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M27
Award in Rubrics – A framework for success criteria, self and peer assessment and feedback

MQF Level: 6

ECTS Value: 3 ECTS

Duration: 6 Sessions

Contact Hours: 15

Self Study Hours: 39

Assessment Hours: 21

 

Course Description

In view of the Learning Outcomes Framework class practitioners including teachers and support teachers, need to be well equipped with both the what and the how of implementing the LOFs effectively. This module provides a differentiated set of learning outcomes which both class practitioners and teachers will be expected to use to not only know the level of expected excellence but also the next steps in their learning journey. Success Criteria through rubrics provide a general framework to be adopted and adapted at any level and in any subject.

Entry Requirements

Applicants interested in following this programme are to be in possession of a Bachelor’s degree (MQF 6 with a minimum of 180 ECTS, or equivalent).  

Overall Objectives and Outcomes


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

Competences

a) To formulate success criteria in one’s lesson plans;
b) To design a rubric for a lesson;
c) To use rubrics for self and peer assessment;
d) To advise the students on the next appropriate steps;
e) To provide opportunities for the learner to act on the feedback;
f) To ensure that the feedback given has been acted upon.

Knowledge 

a) To formulate success criteria in one’s lesson plans;
b) To design a rubric for a lesson;
c) To use rubrics for self and peer assessment;
d) To advise the students on the next appropriate steps;
e) To provide opportunities for the learner to act on the feedback;
f) To ensure that the feedback given has been acted upon;
j) To identify how feedback is given.

Skills

a) Create a developmental progress of success criteria behaviours within a rubric;
b) Create a scaffolding progression of success criteria steps for an outcome in a lesson;
c) Use the rubric to talk about one’s progress;
d) Evaluate whether the success criteria are written in a language that is understood by learners;
e) Link the rubric with success criteria;
f) Assess what constitutes a good rubric;
g) Explain how self and peer assessment relate to success criteria and feedback;
h) Model peer and self-assessment on an unfamiliar piece of work;
i) Write good feedback statements;
j) Interpret the students’ gaps in knowledge and understand and propose the appropriate feedback.

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.

Certification

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

Suggested Readings

1. Clarke, S (2003). Enriching Feedback in the Primary Classroom.
2. Clarke, S (2005). Formative Assessment in Action: weaving the elements together.
3. Clarke, S (2008). Active Learning Through Formative Assessment
4. Harrison C. & Howard S. (2009). Inside the Primary Black Box. Assessment for learning in primary and early years classrooms
5. Wiliam, D. (2011). Embedded formative assessment: Solution Tree Press.
6. Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. (2008) Assessment for Learning Putting it into practice England, Berkshire: Open University Press.
7. Black, P & Wiliam, D (1998). Assessment and Classroom Learning in Assessment in Education, Vol 5, No 1, pg.7 ProQuest Education Journals.

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