LOF Syllabi: Procedures - um.edu.mt · LOF Syllabi: Procedures ... length of programme (approximately 80 weeks) ... 14 LOF Syllabi: Procedures MATSEC Support Unit

MATSEC

L-Università ta’ Malta

January 2018

LOF Syllabi: Procedures

1 LOF Syllabi: Procedures

MATSEC Support Unit

TABLE OF CONTENTS

1. Guiding Principles ........................................... 3

2. Syllabus Content and Format .......................... 3

3. Key Definitions 4

4. Programme Learning Outcomes ...................... 5

5. Programme Descriptors................................... 5

6. Scheme of Assessment .................................... 6

General Notes ................................................................ 6

Synoptic Assessments ..................................................... 9

School Based Assessment .............................................. 10

7. Domains of Learning ..................................... 13

8. Learning Outcomes and Assessment Criteria. 17

9. Cross-Curricular Themes ............................... 21

10. Specimen Assessments ................................. 22

11. References…………………………………………….. 23

12. Appendices……………………………………………. 24

Example: School Candidates Scheme of Assessment ......... 25

Example: Private Candidates Scheme of Assessment ........ 26

Examples: Learning Outcomes and Assessment Criteria -

Chemistry .................................................................... 27

Examples: Learning Outcomes and Assessment Criteria -

Geography ................................................................... 28


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List of Abbreviations

ADSC – Access Disability Support Committee (at the

University of Malta)

AM – Advanced Matriculation

IM – Intermediate Matriculation

MATSEC – Matriculation and Secondary Education

Certificate Examinations Board (Examinations Board)

MQF – Malta Qualifications Framework

PSAO – Principal Subject Area Officer

SBA – School Based Assessment

SEC – Secondary Education Certificate

UM – Università ta’ Malta

© MATSEC, Università ta’ Malta

+356 2340 2814/5/6

[email protected]


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1. Guiding Principles

All syllabus panels are to follow the guidelines set

in this document.

Syllabi are required to specify the intended

learning outcomes and assessment criteria (linked

to MQF levels) that successful candidates are

expected to achieve.

Syllabi need to allow for a pedagogically sound

programme outline taking into consideration the

length of programme (approximately 80 weeks)

and the school candidates’ modal age.

Each syllabus needs to set out clearly how

candidates are to be assessed and graded at MQF

levels 1, 2, and 3.

2. Syllabus Content and Format

Syllabi are to have a section on each of the following:

Programme learning outcomes;

Programme descriptors / MQF level descriptors;

Scheme of assessment for school candidates;

Scheme of assessment for private candidates;

Learning outcomes and assessment criteria;

Specimen assessment briefs and marking

schemes.


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3. Key Definitions

Level descriptors – generic statements that

describe the depth and complexity of each MQF

level of study and outline the knowledge, skills,

and competences required to pass a programme

at that level.

Learning outcomes – relatively general

statements of what a learner is expected to know,

be able to do and understand at the end of the

learning process. Learning outcomes are

assessed through assessment criteria.

Assessment criteria – specific, clear, and

unambiguous statements derived from learning

outcomes which describe the aspects that will be

assessed. They are measurable and linked to MQF

level descriptors.


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4. Programme Learning Outcomes

Programme learning outcomes are general

threshold statements of what a learner should be

able to do at the end of the learning programme.

Programme learning outcomes are not a repetition

of learning outcomes of separate themes – the

programme learning outcomes are to be more

than the sum of the separate learning outcomes.

5. Programme Descriptors

Programme descriptors are generic statements

that describe the depth and complexity of each

MQF level of study and outline the knowledge,

skills, and competences required to pass a

programme at that level.

Programme descriptors are an adaptation of MQF

level descriptors for the specific programme.

MQF level descriptors are available on the NCFHE

Referencing Report 2016 pp.43. The meaning of

MQF level descriptors cannot be altered by a

panel.


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6. Scheme of Assessment

General Notes

The scheme of assessment should inform the

candidates about all the components of the

assessment and the general mark distribution

within these components.

