| CODE | MSM4310 | ||||||
| TITLE | Assessment in the Mathematics Classroom (Methodology 1) | ||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 2 | ||||||
| DEPARTMENT | Mathematics, Science and Technical Education | ||||||
| DESCRIPTION | The study-unit consists of two parts: i) Assessment for Learning (AfL): It lays down the theoretical framework of AfL and explores ways in which AfL can be implemented inside mathematics classrooms. The theoretical part focuses on the 10 AfL principles and the 'classroom assessment cycle' of planning, gathering information, interpreting evidence, and using results. The practical part focuses on: - the integration of assessment within lesson plans. - the use of quality mathematical tasks. - the marking of class tests. - metacognition as a tool to promote self- and peer assessment. ii) Assessment of Learning: The sessions focus primarily on the design of school-based/national examination papers and classroom tests as well as on the drawing up of appropriate mark schemes. Issues concerning validity, reliability and accessibility, as well as measures of how these characteristics can be safeguarded, are discussed. Amongst other technical aspects, reference will also be made to item analysis as a tool that can be used to evaluate the quality of the test items. Study-unit Aims The study-unit has four aims: i) It explores educational assessment and classroom assessment, to then present the theoretical framework of Assessment for Learning (AfL) and how this theory complements the classroom assessment cycle. ii) It helps students link AfL theory to classroom practice. iii) It familiarizes students with how AfL can be implemented within the mathematics classroom. iv) It creates awareness that classroom assessment also has an important summative component. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: i) be knowledgeable on the various forms of assessment that are present within classroom practice (e.g., teacher assessment, student assessment, formative assessment, summative assessment, etc.). ii) be knowledgeable on the 10 Assessment for Learning principles and how these can be applied to real classroom situations. iii) demonstrate an understanding of the cyclic nature of classroom assessment. iv) Know that AfL can be applied profitable within classrooms in spite of the existing constraints. 2. Skills: By the end of the study-unit the student will be able to: i) transfer the the AfL principles into activities, both within and outside the classroom, that support the learning process. ii) plan and evaluate classroom assessment according to the canons of the 'classroom assessment cycle'. iii) include assessment as part of lesson plans. iv) select and/or construct quality tasks. v) adapt and extend tasks to improve their quality. vi) correct students' work from a learning support perspective. vii) drawing up marking schemes and analyze test items. Main Text/s and any supplementary readings - Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for learning: putting it into practice. Maidenhead: Open University Press. - Prestage, S., & Perks, P. (2001) Adapting and Extending Secondary Mathematics Activities: New Tasks for Old. New York: David Fullan. - Spendlove, D. (2009) Putting Assessment for Learning into Practice. London: Continuum. - Blandchard, J. (2009) Teaching, Learning & Assessment. Maidenhead: Open University Press. - Clarke, S. (2008) Active Learning through Formative Assessment. London: Hodder Education. - Assessment Reform Group (ARG) (1999). Assessment for learning: beyond the black box. Cambridge: School of Education, University of Cambridge. - Assessment Reform Group (ARG) (2002). Assessment for learning: 10 principles [Leaflet]. - Buhagiar, M.A. (2006) The classroom assessment cycle within the alternative assessment paradigm: exploring the role of the teacher. Journal of Maltese Education Research, 4(2), pp. 17-36. - Gardner, J. (ed.) (2006) Assessment and Learning. Los Angeles: SAGE. - Buhagiar, M.A. (2007) Classroom assessment within the alternative assessment paradigm: revisiting the territory. The Curriculum Journal, 18(1), 39-56. - Buhagiar, M.A. (2004) ‘How appropriate is this task for my class?’ Exploring teachers’ classroom decision-making processes as they waver between ‘practical’ and ‘ideal’ positions. Mediterranean Journal of Educational Studies, 9(2), 83-108. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Michael Buhagiar Peter Vassallo |
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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 2025/6. It may be subject to change in subsequent years. |
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