| CODE | LHH5003 | ||||||||
| TITLE | Introduction to Examinations, ICT and Digital Use in History Teaching | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit will examine the various complexities of assessment as an essential factor towards effective teaching and learning. This will be done in the light of the theoretical background of teaching in general, and teaching history in particular. The main purposes of assessment, the criteria for assessment, the various assessment instruments used and the degree of accountability rendered would be examined. This would be done in the light of the assessment policies prevalent in Malta and the proposals of the New National Curriculum. In this unit the practical issues of assessing history in Malta would be widely discussed. This study-unit is designed to meet the needs of student teachers new to using ICT in history teaching. It should also provide further ideas for those who are experienced and confident in using ICT and Digital material in classrooms. Study-Unit Aims: The aims are to: - Evaluate examinations in history. - Helps students learn how to use ICT and Digital material in history teaching. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of the various forms and styles of assessment, both judgemental and measuring, would be studied to see how far these genuinely support educational improvement. - Demonstrate an understanding of how data-handling software can help pupils in class to plan enquires, while data files can help them to see patterns in past events. The use of a word processor will be considered, especially how it can help students organise their thoughts and structure their writing. 2. Skills: By the end of the study-unit the student will: - Be able to create examination papers, worksheets and marking criteria. - Gain competence in making use of the ICT and Digital material in planning and conducting history lessons. Main Text/s and any supplementary readings: - Black, P. & William, D. (1998). ‘Assessment and classroom learning.’ Assessment in Education, Vol 5, Issue 1, pp. 7-74. - Byrom, J. (2003). ‘Continuity and progression. ‘Teaching History, Past Forward Issue, pp. 12-14. - Cain, K. & Neal, C. (2004). ‘Opportunities, challenges and questions: continual assessment in year 9.’ Teaching History, Issue 115, 31-36. - Calleja, G. (2003). The teaching and learning of some historical concepts in some option groups in Junior Lyceums. Unpublished M.Ed. dissertation, University of Malta. -Chetcuti, D. & Grima, G (2001). Portfolio Assessment. Floriana: Ministry of Education. - Cottingham, M. (2004). ‘Dr Black Box or how I learned to stop worrying and love assessment.’ Teaching History, Issue 115, pp. 16-23. - Cutajar, A. (2009). The role of assessment in the Form 2 History curriculum: an evaluation. Unpublished M.Ed. dissertation, University of Malta. - Freeman, J., Philpott, J (2009). ‘Assessing Pupil progress: transforming teacher assessment in Key Stage 3 history’. Teaching History, Issue 137. - Gipps, C. (1994). Beyond testing: towards a theory of Educational Assessment. London and New York: RoutledgeFalmer. - Grech, L. (2005). ‘Implementing formative assessment to enhance the learning of history.’ Euroclio Bulletin, Assessment in History, 21/2005, chapter 1. - Grima, G. & Chetcuti, D. (2003). ‘Current Assessment practices in Malta and Gozo: a Research Project.’ Journal of Maltese Educational Research. Vol 1, no.1, pp.57-94. - Lee, P. & Shemilt, D. (2004). ‘I just wish we could go back in the past and find out what really happened: progression in understanding about historical accounts.’ Teaching History, Issue 117, pp. 25-31. - Micallef, J. (2013). Valletta: making history relevant to Form III students by focusing on the concepts of change and continuity. Unpublished M.Ed dissertation, University of Malta. - - Schembri D’Amato, M.L. (2005). Teaching History to low achieving students in the secondary school. Unpublished M.Ed dissertation, University of Malta. - Vella, Y. (2005). ‘Promoting talk during history lessons.’ Primary History: the Primary Education Journal of The Historical Association, Issue 40, pp. 24-27. - Hayden, t et al (2015 4th edition) Learning to Teach History in Secondary School Routledge. - Phillips, Rob (2002) Reflective Teaching of History 11 - 18 continuum publication. - Harris, R. Burns, K and Woollet, M (2014) The Guided Reader to Teaching and Learning History David Fulton. Pack with annually updated notes written by lecturer Rebecca Micallef |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree (70 ECTS) in History | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Joseph Micallef Rebecca Micallef Yosanne Vella (Co-ord.) |
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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 2023/4. It may be subject to change in subsequent years. |
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