The evolving link between learning and assessment : from 'transmission check' to 'learning support'

Learning and assessment are now considered as two sides of the same coin we simply cannot speak of one without also referring to the other. This paper, which traces the evolution of the link between learning and assessment, explores what led to our shift in understanding of the learning process from the behaviourist to the constructivist model, and the implications that this 'revolution ' has had for assessment. Making assessment at the service of learning is subsequently identified as the challenge ahead for the educational community.peer-reviewe

Using inquiry-based learning to support the mathematical learning of students with SEBD

This paper, which draws on action research methodology, explores the use of inquirybased learning (IBL) in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD). The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students’ work and student marks in the school-based halfyearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels.peer-reviewe

'How appropriate is this task for my class?' : exploring teachers' classroom decision-making processes as they waver between 'practical' and 'ideal' positions

This paper is based on a qualitative study that explored the classroom assessment practices of twelve mathematics teachers in a Maltese sixth form college. As part of the data gathering process, these teachers were presented with four tasks (which varied along a continuum from the traditional examination-type to the non-traditional type) and were asked to comment about the appropriateness of using them inside their classroom. The analysis revealed that teachers’ task selection largely reflects what they consider ‘to work within their context’ rather than what they consider as ‘ideal’. Three levels of context that influence, both on their own and interactively, the way in which teachers make their classroom decisions were identified. These are the national, school and personal contexts.peer-reviewe

Adding substance to format : a critical perspective on the matriculation certificate examination

Maltese external certification at secondary and post-secondary levels had relied almost entirely on examinations set by UK boards until the early 1990s. That is until it was decided to localise the examination system. The first concrete step in this direction was taken in 1989 with the setting up of the Matriculation and Secondary Certificate (MATSEC) Examinations Board under the umbrella of the University of Malta and with the participation of the Education Division and the Private Schools Association. Ventura and Murphy (1998) suggest that an important factor which contributed to the local indigenisation of examinations was the decision to improve the pre-university system. They (p. 48) speak of the Maltese desire "to replace the English GCE A-level system, which led to early narrow focusing on specific fields of study, with an International Baccalaureate-type system, without compromising the opportunity to achieve A-level standard in subjects required for further study." The resulting 18+ indigenous examination system became known as the Matriculation Certificate Examination. The Matriculation is a high-stakes external summative examination which serves a dual purpose: It provides Maltese students with access to university studies and offers them valid credentials on the job market. In this paper. apart from briefly describing the Examination's historical background, underlying philosophy and regulations, I explore some 'quality' aspects of the reform in order to tease out pertinent reflections and suggestions.peer-reviewe

The setting up of the University of Malta Junior College : origins, motives and polemics

The Junior College of the University of Malta is the foremost sixth form institution on the Island. Specifically set up in 1995 to initiate students upon completion of their secondary schooling in methods of study appropriate to tertiary education, the College was born out of a generally recognised need to reform the local pre-university sector. However, although most people agreed on the existence of a general malaise suffocating this sector, not everyone concurred that a sixth form college administered by the University would provide the necessary cure. The present paper, which focuses primarily on the setting up of the College, sets out to trace its short yet colourful story. Right from its inception to the present days, the College’s existence has been shrouded in much bickering and polemics. Now is probably the time to take a less emotive look at these past and present events, and to plan ahead.peer-reviewe

Project report : sustaining inquiry-based learning beyond the PRIMAS project

PRIMAS (2010-2013) was an EU-funded research project that sought to promote inquiry-based learning (IBL) in mathematics and science classrooms across 12 European countries (http://www.primas-project.eu/). This type of pedagogy distances teaching and learning from the traditional transmission model that is characterised by the teacher dishing out ‘knowledge’ to his or her largely passive students. The emphasis, instead, is on active learning approaches that facilitate students’ personal constructions and the integration of the resulting knowledge. The University of Malta was one of the 14 partner universities in this project. The Malta project team, which grouped together a number of mathematics education and science education colleagues at the Faculty of Education, collaborated closely over a period of two scholastic years with ten so-called ‘multipliers’ – five for mathematics and five for science. The multipliers were chosen from among interested practitioners, Heads of Department and Education Officers. Each multiplier worked in turn with a small group of either mathematics or science teachers in selected State secondary schools. This organizational structure favoured the formation of communities of practice at two distinct levels. At school level, multipliers guided and offered support to their teachers. On the other hand, multipliers found mutual support and guidance when they met with the University team. The fruitful collaboration that distinguished most of these communities has been identified by the local PRIMAS participants as one of the more positive aspects of their involvement in the project.peer-reviewe