The scheme of assessment must differentiate

between school and private candidates and allow

both to be assessed in the subject.

School candidates are assessed by two forms of

assessment:

a. School based assessment (SBA), and

b. Synoptic assessment.

Private candidates are assessed by two synoptic

papers: Synoptic Paper I and Synoptic Paper II.

Synoptic Paper II is common with school

candidates.

Each synoptic assessment is a maximum of two

hours long.


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Whilst in some programmes not all assessment

criteria may be assessed, all learning outcomes

are to be assessed.

a. For school candidates:

The syllabus is to indicate which

learning outcomes must be assessed

through school based assessment;

Synoptic Paper II covers most learning

outcomes including all learning

outcomes which are not indicated to be

covered through school based

assessment.

b. For private candidates:

The two synoptic papers will cover all

learning outcomes.

School based assessment can be pegged at either

of two categories:

a. A coursework at MQF level categories 1-2

must contain at least 65% of the assessment

criteria at level 2.

b. A coursework at MQF level categories 1-2-3

must contain approximately 30% of the

criteria at each of levels 1 and 2, and 40% of

the criteria at level 3.


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For a school candidate to qualify for MQF level 3,

the candidate’s attainment must be pegged at

level 3 in at least three of the five school based

assessments.

a. The mark for assignments at level categories

1-2 presented for a qualification at level

categories 2-3 is to be recalculated to 60%

of the original mark.

b. The original mark is unchanged for

assignments at level categories 1-2-3

presented for a qualification at level

categories 1-2.

If new methods of assessment are envisaged, the

syllabus panel is expected to bear in mind the

manageability issues that may be involved. These

include financial and administrative burdens, and

the currently available and potential physical and

human resources that are needed by the schools

to implement the assessment.

Candidate attainment in all parts of the

assessment is important for grading candidates.

This should be stated as follows:

“Candidates can obtain a level higher than Level 1 if they

satisfy the examiner in both school based and synoptic

assessments, irrespective of the total marks obtained.”


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Synoptic Assessments

A synoptic assessment is an end of course

assessment which will cover most of the course

learning outcomes.

Synoptic Paper I is to be sat only by private

candidates and shall assess all learning outcomes

which were indicated as part of school candidates’

SBA and some other outcomes.

Synoptic Paper II is a written paper which is sat

by both private and school candidates. It assesses

all the outcomes which were not indicated as part

of school candidates’ SBA and some other

outcomes.

This section of the syllabus should include details

about:

a. whether the synoptic assessments are

divided into sections and whether these

sections refer to different parts of the

syllabus;

b. whether there will be a choice of sections or

questions, with a clear indication of any

compulsory sections or questions and the

(approximate) number of optional questions

to choose from;


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c. the weighting of each paper and each

section, where applicable;

d. the types of question that will be set, where

applicable (e.g. short-answer, essay-type,

comprehension-type, summaries, drawings,

calculations, production of diagrams,

computer programs, musical compositions).

These should reflect the targeted assessment

criteria and the level at which they are

pegged;

e. subjects within the same area (e.g. foreign

languages, sciences, etc) should aim for

consistency in the format of the assessment.

The synoptic assessment is differentiated between

two categories (tiers):

a. MQF levels 1 and 2;

b. MQF levels 2 and 3.

Panel members should consider the use of e-

assessment for the synoptic assessment of level

categories 1-2. However, manageability issues

should not be overlooked.

School Based Assessment

School based assessment is issued and marked by

a teacher appointed by the school according to the


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criteria set in the syllabus. School candidates will

be assessed through five assignments carried out

during a programme which is scheduled over

three years.

The syllabus panel should consider quality

assurance and control mechanisms. The syllabus

is to indicate:

a. a choice of the mode of assessment that

candidates are required to perform, and

b. the expected level of achievement. This is to

be indicated by exemplar marking schemes

which teachers can use or adapt.

Where certain modes of assessment are

considered essential for a subject, the syllabus

panel can prescribe these for use. Such

prescriptions can be made for a maximum of two

assignments.

