| CODE | EDE5026 | ||||||||
| TITLE | Assessing the Ethics Curriculum within the Learning Outcomes Framework | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Education Studies | ||||||||
| DESCRIPTION | This study-unit provides an in-depth exploration of the Ethics Learning Outcomes Framework focusing on the curriculum and its assessment. Students will acquire skills in designing and implementing a variety of assessment methods, including formative, summative, diagnostic, and performance-based assessments. The study-unit emphasizes the application of these skills within the Learning Outcomes Framework鈥檚 system of School-Based Assessment, recently introduced in Maltese schools. This framework will be examined in relation to the Ethics curriculum across Primary, Middle, and Secondary Schools. Students will engage in discussions about summative assessment modes, such as annual examination papers and SEC examinations, considering ethical and legal issues in educational assessment, and the implications of Generative AI in assessment practices. Grounded in the Ethics curriculum, this study-unit will cover the assessment of topics such as respect for property, family roles, respect for the environment and animal rights. Students will develop valid and reliable assessment methods aligned with the learning outcomes associated with these topics. Study-Unit Aims: - To foster a deep understanding of the theoretical and practical aspects of curriculum design and assessment within the context of the Ethics Learning Outcomes Framework; - To empower students with advanced skills in creating diverse and innovative assessment methods that cater to various learning needs and outcomes; - To critically analyse and evaluate the implementation of School-Based Assessment systems, particularly within the context of Maltese schools, and to identify best practices for its integration into the Ethics curriculum; - To promote ethical and legally sound assessment practices, with a focus on the implications of emerging technologies such as Generative AI in educational settings; - To encourage the development of reflective practitioners who can thoughtfully address complex issues in educational assessment, including equity, fairness, and the impact of assessments on student learning and development; - To inspire students to contribute to the ongoing improvement and evolution of assessment practices within the Ethics curriculum, ensuring that they are aligned with contemporary educational goals and societal values; - To cultivate a holistic understanding of the role of ethics in education, enabling students to design assessments that not only measure academic achievement but also promote moral and ethical development in areas such as respect for property, family roles, environmental stewardship, and animal rights. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate a thorough comprehension of the principles underpinning curriculum design and assessment within the Ethics Learning Outcomes Framework; - Analyse the role and implementation of School-Based Assessment systems in Maltese educational contexts, particularly within the Ethics curriculum; - Identify and discuss ethical and legal considerations associated with educational assessment, including the impact of emerging technologies such as Generative AI. 2. Skills: By the end of the study-unit the student will be able to: - Design and implement a variety of assessment methods, including formative, summative, diagnostic, and performance-based assessments, tailored to the Ethics curriculum; - Develop innovative and reliable assessment tools that effectively measure diverse learning outcomes and cater to varying educational needs; - Critically evaluate the effectiveness of different assessment approaches and apply best practices to improve the School-Based Assessment system; - Apply ethical and legal principles to the creation and administration of assessments, ensuring fairness and equity in student evaluation; - Utilize assessment data to inform instructional strategies and support student learning and development; - Engage in reflective practice, addressing complex issues in educational assessment and making informed decisions to enhance educational practices; - Design assessments that not only measure academic achievement but also foster the development of students' moral and ethical understanding. Main Text/s and any supplementary readings: Main Texts: - Fautley, M., & Savage, J. (2008). Assessment for learning and teaching in secondary schools. Learning Matters. - Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge. - McMillan, J. H. (2023). Classroom assessment: Principles and practice that enhance student learning and motivation. Pearson. - Directorate for Quality and Standards in Education (2015). Educators鈥� guide for Pedagogy and Assessment. Using a Learning Outcomes Approach: Ethics. DQSE.https://www.schoolslearningoutcomes.edu.mt/files/documents/38_Ethics.145624075634.pdf. - Sharples, M. (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2), 159-167. Supplementary Readings: - Bower, M., Torrington, J., Lai, J.W.M. et al. How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-023-12405-0. - Sporre, K. (2018). Assessing ethics education through national tests鈥攁n advantage or not? Journal of Curriculum Studies, 51(2), 262鈥�278. https://doi.org/10.1080/00220272.2018.1533999. - Fuentes JL, S谩nchez-P茅rez Y. The complexity of ethical assessment: Interdisciplinary challenge for character education. Nursing Ethics. 2024;31(1):65-78. doi:10.1177/09697330231197710. |
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| STUDY-UNIT TYPE | Lecture and Online Learning | ||||||||
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| LECTURER/S | Lucianne Zammit |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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