AED3701/101/0/2023

Tutorial Letter 101/0/2023

STUDENT GUIDELINES
FOR
CONTINUOUS ASSESSMENT MODULES

ASSESSMENT IN EDUCATION
AED3701

Year Module

Department of Curriculum and Instructional Studies

This tutorial letter contains important information about AED3701.

BARCODE
 CONTENTS

Page

1 INTRODUCTION.......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ..................................................................................................... 5
2.1 Purpose........................................................................................................................................ 5
2.2 Outcomes..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION .......................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 6
4.1 Lecturer(s).................................................................................................................................... 6
4.2 Department .................................................................................................................................. 7
4.3 University ..................................................................................................................................... 7
5 RESOURCES .............................................................................................................................. 7
5.1 Prescribed book(s) ....................................................................................................................... 7
5.2 Recommended book(s) ................................................................................................................ 7
5.3 Electronic reserves (e-reserves) ................................................................................................... 8
6 STUDENT SUPPORT SERVICES ............................................................................................... 9
6.1 The Unisa First-Year Experience Programme .............................................................................10
7 STUDY PLAN .............................................................................................................................10
8 PRACTICAL WORK ...................................................................................................................10
9 ASSESSMENT PLAN .................................................................................................................11
9.1 Assessment criteria .....................................................................................................................11
9.2 Assessment plan .........................................................................................................................12
9.3 Assessment due dates ................................................................................................................13
9.4 Submission of assessments ........................................................................................................13
9.5 The assessments ........................................................................................................................14
9.6 Other assessment methods........................................................................................................15
9.7 The examination..........................................................................................................................15
10 ACADEMIC DISHONESTY .........................................................................................................15
10.1 Plagiarism ...................................................................................................................................15
10.2 Cheating......................................................................................................................................15
10.3. For more information about plagiarism, follow the link below: .....................................................15
11 STUDENTS LIVING WITH DISABILITIES ..................................................................................15
12 FREQUENTLY ASKED QUESTIONS .........................................................................................16
13 SOURCES CONSULTED ...........................................................................................................16
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14 IN CLOSING ............................................................................................................................... 16
15 ADDENDUM ............................................................................................................................... 16

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Dear Student

Prof AS Mawela from the Department of Curriculum and Instructional Studies, College of
Education, welcomes you to the Assessment of Education Module (AED3701). We hope that you
will find it both exciting and rewarding. You are urged to start studying as early as possible and
work on your assignments thoroughly and timeously. I will do my best to make your study of this
module successful. A tutorial letter is my way of communicating with you about teaching, learning,
and assessment. Please join our discussions on MyUnisa ‘Moodle platform’ to stay updated with
the latest announcements, resources, and information on this module.

Because this is a fully online module, you will need to use MyUnisa ‘Moodle platform’ to study and
complete the learning activities for this module. Visit the website for AED3701 on MyUnisa ‘Moodle
platform’ frequently. The website for your module is Assessment in Education 2023.

This tutorial letter contains important information about the scheme of work, resources, and
assignments for this module. Read it carefully and keep it at hand when working through the study
material, preparing to complete the continuous assessments, and addressing questions. In this
tutorial letter, you will find the continuous assessments, and instructions on the preparation and
submission. It also provides all the information you need concerning the prescribed study material
and other resources and how to obtain them. Please study this information carefully and make sure
that you obtain the prescribed material as soon as possible.

1 INTRODUCTION
Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards
becoming a fully online institution. You will therefore see that most of your study material,
assessments and engagements with your lecturer and fellow students will take place online. This
tutorial letter is intended to offer you some guidance in this regard.

CONTINUOUS ASSESSMENT

Kindly note that this module uses continuous assessment. This means your final mark will be
composed of multiple formative assessments during the tuition period. You will not be required
to complete a summative assessment such as take-home examination, or a portfolio at the end
of the tuition period for an examination mark. The series of formative assessments will have
different or equal weights adding up to 100% of your final mark. The lecturer could use different
types of assessments during the tuition period.

Continuous assessment proved to enhance the learning process by improving student success
and graduateness. Hence it will be in your own interest to submit all the assessments before or

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on the due date. If you missed a submission opportunity, you would have a once-off opportunity
at the end of the tuition period to make up for the missed submission opportunity, or to improve
your final mark. This opportunity is referred to as the contingency or elective assessment and
you will need to apply in writing to your lecturer for admission to this assessment before or on
31 October for undergraduate modules and before or on 31 January for postgraduate
modules. To qualify for this one-off contingency opportunity the following criteria apply
▪ The once off contingency assessment must still be available.
▪ The year marks to qualify for a mark upgrade using the contingency assessment must
fall within the following the range for undergrade modules between 40% - 49%, and for
postgraduate modules between 40%- 59%.
Please note that continuous assessment modules will not qualify for
aegrotat/supplementary examinations and/or for FI concessions. No resubmissions of
assessments after the due date will be allowed. If you missed a submission opportunity, you
would need to apply for a once-off contingency assessment.