Modes of assessment that may be adopted include

the following:

a. Essay;

b. Report;

c. Research report;

d. Oral test;

e. Aural test;

f. Fieldwork report;


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g. Review;

h. Presentation;

i. Structured exercise/s;

j. Practical experience;

k. Investigation/problem-solving;

l. Artistic representation;

m. Self-reflection/evaluation.

All selected modes of assessment are to be

defined.

An assignment can contain multiple modes of

assessment.

Syllabus panels are to indicate which learning

outcomes are to be assessed by the school. The

number of chosen learning outcomes are to reflect

the final weighting of the school based assessment

in the final mark.

Unless precluded to do otherwise school based

assessment will consist of work that can be started

at school and continued at home.


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7. Domains of Learning

There are three domains of learning: cognitive,

affective, and psychomotor.

Learning becomes increasingly complex along a

domain and higher order learning requires the

mastery of simpler learning.

Levels along any domain do not necessarily

correspond to MQF Levels.

The cognitive domain is concerned with mental

skills, ranging from remembering information to

using that information to evaluate ideas or

synthesising new ideas.

The affective (attitudes, feelings, values) domain

is concerned with emotional issues of learning and

ranges from basic willingness to learn to the

integration of beliefs, ideas, and attitudes.

The psychomotor domain is concerned with

physical skills ranging from imitation to

naturalisation of physical skills.


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Figure 1: The Cognitive Domain

Create

Use or connect information to design or synthesize something new

Compose, perform, create, produce, propose, formlate, design, argue, categorise, explain, establish, plan

Evaluate

Make judgements about the value or merit of an idea

Interpret, argue, justify, prove, rate, defend,compare and contrast, assess, predict, support, value, relate, resolve

Analyse

Separate an idea into parts and understand the relationship between

these components

Examine, relate, separate, discrimate, distinguish, classify, compare,

connect, criticise, question

Apply

Select and use relevant information in a new situation or to solve a problem

Assess, predict, relate, demonstrate, show, solve, use, develop, examine, sketch, manipulate, modify, change

Understand

Make sense or interpret information using one's own terms

Classify, interpret, paraphrase, describe, summarise, give examples, clarify, explain, generalise, translate

Remember

Recall facts that one has already learned

Define, recall, recite, reproduce, select, sequence, state, name, outline,

recount, recognise, tabulate


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Figure 2: The Psychomotor Domain

Naturalisation

Combine, sequence, and consistently perform skills with relatively little effort

and "without thinking"

arrange, build, combine, compose, construct, create, make, initiate

Articulation

Combine two or more skills and coordinate a series of actions to fit special

requirements or solve a problem

conduct, construct, design, modify, refine, integrate

Precision

Perform actions with few errors and without the original source. Proficiency is

indicated by smooth and accurate performance

arrange, choose, construct, design, integrate, organise, perform

Manipulation

Perform certain actions through practicing of skills or following instructions

complete, demonstate, replicate, point out

Imitation

Observing and copying (imitating) the physical behaviour of another person

observe, ask, participate, give examples


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Figure 3: The Affective Domain

Characterisation

Values are integrated in a pervasive philosophy and all displayed behaviour

is consistent with this value systeminternalise, verify

Organisation

Brings together different values, resolves conflict between them, and

internalises them with reasons

discriminate, favour, judge, order, organise, relate, systematise, weigh

Valuing

Acceptance of or commitment to a value with consistent, non-forced

displayed behaviour

accept, balance, believe, defend, influence, prefer, pursue, seek, value

Responding

Attends and reacts to stimuli to actively participate in own learning

behave, complete, cooperate, discuss, examine, observe, respond

Receiving

Able to attend or be aware of stimuli to reveive information

accept, attend, realise, receive, recognise


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8. Learning Outcomes and

Assessment Criteria

Learning outcomes must lead to assessment

criteria which are clearly (reliable and valid)

assessable.

There should be between 12 and 24 learning

outcomes in a subject. These can be grouped in

subject foci.

Learning outcomes and assessment criteria are

‘intended’ or ‘anticipated’ outcomes. They should

be preceded by the phrase “At the end of the

programme, I can…".

