| CODE | MSM5006 | ||||||||||||||||||||
| TITLE | Implementing Assessment for Learning in the Mathematics Classroom | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||||||||||
| DESCRIPTION | The main focus of this study-unit is to explore ways in which ‘Assessment for Learning’ (AfL) can be implemented inside mathematics classrooms. Towards this end, it will discuss: - helping students to become active assessment partners. - the integration of assessment within lesson plans. - examining the 'consequences' of assessment. - the use of quality mathematical tasks. - correction of pupils' work as a 'feedback' experience. - the construction, administration and uses of class tests. - metacognition as a tool to promote self- and peer assessment. - communities of practice as a means to improve the quality of classroom assessment. - the comparative judgement method. - oral assessment. - developing and using marking schemes. - developing and using success criteria. Moreover, a number of practising teachers will be invited to share their AfL classroom experiences with students. Study-Unit Aims: - To help students link AfL theory to classroom practice. - To familiarise students with how AfL can be implemented within the mathematics classroom. - Bring to students' attention that AfL can be used successfully in the local context. - Encourage students to try out AfL strategies in real classroom situations. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - list and appraise the tensions between the summative and formative roles within the classroom. - explain the importance of self- and peer assessment. - argue about the role of class tests within the alternative assessment paradigm. - explain why it is important that teachers operate within a community of practitioners. - appraise efforts by local teachers to implement AfL within their classrooms. 2. Skills: By the end of the study-unit the student will be able to: - conduct classroom discussions. - recognise and design quality tasks. - review tasks to improve their quality. - review pupils' work from a learning support perspective. - design and evaluate class tests that show what students know and can do. - apply and evaluate oral assessment. - operate within a community of practitioners. - integrate assessment as part of lesson plans. - create and apply marking schemes. - create and apply success criteria. - apply the comparative judgement method. Main Text/s and any supplementary readings: Main Texts: - 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. Supplementary Readings: - Buhagiar, M.A., & Murphy, R. (2008) Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), pp. 169-182. - Gipps, C., & Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity. Buckingham: 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. - Chapman, C., & King, R. (2012) Differentiated Assessment Strategies: One Tool Doesn't fit all (2nd ed.). London: Corwin. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: 70 ECTS at Undergraduate level or higher in Mathematics Pre-requisite Study-unit: MSM5002 |
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| STUDY-UNIT TYPE | Lecture and Placement | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Michael Buhagiar |
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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. |
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