assessment standards, expectations, templates, and quality assurance protocols before commencing development. Quality assurance and moderation. All submitted papers and memos will be subject to internal quality assurance and external moderation. Examiners are expected to incorporate moderation feedback within agreed timelines. Fixed-fee contract. The contract carries a fixed remuneration figure payable on successful completion of the full project (i.e. after all 16 examination papers, 8 assignments, corresponding memos, and explanatory guides have been finalised, moderated and signed off). The contract value will be communicated to shortlisted candidates. Independent contractor basis. This is a contracted assignment, not an employment offer. Successful applicants will be appointed as independent service providers for the duration of the project. Requirements Minimum Requirements Master's degree in a discipline relevant to the module(s) applied for (essential). Exception for NQF Level 5 modules: For modules pitched at NQF Level 5 only, an Honours degree in the relevant field will be considered. At least two years' experience in higher education teaching, curriculum development, assessment setting or instructional design. Demonstrable experience developing examinations, assignments, memoranda or study guides. Sound understanding of the National Qualifications Framework (NQF), Bloom's Taxonomy, and outcomes-based assessment principles. Familiarity with the regulatory environment for private higher education in South Africa (CHE, DHET, SAQA). Strong academic writing, analytical and editorial skills. Ability to meet strict deadlines and incorporate moderator feedback. Computer literacy and reliable access to a laptop or desktop and stable internet. Added Advantage Doctorate in the relevant field, or working towards one. Prior experience setting assessments for distance or blended learning programmes. Previous work with private higher education institutions or accredited assessment bodies. Experience as an external moderator or examiner at a higher education institution. Application ProcessInterested applicants are invited to submit the following: A cover letter indicating the thematic cluster(s) and specific module(s) being applied for, with a summary of relevant subject-matter expertise and assessment-development experience. A comprehensive CV detailing full academic and professional history. Certified copies of all qualifications. Academic transcripts for all completed qualifications. Contact details for at least two professional or academic referees. Applications must be submitted via email to [link removed].Only complete applications will be considered. Applicants may apply for more than one cluster but must clearly indicate which modules they wish to develop and provide evidence of the relevant expertise for [link removed] candidates may be required to submit a sample assessment item as part of the evaluation process. Originally posted on Himalayas