Teaching, Learning and Assessment. 15.1 Ongoing Assessments - In the Early Years and in Junior Year 3, assessment is to exclusively take the shape of teacher/learner-based, formative, ongoing assessment with a cumulative trimester reporting on broad competences. In the Early Years, learners’ progress should be recorded and reported in a qualitative manner as determined by management, from time to time, in agreement with the union. Ongoing assessment by class/subject/area teachers is to be compiled in the learner’s folder (cumulative documented collection of evidenced learning outcomes being achieved by the learner) continue throughout all years up to the end of the Secondary and Upper Secondary when national assessment at MQF 4 evolves to embrace the learning outcomes approach. The recording of these outcomes for reporting purposes, will be performed manually by a cut-off date that is not earlier than fourteen (14) working days and not later than seven (7) working days preceding the end of each term, or the start of the exam period where applicable, and be submitted to the school’s SMT, until such time that an online system would be made available and its use agreed upon with the Union, in which case digital recording and submission of outcomes would replace the manual recording and submission. Provided that, whereas all learners shall receive three feedback reports (one per Term), Year 11 (Form 5) students, shall receive similar feedback reports for the first two terms and the evolved End-of- Secondary Education Certification following completion of the third term.
15.2 Summative assessment - In Years 4 to 11 (Form 5), schools shall replace school- based half yearly examinations with varied modalities of teacher-led ongoing assessment, but will retain school-based annual examinations (written/oral/aural/practical as may be appropriate) that shall be held in June. The Education Assessment Unit (EAU) will continue to set exam papers/tools for all subjects at all levels offered and examined in the Junior and Secondary Years’ Cycles in State Schools. For the first five scholastic years of implementation of this agreement (2018/2019, 2019/2020, 2020/2021 and 2021/2022 and 2022/2023), all State Schools will avail themselves of papers issued by the EAU for all examinable subjects. As from 2023/2024 onwards, schools will start availing themselves of papers issued by the EAU ensuring that all subjects at the different levels are covered over a cycle of three (3) years with the remaining subjects be...
Teaching, Learning and Assessment. Candidates, having undertaken Teaching, Learning, and Assessment activities such as those outlined in Article 8.05.04.01, will draw upon peer and administrative observations, course/instructor evaluations (CIEs), and other relevant experiences, to discuss what they have done, what they have learned, and what they plan to do next in the area of Teaching, Learning, and Assessment. Candidates should address what they take to be relevant information drawn from CIEs for all non-moonlight classes for each quarter; information drawn from CIEs for moonlight courses may be included at the candidate’s discretion. (CIEs themselves are not required as part of the Tenure Portfolio although the candidate’s TRC has the right to review them if so desired.)
Teaching, Learning and Assessment. Course development, class preparation, teaching and assessment • Coordinating the administrative tasks associated with classes • Interdisciplinary coordination/teaching • Prior learning assessment • Individual assessment of student learning outcomes • Other related activities
Teaching, Learning and Assessment. Course development, class preparation, teaching and assessment E-Learning course design and use of instructional technologies Coordinating the administrative tasks associated with classes Interdisciplinary coordination/teaching Prior learning assessment Individual assessment of student learning outcomes Other related activities
Teaching, Learning and Assessment. 14.1. Signatories acknowledge assessment as an integral and critical component of teaching and learning. Similarly, assessment should remain intrinsic and complementary to teaching and learning without compromising formal education.
14.2. Parties recognise each Church School as an autonomous institution with a unique ethos, which is also reflected in its individual organisation of teaching, learning and assessment.
14.3. As part of the learners’ right to access education, individuals may throughout their learning experience require specific support as deemed appropriate by educators or designated psychosocial professionals. This support, which may take various forms and be offered by the teacher and/or the learning support educator, is to be similarly offered to the learner during class/school/national ongoing as well as controlled summative assessments by the school staff (with a proviso in 14.10 (ii)), whilst safeguarding the required quality assurance parameters that ensure the reliability and validity of the assessment. Access to learning may also require the adoption of alternative programmes with specific learners initiated by either the school management or the educator and agreed to by the other party, provided that these are in the best interest of the learner and are in full respect of legislative and regulatory parameters.
14.4. Learners need to be presented with assessment tools that minimise barriers which might limit the learners’ learning potential as per identified intended outcomes (for instance in the SEC national assessment, learners will be assessed and certified at MQF levels 1, 2, and 3), provided that within one cohort of learners (pertaining to the same school year) there can be no more than three different levels of assessment tools. Any further adaptation required for specific learners will need to be performed on the lowest level of assessment tool by the respective learners’ teacher guided and supported by special educational needs practitioners (LSEs, HoDs Inclusion, Psychosocial Professionals etc.). Learners identified as benefiting from alternative programmes referred to in clause 14.3 will similarly be assessed through alternative modes of assessment.
14.5. In First and Second Year Kindergarten and throughout Compulsory Education, Church Schools shall adopt cumulative reporting being issued at least twice a year, up to a maximum of three times per scholastic year, based on a variety of assessment modalities which may include...
Teaching, Learning and Assessment
