| CODE | LLI5205 | ||||||||
| TITLE | Teaching, Learning and Assessment | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||
| DESCRIPTION | In this study-unit, course participants will learn about pedagogical approaches to teaching, learning and assessment and the implications that these have on the curriculum. Of particular importance are aspects related to student-centred approaches to teaching, formative assessment and the learning outcomes framework. All these approaches put assessment at the forefront. Students will become aware of how the drive to implement changes in teaching and learning is driven by a rethinking in assessment practices that address and support student learning. Study-Unit Aims: This study-unit aims to: - Provide an understanding of student-centred approaches and the implications on curriculum; - Facilitate the link between research with practice related to the challenges that student-centred approaches offer to teachers; - Enable participants to recognise the need to understand the challenges for teachers and how to offer support; - Identify benefits of offering a balanced approach for students in learning by exposition and learning through exploration and discovery; - Enable participants to discuss structures that may support teachers in embracing reform. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Distinguish between teacher-centred and student-centred approaches and their implications on curriculum; - Identify how teachers may be supported to enact reform-based practices; - Demonstrate knowledge of resources and support structures required in the facilitating, supporting and leading curricular change in schools. 2. Skills: By the end of the study-unit the student will be able to: - Discuss appropriate strategies for the implementation of reform-oriented practices; - Explore opportunities and practices that would be beneficial for teachers to share and develop their classroom-based practices; - Identify areas related to pedagogy that teachers may need support in; - Design opportunities for teachers to share, discuss, develop and enact reform-oriented practices collaboratively. Main Text/s and any supplementary readings: Main Texts - Arends, R. (2014). Learning to teach. McGraw-Hill Higher Education. - Buhagiar, M.A. (2006) The classroom assessment cycle within the alternative assessment paradigm: exploring the role of the teacher. Journal of Maltese Education Research, 4(2), pp. 17-36. - Drew, V., & Mackie, L. (2011). Extending the constructs of active learning: implications for teachers' pedagogy and practice. Curriculum Journal, 22(4), 451-467. - James, M. (2006). Assessment, teaching and theories of learning. Assessment and learning, 47-60. Supplementary Texts - Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. - Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi delta kappan, 86(1), 8-21. - Michel, N., Cater, J. J., & Varela, O. (2009). Active versus passive teaching styles: An empirical study of student learning outcomes. Human Resource Development Quarterly, 20(4), 397-418. - Remillard, J. T. (2005). Examining key concepts in research on teachers鈥� use of mathematics curricula. Review of Educational Research, 75(2), 211-246. - Torrance, H., & Pryor, J. (1998) Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom. Buckingham: Open University Press. |
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| STUDY-UNIT TYPE | Lecture, Ind Study, Seminar & Group Learning | ||||||||
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| LECTURER/S | Patrick Camilleri Susan Saliba Melanie Sammut Casha |
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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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