2 PURPOSE AND OUTCOMES

2.1 Purpose

This module aims to complement the modules in "Curriculum Studies" and support specific subject
assessment methodologies applications. The module introduces you to the purpose, types, and
forms of assessment. It will help you to plan, conduct, and moderate assessment in ways fit for
purpose in diverse practice contexts and can be justified against appropriate theories, policies, and
experiences. At the completion of this module, you are expected to be competent in understanding
assessment in education as outlined in the Department of Basic Education's Curriculum and
assessment policy statement (CAPS)’ document, design, conduct, and moderate different types,
and forms of assessment in a classroom.

2.2 Outcomes

For this module, you will have to master several outcomes:

Specific outcome 1: Discuss, and critically evaluate ideas on planning, implementation, and
moderation of assessment in a South African school curriculum context and reflect on the use of
theories and methods of assessment in education.

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Specific outcome 2: Discern and critically evaluate the planning, implementation, and justify
various assessment types, forms, strategies, instruments, and processes applicable in assessing
learners in the Foundation, Intermediate, Senior, and FET phases.

Specific outcome 3: Develop pedagogical content knowledge and skills by applying CAPS, NPA,
NPRRRR, and white paper 6 policy documents to plan implement, and moderate assessments
activities appropriate for each phase (foundation, intermediate, senior, and FET) in schools.

Specific outcome 4: Recognise the innovative ways to contribute to the development of aspects
of assessment planning, practice, and moderation in ways informed by contextual realities, the
nature of multi-cultural schools, multigrade classrooms, Africanisation, social diversity, and the
integration of indigenous knowledge.

Specific outcome 5: Review assessment plans, methods, and design specific subject's
assessment tasks, and propose alternative planning, methods, and design assessment tasks.

Specific outcome 6: Conduct assessment research in the specific subject, to gain a better grasp
of assessment, which will help the student to make better assessment decisions while designing
the assessment task.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-
centered scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. All of these will be
phased in at both programme and module levels, and because of this, you will notice a marked change in
the teaching and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during your studies at Unisa
in a responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is Prof, AS Mawela. You are welcome to interact with me using
MyUnisa Platforms, and email to discuss any problems related to the module's content. The module
coordinator is Dr TM Msimeki.

Department: Curriculum and Instructional Studies

Telephone: 0124294381
E-mail: mawelas@unisa.ac.za

E-Mail: tintswalo.msimeki@gmail.com Module coordinator

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4.2 Department

You can contact the Department of Curriculum and Instructional Studies as follows:

Telephone number: 012 429 4033

E-mail: lewisfb@unisa.ac.za

4.3 University

If you need to contact the University about matters not related to the content of this module, please
consult the publication Study @ Unisa, which you will have received with your study material. This
brochure contains information on how to contact the University (e.g., to whom you can write for
different queries and essential telephone and fax numbers, addresses and details of the times
certain facilities are open).

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

The following books are integrated with the study material and are prescribed for this module:
The Educator as Assessor (Foundation Phase) First Edition. 2020. JM Dreyer, AS Mawela,
Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik Publishers. ISBN:
9780627037580.

The Educator as Assessor (Intermediate Phase) First Edition. 2020. JM Dreyer, AS Mawela,
Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik Publishers.
ISBN:9780627037603

The Educator as Assessor (Senior and Further Education and Training FET) First Edition. 2020.
JM Dreyer, AS Mawela, Marike de Witt, & H van Schalkwyk (authors). Pretoria. Van Schaik
Publishers. ISBN:9780627037627

5.2 Recommended book(s)

The Educator as Assessor. Second edition. 2014. JM Dreyer. Pretoria. Van Schaik Publishers.
ISBN: 9780627031151

Recommended books can be requested online, via the library catalogue. Or visit online van Schaik
publishers.

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5.3 Electronic reserves (e-reserves)

Recommended OER for this module:

• www.education.gov.za general information about the Department of Basic

Education (DBE). You will find links to vacancies, past exam papers, recommended
LTSM; and programmes such as inclusive Education, Spelling Bee, workbooks; School
Safety & Health promotions.

