Award in Applying a Learning Outcomes Approach in the Teaching of Modern Foreign Languages

MQF Level: 6

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16


Course Description

With the introduction of the learning outcomes approach, teachers need to be aware of the Learning Outcomes Framework. They need to develop their pedagogical and assessment skills to reach the target as outlined in the framework. This course will focus on the methodology and requirements of foreign language teachers.

Entry Requirements

Applicants interested in following this programme are to be teaching in a licensed school and in possession of a teacher’s warrant.  

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Adapt different assessment forms to attain a group of learning outcomes;
b) Establish assessment criteria for different assessment forms;
c) Formulate lesson plans to reach the intended outcomes;
d) Apply different entry points according to the different attainment levels and aptitudes/learning styles of students.


a) The Learning Outcomes Framework, attainment levels, different learning styles and entry points;
b) Bloom’s Taxonomy and Gardner’s theory of Multiple Intelligences;
c) Different success criteria;
d) The Three Stage Backward design.


a) Design learning activities to reach the intended outcomes;
b) Apply assessment criteria;
c) Plan a variety of activities to target different learning styles (these could include the use of video clips, songs, language games and role play.

Mode of Delivery

This module is delivered through face-to-face lectures, workshops and learning activities. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.


Upon successful completion of this module, course participants will be conferred an accredited certification.

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List
1. The Learning Outcomes Framework http://www.schoolslearningoutcomes.edu.mt/
2. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
3. Howard Gardner’s theory of Multiple Intelligences
4. http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
5. Assessment for learning (http://curriculum.gov.mt/en/Assessment/Assessment-forLearning/Pages/default.aspx).
6. Wiggins, G. and Mc Tighe, J. (2012) Understanding by Design Framework, Alexandria, VA:
ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
(Accessed 13/11/2015)
Supplementary Reading List

1. Adam, S., 2004, Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing ‘learning outcomes’ at the local, national and international levels. United Kingdom Bologna Seminar 1–2 July 2004, Heriot-Watt University (Edinburgh Conference Centre) Edinburgh. Scotland.
2. Angelo, T, A. And Cross, K. P. (1993) Classroom Assessment Technique A Handbook for College Teachers (2nd edition), San Francesco: Joss-Boss Inc.
3. Anderson, K. M., 2007, Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54
4. Assessment Reform Group (2002) Assessment for Learning. http://arrts.gtcni.org.uk/gtcni/handle/2428/4617.
5. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment for learning: putting it into practice (Maidenhead, Open University Press).
6. Black, P. & Wiliam, D (1998). Assessment and Classroom Learning. Assessment in Education 5(1) pp. 7–71.
7. Boston, Carol (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9).
8. Earl, L.M. and School Programs Division (2006) Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment as Learning, Assessment of Learning Manitoba: Government of Manitoba. http://www.wncp.ca/media/40539/rethink.pdf
9. 8. Fleming, N. D. (2014). “The VARK modalities” (Accessed on 4/1/2015) http://web.archive.org/web/20150314235648/http://varklearn.com/introduction-to-vark/the-vark-modalities/
10. Gardner, H. (1995). “Reflections on multiple intelligences”, Phi Delta Kappan, 77(3): 200 – 208.
11. Huit, G, W. Bloom’s Taxonomy Action Verbs
12. http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf (Accessed on 02/02/2016)
13. Hussey, T. and Smith, P., 2003, ‘The uses of learning outcomes’, Teaching in Higher Education, 8(3), pp. 357– 368.
14. Lepi, K. (2014) The Key Differences Between Summative And Formative Assessments, Edudenic connecting education & technology. http://www.edudemic.com/summative-and-formativeassessments/
15. Kolb, D. A. (2015) Experiential learning: experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson Education.
16. McTighe, J. And Associates (2011) Design Tools, <http://jaymctighe.com/resources/downloads/> (Accessed on 13/11/2015)
17. Ministry of Education, 2012, The National Curriculum Framework for All – For All Children to Succeed, Malta, Salesian Press.
18. Moon, J., 2002, The Module and Programme Development Handbook, London: Kogan Page.
19. The Educators’ Guide for Pedagogy and Assessment for Spanish (Accessed on 16/03/2016) http://www.schoolslearningoutcomes.edu.mt/files/documents/15_Spanish.144501851544.p df
20. The Educators’ Guide for Pedagogy and Assessment For French (Accessed on 10/03/2016) http://www.schoolslearningoutcomes.edu.mt/files/documents/11_French.144501488461.pdf
21. The Educators’ Guide for Pedagogy and Assessment for Italian (Accessed on 16/03/2016) http://www.schoolslearningoutcomes.edu.mt/files/documents/12_Italian.144501525266.pdf
22. The Educators’ Guide for Pedagogy and Assessment for German (Accessed on 16/03/2016)
23. Instructional design models and theories. (n.d.). (Accessed on 16/03/2016)
24. http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
25. Universal Design for Learning (Accessed on 19/04/2016)
26. http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Skip to content