| CODE | IAL2003 | ||||||||||||||||
| TITLE | Observation Techniques for Assessment and Support for Learning | ||||||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||||||
| MQF LEVEL | 5 | ||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||||||
| DESCRIPTION | The study-unit will provide a framework that supports the understanding of learners鈥� profiles of strengths and difficulties. It aims to introduce a variety of observation and recording techniques in order to be able to contribute toward the understanding of learners supported within a transdisciplinary team. The students will also be exposed to standardised assessment tools for ADHD, Autism, and other behaviours or developmental problems which may hamper the development of independent skills. Study-Unit Aims: - To familiarise students with a variety of direct and indirect observation and data-gathering tools; - To equip students with skills to record their observations; - To explore the use of assessment data to support individual strengths and needs; - To enable students to plan and present observations as a basis for the development of age-appropriate and challenging learning opportunities; - To train students in becoming more vigilant of their assumptions when filling in standardised questionnaires; - To encourage students to be more appreciative that the feedback they give not only determines a statement of needs but also contributes to the determinants of service provision; - To instruct students on ways in which the child鈥檚 voice can be elicited within an observation and assessment framework. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the main observation techniques which include: - Anecdotal observation techniques; - Time Sampling (whole interval, momentary and partial sampling); - Event Sampling in both narrative style and tally charts; - Sociometric Testing; - Functional behaviour analysis. - Identify and describe the strengths of learners and those areas needing development and support based on observations; - Illustrate the need of discussing/working with other professionals, learners and parents within the transdisciplinary team, to design and implement a behaviour support plan of action for the learner within an inclusive setting; - Discuss standardised assessments on behaviours to challenge the assumptions made when ticking boxes in questionnaires used in the process on informing the system how to support the learner; - Explain how all the information gathered from the Transdisciplinary team may be used for push-in support; - Report and employ continuous feedback to the team through the use of such observation techniques for assessment and support. 2. Skills: By the end of the study-unit the student will be able to: - Identify the major principles of positive psychology and implement these in one's work; - Implement the main observation techniques; - Classify and examine the strengths of learners and those areas needing development and support based on observation; - Inspect discussions and work practices with other professionals, learners and parents within the transdisciplinary team; - Compose and implement a plan of action for the learner within an inclusive setting; - Design and implement effective intervention and presented in a behaviour management plan; - Distinguish which information gathered from the transdisciplinary team may be used for push-in support; - Evaluate continuous feedback given to the team. Main Text/s and any supplementary readings: Main Texts: - Briesch, A.M., Volpe,R.J. and Floyd, R.G. (2018) School-Based Observation: A Practical Guide to Assessing Student Behaviour. Guilford Press, New York. - O'Leary M. (2014) Classroom Observation. A guide to the effective observation of teaching and learning. Routledge. Supplementary Readings: - Swartwood, M. Trotter, K.H.(2003) . Observing Children and Adolescents: Student Workbook (with CD-ROM). Cengage Learning, Inc. Belmont, CA, United States http://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-observation-methods - Cipani, E. (2017) Functional Behavioural Assessment, Diagnosis, and Treatment: A complete system for education and mental health settings (3rd ed.). New York: Springer Publishing Company. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
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| LECTURER/S | Louis John Camilleri |
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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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