• www.educanda.co.za you will find links to Curriculum and Assessment Policy

Statement (CAPS); teachers' T.V., teachers' Blog, classroom-based training, back-to-

school anxiety, etc.

• https://www.edweek.org/ew/section/multimedia/formative-assessment-videos.html
Using formative-assessment strategies, educators can gather information about w t
students are learning while learning it. These two videos show how to format e-
assessment techniques play out in the classroom.

• https://www.youtube.com/watch?v=OOy3m02uEaE The use of Bloom's Taxonomy

(six cognitive levels). Remember, understand, apply, analyse, evaluate, and create.
e use of descriptive verbs when designing an assessment or lesson objective.

• https://www.youtube.com/watch?v=_wvRJyTExVU Understanding assessment and

evaluation video.

• https://www.youtube.com/watch?v=u5If-qMZqW0 Understanding assessment of, as,

and for learning video. E-reserves can be downloaded from the library catalogue.
More information is available at: http://libguides.unisa.ac.za/request/request

E-reserves can be downloaded from the library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request

5.4 Library services and resources information

The Unisa library offers a range of information services and resources:

• For brief information, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. the services offered by personal librarians and the
request a literature search service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training

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The library has created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php

Important contact information:

• Ask a librarian: https://libguides.unisa.ac.za/ask
• Technical problems encountered in accessing library online services:
Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance regarding the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

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 Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.
mailto:

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution, and it is very different from face-to-face/contact institutions. It is a mega university, and all our
programmes are offered through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them seamlessly
navigate the Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer a
specialised student support programme to students enrolling at Unisa for the first time – this is Unisa’s First-
Year Experience (FYE) Programme, designed to provide you with prompt and helpful information about
services that the institution offers and how you can access information. The following FYE services are
currently offered:

• FYE website: All the guides and resources you need in order to navigate through your first
year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related
to your first-year studies (e.g. videos on how to submit assessments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail
to fye@unisa.ac.za .

7 STUDY PLAN
Please consult Study @ Unisa for a generic study plan. Adapt this study plan to your specific
needs and context. The plan contains valuable time management and planning skills.

8 PRACTICAL WORK
Although it is not compulsory, you are advised to visit the nearest school and ask teachers of the
specific subject of your specialisation to provide you with insight on how to design assessment
activities that are CAPS orientated.

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9 ASSESSMENT PLAN
9.1 Assessment criteria

Learning unit 1:

1.1. Discuss and evaluate assessment planning, implementing, and moderating of assessments in
a South African school curriculum context.
1.2. Discussing learners’ diversity when planning, implementing, and moderating assessments
activities in class
1.3. Critically evaluations of assessment planning, implementation, and moderation of assessments
in a South African school curriculum context.
1.4. Discuss theories and methods in published articles regarding assessment in education.

Learning Unit 2:

2.1. Discerning assessment planning & implementation Using NPA, NPRRR & Section 4 assessment
policies to understand the planning and the implementation of assessment activities in a school
context.
2.2. Understanding of various types, forms, methods, strategies, and instruments-Refer to assessment
policy documents to discuss, various types, forms, methods, strategies, and instruments used in
specific subjects in the Department of Basic Education.
2.3. Critically review diverse learning and teaching needs and the level of readiness of different learners
in a diverse classroom.
2.4. Critically evaluate the use of ICT in promoting diversity & inclusion when assessing learners
2.5. Finding appropriate ICT-enhanced assessment planning, practice, and review strategies based on
theory, policy, observed practice, Lerner diversity, and personal experience.

Learning Unit 3:

3.1. Interpret CAPS, NPA, NPRRR, and white paper 6 policies concerning assessment planning,
implementation, and moderation processes.
3.2. Discussions and evaluations of different strategies for engagement display consideration for
Africanisation, current assessment perspectives, and a deep understanding of the subject content.
3.3. Discussions of the efficacy of different engagement strategies take cognisance of white paper 6 on
diversity that exists in assessment practices and the evolving nature of policy and practice.
3.4. Evaluations of the efficacy of different engagement strategies take cognisance of white paper 6 on
diversity that exists in assessment practices and the evolving nature of ICT, policy, and practice.
3.5. Selections of different strategies for engagement are justified by appropriate reference to
theory, policy, observed practice, and ICT personal experience.
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Learning Unit 4:
4.1. Discussions and evaluations of assessment planning, practice, and review of Africanisation and
current social perspectives and the need to engage in collaborative meaning-making.
4.2. Discussions of assessment planning, practice, and review take cognisance of the diversity in sites
of practice, stakeholder preparedness, and the evolving nature of policy, ICT, and practice.
4.3. Evaluations of assessment planning, practice, and review take due cognisance of the multi-cultural
schools, multigrade classrooms, and the evolving nature of policy, ICT, and practice.
4.4. Different strategies for positive engagement are justified by appropriate reference to theory,
including indigenous knowledge, observed social diversity, and personal experience.

