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M58
Award in Setting Examination Papers
Many educators need to prepare test and examination material throughout the scholastic year. The aim of this course is to equip educators with the necessary skills to be able to write summative assessments that are valid, reliable, fair and fit for purpose.
Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:
1. An awarded MATSEC Certificate (MQF Level 4), or equivalent, and 4 years teaching experience in a licensed school; OR
2. A full MQF Level 4 qualification (with a minimum of 120 ECTS, or equivalent) and 4 years teaching experience in a licensed school; OR
3. Three subjects at Advanced Level (MQF 4) with two subjects at grade C or better and the third with a grade D or better; in addition to a minimum of 4 years teaching experience in a licensed school; OR
4. An MQF Level 5 qualification (with a minimum of 30 ECTS, or equivalent) and 4 years teaching experience in a licensed school; OR
5. A Bachelor of Education (MQF 6 with a minimum of 180 ECTS) in teaching; OR
6. A Bachelor’s degree (MQF 6 with a minimum of 180 ECTS) in addition to a teaching qualification at MQF Level 6 or higher.
By the end of this module, the learner will be able to:
a) Collaborate with peers to discuss examination papers;
b) Establish the validity, reliability and fairness of summative tasks;
c) Produce examination papers which are valid, reliable and fair.
a) Define the terms related to summative assessment, namely validity, reliability, fairness and backwash effect;
b) Identify the purpose of an examination paper, a specification grid and a marking scheme.
a) Design valid, reliable and fair examination papers;
b) Access the subject curriculum and/or Learning Outcomes Framework portal and demonstrate how these can be used for assessment planning purposes.
This module adopts a 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.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
Upon successful completion of this module, course participants will be conferred an accredited certification.
Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.
1. Miller, M.D., Linn, R.L., Gronlund, N.E. (2012) Measurement and Assessment in Teaching. New Jersey: Prentice Hall.
2. Yi-Ching, P. (2009). VNU Journal of Science, Foreign Languages 25, 257-263, A review of washback and its pedagogical implications. The University of Melbourne, Australia. Accessed from: http://tapchi.vnu.edu.vn/nn_4_09/b.8.pdf (Accessed in August 2016)
1. Joint Committee on Testing Practices, (date not available). Code of Fair Testing Practices in Education. Retrieved from: http://www.apa.org/science/programs/testing/fair-testing.pdf [last accessed on 28th October, 2016]
2. Great Schools Partnership, (22 August 2015). Norm-referenced Test. Retrieved from: http://edglossary.org/norm-referenced-test/ [last accessed on 28th October, 2016]
3. Power, T., Methods of Assessment. (date not available). Retrieved from: http://www.tedpower.co.uk/esl0706.html
4. https://thejoyoflanguageassessment.wordpress.com/2012/12/19/kind-of-test/ [last accessed on 28th October 2016]
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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