| CODE | TEV5001 | ||||||||
| TITLE | Assessing Vocational Competences for Learner Development | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | The study-unit will introduce pre-service teachers to an overview of VET. It will cover specific topics which include: - The role of the European Qualifications Framework (EQF) and the Malta Qualifications Framework (MQF) and the different levels of VET qualifications as defined in the National Referencing Report; - The promotion of key competences within VET; - Sectoral skills and underpinning knowledge in VET and their assessment; - Occupational standards and curriculum development in terms of competences, knowledge and skills; - Identifying learning in VET in terms of learning outcomes; - Different forms of assessment processes in VET; - The value of continuous assessment and its administration in VET SEC qualifications; - The portfolio and its use in assessing VET competences; - Supporting student learning through formative assessment; - Quality assurance as part of the assessment process. Study-Unit Aims: The study-unit aims to: - Introduce pre-service student teachers to key European and national tools for the definition of learning in VET and the different levels and structures of VET qualifications; - Introduce the value of using learning outcomes in VET; - Consider different forms of learning: formal, informal and nonformal education and the validation of learning outcomes; - Review different assessment tools e.g. portfolio, projects etc. that can be used for formative continuous assessment in VET; - Make students aware of Quality Assurance processes related to assessment aspects in VET; - Provide an overview of the assessment processes used in VET SEC qualifications. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - identify the different levels of the European Qualifications Framework (EQF) and the Malta Qualifications Framework (MQF) and their implications to VET qualifications; - list the advantages of defining learning in terms of learning outcomes; - state the meaning of sectoral skills and underpinning knowledge and how they are applied to VET; - define the different forms of learning: formal, informal and nonformal education; - mention assessment tools e.g. portfolios, projects etc. used for formative assessment in VET; - identify the types of assessment processes used in VET SEC qualifications. 2. Skills: By the end of the study-unit the student will be able to: - apply the EQF and the MQF to identify the level of VET qualifications; - develop curricula in terms of learning outcomes to identify sectoral skills and underpinning knowledge target in VET courses; - determine the best formative assessment tool to use in different context in order to promote student learning; - develop formats for student portfolios which can be used for the validation of learning outcomes; - design and implement QA aspects in their assessment process to ensure transparency and fair assessment. Main Text/s and any supplementary readings: Main Texts: - Department of Education and Training, (2014), Designing Assessment Tools for Quality Outcomes in VET, East Perth: Department of Education and Training, https://www.serviceskills.com.au/sites/default/files/files/Resources/Foundation%20Skills/Designing-assessment-tools-for-quality-outcomes-in-VET.pdf - Nore H, & Lahn L, (2014), Bridging the Gap between Work and Education in Vocational Education and Training. A study of Norwegian Apprenticeship Training Offices and E-portfolio Systems, International Journal for Research in Vocational Education and Training (IJRVET,)Vol. 1, No. 1: 21-34, DOI: 10.13152/IJRVET.1.1.2, www.cedefop.europa.eu/files/5506_en.pdf - CEDEFOP, (2010), Learning Outcomes Approaches in VET curricula: A comparative analysis of nine European countries, Luxembourg: Publications Office of the European Union. - Vaughan K & Cameron M, (2009), Assessment of Learning in the Workplace: A background paper, New Zealand: Training Foundation & Ako Aotearoa National Project Fund, https://akoaotearoa.ac.nz/download/ng/file/group-1656/n3143-assessment-of-learning-in-the-workplace-a-background-paper.pdf - Wagner Z, (1998), Portfolio assessment in vocational education: the assessor's view, Australian Journal of Teacher Education, Volume 23 Issue 2: Vocational Education and Training, p 50-60, http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.3248&rep=rep1&type=pdf - European Commission, (2011), Using Learning Outcomes: European Qualifications Frameworks Series No. 4, Luxembourg: Publications Office of the European Union, www.cedefop.europa.eu/files/Using_learning_outcomes.pdf - CEDEFOP, (2015), European Guidelines for the Validation of Non-formal and informal learning, Luxembourg: Publications Office of the European Union, www.cedefop.europa.eu/files/4054_en.pdf - Papic, Z & Bjekic D, (2005), Assessment in Secondary Vocational Education and Training: A Handbook, Belgrade: Ministry of Education and Sports Republic of Serbia Vocational Education and Training Reform Programme, www.vetserbia.edu.rs/Zbirka%20doc/Finaldoc/Assessment%20Handbook.pdf |
||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Therese Camilleri Carlos Grima Oliver Vella |
||||||||
|
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 2024/5. It may be subject to change in subsequent years. |
|||||||||