Learning Unit 5:
5.1. Applications of knowledge on assessment planning, practice, and review to design various types,
forms of assessments for their subjects and the use of ICT when assessing learners.
5.2. Reflection on assessment designs

Learning Unit 6:
6.1. The student identifies a problematic area of assessment that is a remaining learning need.
6.2. As a self-directed learner, the student researches the use of a variety of relevant assessment types,
forms, and methods using sources to write an open educational resource (OER).
6.3. Students learn to analyse data, synthesised it, and evaluated it from articles and book chapters
regarding assessment planning, implementation, and moderation.
6.4. Students engage on the discussion forum and blog platforms to contest their findings and or
knowledge on assessment, such as the best way to assess a specific subject or a section of it.
6.5. Students motivate their choice or solution based on their exposure to theory, practice, and other
sources of information.

9.2 Assessment plan

• To complete this module, you will be required to submit four (n=4) assessments.
• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• The final mark will be composed of multiple formative assessments during the tuition period.
• No summative assessment is available for this module.
• The following assessments contribute to the final mark as follows:

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The approved module CA is included here in table format

Module Assignment Total mark

AED3701 Quiz 1 20

Long questions 30

Quiz 2 20

Long questions 30

100 marks

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Note that all assessments will be online only. No marksheets will be accepted. All
assessments will be released in a staggered manner. The submission dates are spread to
allow for timeous feedback after each assessment. All feedback will also be released online.
Use the feedback to strengthen your next submissions.

• Assignment due dates will be made available to you on the myUnisa Moodle Learning
Management System (LMS) landing page for this module. We envisage that the due dates
will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa Moodle LMS site for this module to obtain more information on the
due dates for the submission of the assessments.

9.4 Submission of assessments

• The myUnisa Moodle LMS will offer students access to the myModules site, where learning
material will be available online and where assessments should be completed. This is an
online system that is used to administer, document, and deliver educational material to
students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2023 button to access the online sites for the modules that you are registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myUnisa Moodle LMS. Please
access the announcements on your myModules site regularly, as this is where your lecturer
will post important information to be shared with you.

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 • When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message, you will see
the assessment shells for the assessments that you need to complete. Some assessments
may be multiple choice, some tests, others written assessments, some forum discussions,
and so on. All assessments must be completed on the assessment shells available on the
respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available to
you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter 101)
and are only made available online. You must therefore access the quiz online and complete
it online where the quiz has been created.

• It is NOT advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cell phones are more
vulnerable to dropped internet connections than other devices. If possible, please do not
use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules site
of the modules that you are registered for. Before you finalise the upload, double check that
you have selected the correct file for upload. Remember, no marks can be allocated for
incorrectly submitted assessments.

9.5 The assessments

As indicated in section 9.2, you need to complete four (n=4) assessments for this module. Details
on the assessments….

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

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9.6 Other assessment methods

This module uses continuous assessment.

9.7 The examination

No examination is used at the end of the tuition period. Multiple formative assessments
throughout the tuition period contribute to the final mark.

10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3. For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (Prof, AS Mawela: mawelas@unisa.ac.za/ or Dr TM
Msimeki: tintswalo.msimeki@gmail.com ) to discuss the assistance that you need.

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12 FREQUENTLY ASKED QUESTIONS
MyStudy @ Unisa brochure contains an A-Z guide to the most relevant information.
The frequently asked questions in this module (AED3701) are:
Question: I need more time to complete my assignment.
Answer: It is not possible to extend the due date since you are writing online.
Question: If I repeat the module, do I have to submit assignments again?
Answer: A repeating student must write all the assignments again online.
Question: I do not have internet access.
Answer: You can access the internet at all UNISA regional offices.
Question: I have not yet received my study material. Can you send it to me?
Answer: No, visit your Moodle platform, select the module AED3701, you will find the relevant
study materials.

13 SOURCES CONSULTED
None

14 IN CLOSING
We hope that you will enjoy this module and wish you success with your studies

15 ADDENDUM
None

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