M33
Award in the Use of Effective Questioning Techniques and
Development of Success Criteria
Assessment is fundamental in the educational process and it drives teaching and learning. Assessment for Learning (AfL) is integral to learning. It takes place when teachers gather evidence of learning during classroom practice and use it to adapt teaching accordingly where with effective scaffolding, learners will realise the next step in this journey. Consequently, AfL will help students to become self-reflective and independent learners. Questioning techniques and the use of success criteria are both integral aspects of AfL. This course is intended to guide teachers in planning effective questioning using Bloom’s Flowers, which are not focused only on knowledge and comprehension but will enable learners to think beyond what is given and provided by the teacher. This course is also intended to help teachers develop Success Criteria which are short statements that will enable the students to understand what they need to do to become successful and consequently independent learners able to judge their work.
Applicants interested in following this programme are to be in possession of an MQF Level 5 qualification (minimum 30 ECTS), or higher qualification, and should be teaching in a licensed school.
By the end of this module, the learner will be able to:
a) Create a more efficient child-centred environment which will enable learners to become more independent and more critical thinkers;
b) Plan effective questioning which stimulates thinking;
c) Use the Bloom Taxonomy to create more open questions which stimulate thinking;
d) Formulate success criteria corresponding to the learning intentions.
a) Define Assessment and the different purposes it has;
b) Understand and explain the purpose of effective questioning and success criteria in the formative assessment process;
c) Explain and make use of the Bloom Taxonomy;
d) Recognise the importance of sharing success criteria in language students understand.
a) Keep abreast with the key literature related to effective questioning techniques and criteria for success and how they can impact teaching and learning;
b) Select the right and appropriate questions to engage all learners;
c) Identify success criteria which students understand and which will enable them to be more independent learners.
This module adopts a blended approach to teaching and learning. 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.
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.
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.
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2. Willis, J. (2011) Assessment in Education, Principles, Policy & Practice, 18 (4), 399–415
3. Black, P. & Wiliam, D. (1998a) Inside the black box: Raising standards through classroom assessment, The Phi Delta Kappan, 80 (2), 139-144, 146-148.
4. Davies, A. (2011) Making Classroom Assessment Work, 3rd edition, Connections Publishing:Canada.
5. Cizek, G.J. (2010) An Introduction to Formative Assessment: History, Characteristics and Challenges in Andrade, H.L. and Cizek, G.J (eds.) Handbook of Formative Assessment, Routledge, New York, London: Taylor and Francis Group: pp.3-17.
6. Wiliam, D. (2011a) What Assessment can and cannot do, Pedagogiska Magasinet (Swedish Educational Journal) Available on: http://www.dylanwiliam.net/
7. Wiliam, D. (2014) Formative assessment and contingency in the regulation of learning processes. Paper presented in a Symposium entitled Toward a Theory of Classroom Assessment as the Regulation of Learning at the annual meeting of the American Educational Research Association, Philadelphia, PA, Institute of Education, University of London
8. Black, P., Harrison, C., Lee C., Marshall, B., Wiliam, D. ( 2002) Working Inside the Black Box; Assessment for Learning in the Classroom, London: GL Assessment.
9. Dweck, C.S. (2006) Mindset: The New Psychology of Success: Random House, New York.
10. Wiliam, D. (2005) Keeping learning on track: formative assessment and the regulation of learning. Paper presented at the 20th biennial meeting of the Australian Association of Mathematics Teachers, Sydney: Australia.
11. Mac. Phail, A. and Halbert, J. (2010) ‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post-primary physical education, Assessment in Education: Principles, Policy & Practice,17(1), 23-39.
12. Clarke, S. (2005a) Formative Assessment in the Secondary School, London: Hodder Education.
13. Clarke, S. (2008) Active learning through formative assessment, London: Hodder Education.
14. Willis, J. (2011) Assessment in Education, Principles, Policy & Practice, 18 (4), 399–415
15. Black, P. and Wiliam, D. (2009) Developing a theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1) 5–31
16. Black, P., Harrison, C., Lee C., Marshall, B., Wiliam, D. (2002) Working Inside the Black Box; Assessment for Learning in the Classroom, London: GL Assessment.
17. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment for Learning. Putting it into Practice. Maidenhead: Open University Press.
18. Black, P., Harrison, C., Lee C., Marshall, B., Wiliam, D. (2004) Working Inside the Black Box; Assessment for Learning in the Classroom, The Phi Delta Kappan, 86 (1), 8-21.
19. Buhagiar, M.A. (2006) The classroom assessment cycle within the alternative assessment paradigm: exploring the role of the teacher. Journal of Maltese Educational Research, 4 (2), 17-36
20. Clarke, S. (2001) Unlocking Formative Assessment; Practical Strategies for enhancing pupils’ learning in the primary classroom, London: Hodder and Stoughton.
21. Clarke, S. (2005b) Formative Assessment in Action, weaving the elements together, London: Hodder.
22. Wiliam, D. (2005) Keeping learning on track: formative assessment and the regulation of learning. Paper presented at the 20th biennial meeting of the Australian Association of Mathematics Teachers, Sydney: Australia.
23. Wiliam, D. (2006) Assessment for Learning, Why, what and how? In Oldroyd, R. (ed.) (2006) Excellence in Assessment, Assessment for Learning, Cambridge Assessment Network, Cambridge UK.
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