Teaching, Learning and Assessment in Media Literacy Education

MQF Level: 7

ECTS Value: 5 ECTS

Self Study Hours: 60

Contact Hours: 25

Assessment Hours: 40


Overall Objectives and Outcomes

This module will start by presenting different views of teaching and learning, as well as some of the most important theories of learning and perspectives that transpire from them. This will certainly help the course participants to understand their learners better and cater more for their needs through the vocational pedagogies of Media Literacy Education (MLE). The module will then present the different types of assessment, namely assessment of learning (summative), assessment for, and assessment as learning (formative). It will delve deep into not only their definitions and descriptions, but their implications for teaching and learning, especially in how they should find their place and shape the vocational pedagogies of VET subjects like MLE. It will also provide several modes of each type of assessment, that could cater for various learning styles, preferences, and aptitudes, as well as practical examples of how these could be implemented for the different units of MLE as a VET subject. The module will resume with examples and case studies that demonstrate how constructive alignment could be highly effective through the efficient use and intelligent application of various types and modes of assessment that are embedded in SOW and lesson plans, defining and shaping positively the teaching done and the learning that occurs.

By the end of this programme, participants should be able to:


a. Advise the SMT through research-based strategies on how MLE as a VET subject in the secondary school years can be assessed in various ways and modes;

b. Assist the SMT in implementing initiatives that make possible enhance the creative assessment of MLE;

c. Mentor colleagues and new MLE teachers on how constructive alignment can be implemented within the vocational pedagogical design, partly by viewing assessment in different ways that fit that pedagogy;

d. Guide students to be able to decode and encode media messages, and create several forms of media texts, through AfL and AaL tools and techniques;

e. Ensure that through the various forms and modes of assessment employed in the MLE classroom, all students have opportunities to learn and reflect on the basic knowledge, skills, and competences of the subject;

f. Find various ways how to embed AfL and AaL tools and techniques in SOW and lesson plans, and assignment briefs;

g. Design lesson plans and schemes of work and self-evaluation reports including self-reflexivity, that show all assessment techniques employed, and the processing questions related to them;

h. Demonstrate in lesson plans and schemes of work an understanding of constructive alignment between the content, pedagogy, and assessment of MLE as a curricular VET subject;

i. Create educational activities and tasks that serve as assessment of, for, and as learning strategies and techniques, in both class presentations and assignment briefs;

j. carry out AoL and AfL tasks that are included in one’s lesson plans and would have been based on research and critical reflection and reflexivity on good practices and less effective ones.


a. Identify various theories of learning, and aspects and facets that transpire from them;

b. Describe these theories and their implications to the pedagogical design and teaching of VET subjects like MLE;

c. List different learning styles, preferences & aptitudes students have;

d. Demonstrate pedagogically effective ways, through critical reflection and creativity, through which these learning styles and preferences and aptitudes can be addressed during MLE lessons;

e. Define various types of intelligences that must be catered for through the vocational pedagogies of MLE;

f. Define constructive alignment between the content, pedagogy, and assessment of MLE as a curricular VET subject;

g. Define assessment for learning, assessment of learning, and assessment as learning;

h. Tell their pedagogical implications to MLE as a VET subject.

i. List different modes of learning that cater for all students’ needs;

j. Describe the various components of an assignment brief for MLE as a VET subject;

k. Identify good and bad practices from assignment briefs that are provided as case-study examples;

l. Identify good and bad practices in marking schemes that are provided as case-study examples;

m. Define the Universal Design for Learning (UDL);

n. Describe its various aspects and how they relate to vocational pedagogies of subjects like MLE.


a. Evaluate one’s own preferred ways of learning and assessmrnt, in relation to one’s own learning preferences and styles;

b. Apply the pedagogical implications of the various learning theories learnt, to vocational pedagogical design;

c. Demonstrate how Afl and AaL tools and techniques can be embedded in the pedagogical design of VET subjects like MLE;

d. Show how AoL (summative assessment) can become perceived more positively by students, and increased in its quality, through AfL and AaL techniques and strategies;

e. Investigate how in SOW and lesson plans, various student aptitudes and preferences, can be addressed and utilised for a fairer and more objective assessment;

f. Construct assignment briefs for MLE as a VET subject that embed AfL, AoL and AaL techniques;

g. Construct marking schemes that are detailed and meticulous and reflect upon how they reflect the students’ learning on all domains;

h. understand well how assessment procedures, and various assessment modes, are implemented effectively within the VET pedagogy of MLE;

i. Review recent research studies on AfL, AfL, and AoL strtaegies and techniques, and in their light reflect upon your own practices and pedagogical areas and aspects that have room for improvement;

j. Research on good practices related to AoL and AfL in the classroom, and transfer what you learn to your pedagogical design.

Assessment Methods

This module will be assessed through: Assignment and Presentation.

Suggested Readings

Core Reading List
  1. Freire, P. (1993). Pedagogy of the Oppressed. London: Penguin.
  2. Giroux, H (1989) Schooling for Democracy: Critical Pedagogy in the Modern Age. London: Routledge.
  3. Giroux, H. A. (2011). On critical pedagogy. Continuum International Publishing Group.
Supplementary Reading List
  1. Hinchey, P. H. (2004). Becoming a critical educator: Defining a classroom Identity, designing a critical pedagogy. Peter Lang Publishing.
  2. Leonardo, Z. (2009). Critical pedagogy and race. John Wiley & Sons.
  3. McLaren, P., & Kincheloe, J. L. (2007). Critical pedagogy: Where are we now? Peter Lang Publishing.
  4. Steinberg, S. R., & Down, B. (2020). The SAGE Handbook of Critical Pedagogies. SAGE Publications Ltd.
  5. Monchinski, T. (2008). Critical pedagogy and the everyday classroom. Springer Science & Business Media.
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