One advantage of learning outcomes is that they

make the syllabus accessible to students. Where

possible, abstract language and complex

sentences should not be used.

Learning outcomes should be realistically achieved

within the available time and resources. The

candidates’ modal age is to be considered.


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Each learning outcome should include assessment

criteria:

a. which can assess knowledge, skills, and

competences;

b. pegged at the relevant MQF level according

to level descriptors. All MQF levels (1, 2, and

3) must be present under each learning

outcome;

c. some of which can be assessed by pen-and-

paper tasks;

d. which are drawn from different levels of

Bloom’s taxonomy.

Details (parameters) can be added along with

assessment criteria to clarify assessable content.

Separate assessment criteria which are variations

of the same criteria at the same MQF level are not

to be included.


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A well written assessment criterion should:

a. start with ONE verb (refer to MATSEC’s

glossary of terms in the MATSEC website)

that indicates what the learner is expected to

be able to do at the end of the period of

learning;

b. refer to the object (on what or with what the

learner is acting). If the outcome is a skill,

the way the action is performed may be

described;

c. contain a context/condition which indicates

the nature of the performance required as

evidence that the learning was achieved

(criteria).


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Examples of well-written assessment criteria:

At the end of the programme, I can:

Verb Object Criteria

Explain the principle of

conservation of mass

by reference to simple

chemical reactions

Recall the main characters in Shakespeare’s Macbeth

Structure an essay into paragraphs

Differentiate chemical compounds between polar and non-

polar

Predict the product of

chemical reactions involving acids and bases

Classify animals as vertebrates and non-

vertebrates

Construct a timeline of the main

historical events

in Malta from 1550 to

2015

Calculate the gradient of straight line graphs

Discuss the pros and cons of different forms of

energy

Display willingness to improve my reflective journal

entries

Resolve conflicting issues

between personal beliefs

and the value of

solidarity

Dissect a mammalian heart skilfully


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9. Cross-Curricular Themes

Importance has been given to the following cross-

curricular themes, all of which are featured in

subject learning outcomes in the school learnings

outcomes portal:

a. digital literacy;

b. education for diversity;

c. education for entrepreneurship, creativity

and innovation;

d. education for sustainable development;

e. learning to learn and cooperative learning;

f. literacy.

The syllabus panel should ensure that the cross-

curricular themes listed above are adequately

included in the syllabus.


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10. Specimen Assessments

When a new syllabus is presented or when

substantial changes are made to the current

syllabus, the syllabus panel should issue specimen

papers. A specimen paper will have the same

format as the intended synoptic paper/s. It may

include questions from past MATSEC examination

papers.

Any specimen papers circulated with the syllabus

are only meant to give an indication of the level

expected of the candidates.

For each mode of assessment envisaged, the

syllabus panel is to provide specimen brief/s of

assessment, marking scheme/s, and, if required,

rubric/s.

Coursework exemplars will be included with

syllabi.


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11. References

CEDEFOP (unpub.) Defining and writing learning

outcomes for vocational education and training –

A European handbook. Draft for discussion at

Cedefop 2nd Policy Learning Forum 13-14 October

2016. Brussels/Thessaloniki.

Declan, K. (2007). Writing and using learning

outcomes: A practical guide. Cork: University

College Cork.

Dew, R., Goscinski, A., & Coldwell-Neilson, J.

(2016). Towards a framework for aligning

learning outcomes, academic literatures and

assessment criteria. Education and Information

Technologies, 21(2), 401-423. DOI:

10.1007/s10639-014-9329-5

Gijbels, D., Van de Watering, G., Dochy, F., & Van

den Bossche, P. (2005). The relationship

between students’ approaches to learning and the

assessment of learning outcomes. European

Journal of Psychology of Education, 20(4), 327-

341.

MATSEC (2017). Glossary of Terms. Malta:

University of Malta. Retrieved from

https://www.um.edu.mt/matsec/examiners (5

Dec 2016)

Ministry for Education and Employment (2017).

