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M104
Award in Learning Outcomes and Assessment
To provide Educational Leaders a comprehensive review of all the aspects pertinent to learning outcomes in today’s educational setting including the Bologna process. Moreover, participants will be able to see their significance with respect to the learning activities and assessment tasks that serve to provide the evidence that the set Intended learning outcomes have been achieved by the learner to the desired level of competence.
By the end of this module, the learner will be able to:
Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:
1. A Bachelor of Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) and five (5) years teaching experience in a licensed school; OR
2. A Bachelor’s degree (MQF Level 6 with a minimum of 180 ECTS, or equivalent) and PGCE (or equivalent) and five (5) years teaching experience in a licensed school; OR
3. A Master Degree (MQF Level 7 with a minimum of 90 ECTS, or equivalent) and a Permanent Teacher’s Warrant together with evidence of five (5) years teaching experience in a licensed school.
a) Analyse a learner’s need and possible learning outcomes arising;
b) Design and implement the teaching and learning activities required in order to achieve a particular set of learning outcomes;
c) Design and implement the appropriate assessment tasks that will provide the evidence illustrating the level of competence acquired by the learning for a given set of learning outcomes following the completion of the series of teaching and learning activities;
d) Critically analyse and reflect on the outcomes of a particular study program based upon the learners’ acquisition of learning outcomes and carry out any necessary modifications to the program of study.
a) A detailed understanding of the fundamentals of learning outcomes, their development and implementation for a particular educational setting;
b) Define the notion of aligning learning activities, assessment tasks with learning outcomes as illustrated by the notion of Constructive Alignment (J. Biggs);
c) Acquire a thorough understanding of the meaning of 21st century skills and their significance in the development of outcomes-based learning;
d) Determine the fundamentals of formative and summative forms of assessment within the context of the 21st century and how these may shape the future of assessment at institutional and national level.
a) Identify the learning outcomes for a given learning scenario;
b) Determine the best combination of teaching and learning activities that will support the acquisition of the learning outcomes associated with a given learning scenario;
c) Determine the best form/s of assessment and assessment-related tasks to permit the learner to provide the required evidence indicating the acquisition of a particular learning outcome and at the same time enable the academic educator to assess the level of competence acquired by the learner;
d) Apply these principles taking into account, individual learners need within an Educational institution but also within a national framework whereby the academic educator will be operating
This module will be assessed through: Case Study, Presentation and Assignment
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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