| CODE | HPN5004 | ||||||||||||||||
| TITLE | Assessment Modes and Research Methods in Home Economics | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||||||||||
| DESCRIPTION | The first part of this study-unit gives an overview of assessment trends as part of the teaching and learning process, and as a mode through which both teachers and students can consolidate and access whether learning is taking place. Different assessment scenarios will be addressed such as differentiated, formative and summative assessment procedures that are relevant to Home Economics courses, also considering assessment as, for and of learning. Both norm-referenced and criterion-referenced types of evaluation are discussed. The second part of the study-unit focuses on examination papers, level descriptors and Records of Achievement as forms of assessment that are used or that could be used in Home Economics. There will also be focus on assessing course work and practical work using both MATSEC criteria and criteria set by the Education Division. Students will practise developing examination questions and papers. The third part of this study-unit will focus on research methods and will give an overview of aspects involved in conducting research in Home Economics and Textiles Studies.Imminent issues related to the various steps are explored in detail, such as basic characteristics of the research process, the research questions, setting the research problem, literature reviews, understanding the role of the review, the research methodology, qualitative and quantitative methodologies, data collection and analysis, ethical issues and challenges, analysing data, presenting data and making a contribution to the local Home Economics profession. Study-Unit Aims: The aim of this study-unit is to expose students to changing trends in assessment in education in relation to Home Economics, focusing on the various types of assessment that are being used in schools or by examination boards. It will allow for critical discussion on the different forms of assessment, assessment criteria and procedures and the implications of these for differentiation, reliability, validity, consistency of assessment, equity and fairness. It will also guide students through the assessment criteria and procedures used in the coursework and practical sessions. Finally, this study-unit will also discuss different research methods and tools as appropriate for specific areas within the Home Economics discipline. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain assessment as, for and of learning; - Compare and contrast different types of oral, written and practice assessments; - Discuss assessment types, assessment criteria and procedures used in coursework and practical sessions as set by MATSEC Board and the Education Division; - Describe level descriptors; - Outline procedures involved in Records of Achievement (ROA鈥檚) and other forms of assessment, such as student self assessment, peer assessment and portfolios. 2. Skills: By the end of the study-unit the student will be able to: - Give examples of types of questions that can be used in assessment worksheets or tasks and in examination papers; - Prepare Assessment worksheets which assess different abilities and are sensitive to inclusivity - Set different examination papers using a specification grid; - Practise other forms of non-written assessment; - Gather all forms of assessment to form a profile of the students. Main Text/s and any supplementary readings: - Bezzina, Carmen. Challenging the Mind Touching the Heart : Assessment for Learning in a Secondary School (2005). Print. - Brooks, Val. Assessment in Secondary Schools : The New Teacher's Guide to Monitoring, Assessment, Recording, Reporting and Accountability. Open U.P., 2002. Print. - Cirocki, Andrzej. The reading portfolio: A tool for both learning and assessment in the secondary school EFL classroom. International Journal of Innovation in English Language Teaching and Research 2.2 (2013): 223-41. Web. - Dodge, J. (2009). 25 Quick Formative Assessments for a Differentiated Classroom, 2nd Edition: Edited by Dylan Wiliam. Scholastic Inc. - Fautley, Martin., and Jonathan Savage. Assessment for Learning and Teaching in Secondary Schools. Learning Matters, 2008. Print. Achieving QTS. - Gardner, J., (2012) Assessment and Learning (2nd edition), Sage Publications. - Hebert, E.A., (2001), The Power of Portfolios: What Children Can Teach Us About Learning and Assessment, Institute of Education Science. - Marzano, R.J., & Heflebower, T., (2011) Teaching & Assessing 21st Century Skills, Published by: Marzano Research Laboratory. - Miller, D.M., et al (2012), Measurement and Assessment in Teaching (11th Edition). - Popham, J.W., (2003), Test Better, Teach Better:The Instructional Role of Assessment, ASCD Publications. |
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| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||||||||||
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| LECTURER/S | Kathleen Attard Lorraine Dimech Magrin Mariella Porter |
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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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