The mathematics teacher who became a promoter of inquiry-based learning : a story of teacher change

This paper presents the story of John, a mathematics teacher, who embraced ‘change’ at a rather advanced stage of his teaching career. As part of this development, he managed to transform his largely traditional practices to practices that advance inquiry-based learning, a pedagogical approach that is aligned to the reform visions for mathematics teaching and learning. Moreover, John is now also committed to promote this ‘new’ approach among other mathematics teachers. Drawing on narrative research, his case was studied to shed insights on what facilitates or hinders teacher learning and change. The narrative was co-constructed between John and the author in the form of a ‘conversation’ that originated from a number of Messenger chats on Facebook. The thematic analysis of the data revealed four distinct phases, so far, in John’s journey towards becoming a teacher. The journey through these phases is of particular interest to anyone concerned about the impact that different teacher education initiatives have on teacher learning and change. Overall, John’s story suggests that teacher change, while possibly not linear and enduring, can happen and appears to be facilitated by certain factors. These include willingness and capacity on teacher’s part to change, the availability of opportunity to change, the development of a professional learning community, and the presence of someone at school who is capable and willing to lead and support teacher learning among colleagues.peer-reviewe

The classroom assessment cycle within the alternative assessment paradigm: exploring the role of the teacher

This review paper explores the role of the teacher in classroom assessment within the parameters set by the demands and expectations of the new, alternative assessment paradigm. After briefly outlining the underlying philosophy of this new paradigm, classroom assessment is presented as a cycle of four interrelated phases – namely, ‘planning the activity’, ‘gathering the evidence’, ‘interpreting the evidence’ and ‘using the evidence’. Within each phase, teachers’ classroom assessment practices are discussed in relation to how these compare with what is needed in order to bring assessment at the service of learning, which lies at the heart of our new understanding of assessment. The realisation that, generally speaking, teachers’ assessment practices remain firmly anchored to the traditional assessment theories and policies sends a clear signal that something needs to be done unless we want to risk reversing, with grave consequences for learning, the whole assessment reform process.peer-reviewe

The discontinuation of the comprehensive system in Malta : lasting consequences [2]

Sultana (1997) lists the local features of selection and channeling among areas of concern in the local educational system. The system has traditionally been one which promotes the 'talented' few while discarding the rest (Darrnanin, 1992) and is characterized by 'the constant closure of opportunities from the very early years of primary schooling' (Sultana, p.1(6). Local research evidences how students ale continually 'weeded out' of the system on criteria which have nothing to do with their real 'talent' For instance Trade School students are very much more likely to come from a disadvantaged working class background(Sultana, 1991a). Again the younger students at primary level have more chance of ending up in a lower stream (Borg &;Falzon, \995) and their performance in the 11+ selective examinations is still likely to be worse than that of the older ones even when the length of exposure ID formal schooling is controlled for (Borg,Falzon &; Sammut, 1995). And even though Maltese girls generally perform better than boys in local examinations (Borg, 1994), they still find it harder ID make it through selectivity and many end up achieving below their potential (Darmanin, 1992).peer-reviewe

The SForD-TP Project : promoting school-based mentoring in initial teacher education at the University of Malta

The first instances of mentoring in the teaching profession – which eventually grew to cover all phases of teacher education (i.e., preservice, induction and continued professional development) – occurred in the early 1970s in the United States, followed closely by Europe (Kerry & Shelton Mayes, 1995). In the UK, in particular, the rapid growth in the early 1990s of school-based mentoring by teachers during initial teacher education (ITE) was propelled by a political decision to move the preparation of future teachers away from higher education (HE) and locate it in schools (Kerry & Shelton Mayes, 1995). Roughly at that time, Sultana (1995) made a plea to introduce mentoring in the ITE programmes organised by the Faculty of Education at the University of Malta. His intention, however, was to recognise and utilise the situational expertise of teachers in schools rather than to eliminate ITE from HE (see Sultana, 1995). There was in fact one notable attempt in the early 1990s to move the Faculty in this direction with a mentoring programme designed for students specializing in primary education, but in spite of the largely positive results the initiative met a natural death when the requested support structures to sustain this programme failed to materialize (see Azzopardi & Bonnici, 2000). Since then, to the best of our knowledge, the Faculty has effectively continued to marginalize or ignore what skilled and competent personnel in schools have to offer in the preparation of future teachers. That is until very recently.peer-reviewe