Developing fit-for-purpose assessment methods for Graphical Communication at secondary school level

Abstract

The National Curriculum Framework (NCF) (MEDE, 2012) stipulates that assessment should be part and parcel of the learning process at all levels of education. In addition, the educators’ guide for pedagogy and assessment (DQSE, 2015a) specifies that the methodologies used for assessing students should be fitfor-purpose and involve assessments of/for/as learning. Graphical Communication is one of the optional subjects taken by students during the last three years of secondary school in Malta. Research on Graphical Communication as a secondary school subject is almost non-existent. Furthermore, no academic study exists with regard to assessing this subject. Consequently, the aim of the present study was to develop fit-for-purpose assessment methods for Graphical Communication at secondary school level. Accordingly, the researcher sought to: a) gauge the theoretical knowledge Graphical Communication teachers have in the area of assessment; b) identify the methods that Graphical Communication teachers use when assessing students; c) frame the nature of teacher-student feedback; d) identify possible collaboration between Graphical Communication teachers; and e) obtain views and expectations on an assessment resource pack targeted towards Graphical Communication. In order to reach these objectives, a qualitative approach was used. In all, nine individual semi-structured face-to-face interviews were conducted; six with teachers from state, church, and independent schools, and three with veteran subject experts. The interviews with these subject experts provided supplementary information with regard to the history and development of Graphical Communication in Malta. This study revealed that the teachers interviewed lacked theoretical knowledge regarding assessment and therefore adequate training in this field is required. Collaboration between Graphical Communication teachers was also found to be lacking and therefore such opportunities need to be provided towards this end. This study also identified a number of assessment methods that can be effectively used in class in line with assessment of/for/as learning. In this regard, the assessment resource pack spawned through this study has the primary aim of helping these teachers on their day-to-day assessment of students.