https://www.um.edu.mt/library/oar/handle/123456789/119715 Thu, 09 Apr 2026 12:50:12 GMT 2026-04-09T12:50:12Z https://www.um.edu.mt/library/oar/handle/123456789/19436 Title: Promoting democratic citizenship : an exploration of the current educational debate about what students at the beginning of the 21st century should be encouraged to understand by the concepts of ‘democracy’ and ‘citizenship’ Authors: Caruana, Philip Abstract: The study refers to two main theories in the field - the theory that promotes citizenship education for national identity, and the other theory that foregrounds citizenship education as shared fate. This study proposes reflections and conclusions as a result of the exploration of the foregoing theories. In this way the study synthesises the positive elements of both theories and proposes recommendations to improve the effectiveness of education for citizenship. Sun, 01 Jan 2006 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/19436 2006-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/19432 Title: Let me learn in-service training : a teacher’s experience Authors: Calleja, Colin; Montebello, Maria Abstract: This paper zooms in on the story of a classroom teacher who participated in the Let Me Learn professional staff development programme. It aims to illustrate how the LML process served as a “liberating experience” for the young teacher and, in particular, for one of her pupils. Through the voice of the teacher, as expressed in her professional journal, this paper portrays the growth experienced by this teacher in terms of her intentionality in the choice of appropriate strategies of success. The paper will show how through the adoption of LML, this teacher has sharpened her skill in analyzing tasks and students’ needs and demands through a metacognitive reflective process and through applying personalized responsive strategies. The student improved conception of the learning environment, and motivation to behave better and perform in academic tasks was also noted. Sun, 01 Jan 2006 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/19432 2006-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/19416 Title: Predictors of overall performance in physics matric advanced level : an insight into entry requirements Authors: Pace, Jacqueline; Bonello, Louisella Abstract: Predicting the future performance of a student based on the past performance is no easy task. Developing such a tool would enable Colleges and Universities as well as other institutions to spend their resources more wisely. This study is an attempt to use the Physics SEC result as a predictor for performance at Physics Matric Advanced level. Furthermore, five college-based assessment results taken during the students’ two year course are also employed as predictors. The study shows that the number of females pursuing the study of Physics at Advanced level is rather low when compared to the males. More significantly, all the assessment tools examined are modest predictors of performance. The Physics SEC result does give a rough indication of Matric performance. However, achieving a bad grade at SEC level is not a barrier towards achieving a good result at Matric level. This means that making the Physics Matric course more stringent is not the way to making it better. Sun, 01 Jan 2006 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/19416 2006-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/19406 Title: The classroom assessment cycle within the alternative assessment paradigm: exploring the role of the teacher Authors: Buhagiar, Michael A. Abstract: This review paper explores the role of the teacher in classroom assessment within the parameters set by the demands and expectations of the new, alternative assessment paradigm. After briefly outlining the underlying philosophy of this new paradigm, classroom assessment is presented as a cycle of four interrelated phases – namely, ‘planning the activity’, ‘gathering the evidence’, ‘interpreting the evidence’ and ‘using the evidence’. Within each phase, teachers’ classroom assessment practices are discussed in relation to how these compare with what is needed in order to bring assessment at the service of learning, which lies at the heart of our new understanding of assessment. The realisation that, generally speaking, teachers’ assessment practices remain firmly anchored to the traditional assessment theories and policies sends a clear signal that something needs to be done unless we want to risk reversing, with grave consequences for learning, the whole assessment reform process. Sun, 01 Jan 2006 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/19406 2006-01-01T00:00:00Z