Teaching, Learning and Assessment

MQF Level: 6

ECTS Value: 4 ECTS

Duration: 8 Sessions

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32


Module Description

This module will be based on the familiarisation of Assessment for Learning (AfL) strategies, Universal Design for Learning (UDL) and the Learning Outcomes Framework in relation to the pedagogy of the classroom. Strategies for planning, aligned learning tasks with learning outcomes, success criteria and assessment practices within a scheme of work and lesson plan shall be presented. In addition, innovative ways of reporting and conferencing strategies to collect learning evidence and use scaffolding prompts will also form an essential component.

Overall Objectives and Outcomes


a) Produce aligned learning tasks with matching outcomes, success criteria and assessment practices considering learner variability;

b) Design lessons through the UDL lens using UDL guidelines;

c) Represent effectively the planned learning tasks within schemes of work and lesson plans;

d) Create assessment processes for particular tasks through Assessment for learning strategies and Universal Design for Learning;

e) Establish reporting and conferencing techniques for the collection of learning evidence and scaffolding prompts to enhance effective learning;

f) Foster a learning environment which enables the engagement and participation of diverse learners.



a) The principles of Assessment for Learning Strategies.

b) The definition of Outcomes and its implication in Bloom’s Taxonomy and the Learning Outcomes Framework.

c) The writing of Learning Outcomes and Success Criteria.

d) The planning of effective learning tasks aligned with assessment practices and outcomes within schemes of work and lesson plans.

e) The various innovative methods of reporting and conferencing techniques.

f) Learner variability;

g) Theory and research basis for UDL.



a) Write learning outcomes and success criteria for different tasks;

b) Create different learning tasks aligned with matching learning outcomes and effective assessment strategies within a scheme of work and lesson plan;

c) Design learning opportunities for different levels whilst acknowledging learner variability;

d) Use Assessment for Learning strategies and Universal Design for Learning to collect evidence of attained learning outcomes;

e) Demonstrate how learning can move forward through planned innovative reporting and conferencing methods within the current practice;

f) Identify barriers to learning and how to address them;

g) Plan lessons according to UDL guidelines and principles.

Mode of Delivery

This module adopts an blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website

Assessment Methods

This module will be assessed through: Research Assingment and Online Tasks/Reflections.

Suggested Readings

  1. Assessment Reform Group (2002) Assessment for learning: 10 principles, Cambridge: University of Cambridge.
  2. Black, P., and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment, Phi Delta Kappan, 80 (2), pp. 139-148.
  3. Black, P. (2001) Formative Assessment and Curriculum Consequences Curriculum and Assessment (ed. Scott, D.), Westport CT: Ablex Publishing, pp.7-23.
  4. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2003) Assessment for learning: Putting it into practice, Buckingham: Open University Press.
  5. CAST (2018). Universal Design for Learning Guidelines version 2.2.
  6. James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2006) Learning How to Learn: tools for schools, London, Routledge.
  7. Leitch, R., Gardner, J., Mitchell, S., Lundy, L., Galanouli, D. and Odena, O. (2006) Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation; Paper presented at the European Council for Educational
    Research, University of Geneva, Switzerland.
  8. Meyer, A., Rose, D.H. and Gordon, D. (2016). UDL Theory to Practice. Wakefield, MA: Cast Publishing.
  9. Novack, K. (2016). UDL Now. Wakefield, MA: CAST Publishing.
  10. Ralabate, P. K. (2016). Your UDL Lesson Planner. Baltimore, MD: Brooks Publishing.
  11. Wiliam, D. (2010) An integrative summary of the research literature and implications for a new theory of formative assessment. In Andrade, H.L. and Cizek, G. J. (Eds.), Handbook of formative assessment, New York: Routledge, pp. 18-40.
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