Learning Outcomes Framework. Malta. Retrieved

from:

http://www.schoolslearningoutcomes.edu.mt/en/

(5 Dec 2017)

https://www.um.edu.mt/matsec/examiners%20(5

http://www.schoolslearningoutcomes.edu.mt/en/


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Moon, J. (2005). Linking levels, learning

outcomes and assessment criteria (online).

Retrieved from

http://aic.lv/ace/ace_disk/Bologna/Bol_semin/Edi

nburgh/J_Moon_backgrP.pdf (5 Apr 2016)

Prøitz, T. S. (2010). Learning outcomes: What are

they? Who defines them? When and where are

they defined? Educational Assessment, Evaluation

and Accountability, 22(2), 119-137. DOI

10.1007/s11092-010-9097-8

Räisänen, A. & Räkköläinen, M. (2014).

Assessment of learning outcomes in Finnish

vocational education and training. Assessment in

Education: Principles, Policy & Practice, 21(1),

109-124, DOI: 10.1080/0969594X.2013.838938

12. Appendices

Example: School Candidates Scheme of

Assessment

Example: Private Candidates Scheme of

Assessment

Examples: Learning Outcomes and Assessment

Criteria – Chemistry

Examples: Learning Outcomes and Assessment

Criteria – Geography

http://aic.lv/ace/ace_disk/Bologna/Bol_semin/Edinburgh/J_Moon_backgrP.pdf%20(5

http://aic.lv/ace/ace_disk/Bologna/Bol_semin/Edinburgh/J_Moon_backgrP.pdf%20(5


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Example: School Candidates Scheme of Assessment

Two versions of each table, one for each level categories (1-2 and 2-3), may be presented.

Part 1: School Based Assessment (a %)

Assignment 1

(b %)

Assignment 2

(c %)

Assignment 3

(d %)

Assignment 4

(e %)

Assignment 5

(f %)

Guidelines and

suggestions

Guidelines and

suggestions

Guidelines and

suggestions

Guidelines and

suggestions

Guidelines and

suggestions

Part 2: Synoptic Assessment (2 hours) (100-a %)

Section A (g %) Section B (h %) Section C (i %)

Description Description Description


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Example: Private Candidates Scheme of Assessment

Two versions of each table, one for each level categories (1-2 and 2-3), may be presented.

Part 1: Synoptic Assessment 1 (2 hours) (a %)

Section A (b %) Section B (c %) Section C (d %) Section D (e %)

description description description description

Part 2: Synoptic Assessment 2 (2 hours) (100-a %)

Section A (f %) Section B (g %) Section C (h %)

description description description


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Examples: Learning Outcomes and Assessment Criteria - Chemistry

Subject Focus:

Learning Outcome:

Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)

State that the total mass is

conserved in a chemical

reaction

Explain the principle of

conservation of mass for any

chemical reaction

Define the terms ‘elements’ and

‘compounds’

Classify common substances as

elements, compounds, or

mixtures

The solubility of a substance is

to be stated if this is required.

Distinguish between elements,

compounds, and mixtures


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Examples: Learning Outcomes and Assessment Criteria - Geography

Subject Focus:

Learning Outcome:


Define weather and climate. Differentiate between

weather and climate.

Identify the weather

conditions in countries as

shown on a pictorial weather

map.

Write a simple weather

report for the day based on

observed phenomena or

collected data.

This does not include

weather forecasting.

Compare the weather in a

location with the weather in

another location using

synoptic charts or weather

maps.


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Describe the three types of

rainfall.

Label detailed diagrams

about the three types of

rainfall.

Explain the initial processes

and development of the three

types of rainfall.

Plot separate precipitation

and temperature graphs on a

given grid.

Plot separate precipitation

and temperature graphs.

Plot a climograph from

collected or given data.

Interpret precipitation and

temperature graphs.

Interpret a climograph from

collected or given data.

Documents

LOF Syllabi: Procedures - um.edu.mt · LOF Syllabi: Procedures ... length of programme (approximately 80 weeks) ... 14 LOF Syllabi: Procedures MATSEC Support Unit