Teaching, Learning and Assessment. 15.1 Ongoing Assessments - In the Early Years and in Junior Year 3, assessment is to exclusively take the shape of teacher/learner-based, formative, ongoing assessment with a cumulative trimester reporting on broad competences. In the Early Years, learners’ progress should be recorded and reported in a qualitative manner as determined by management, from time to time, in agreement with the union. Ongoing assessment by class/subject/area teachers is to be compiled in the learner’s folder (cumulative documented collection of evidenced learning outcomes being achieved by the learner) continue throughout all years up to the end of the Secondary and Upper Secondary when national assessment at MQF 4 evolves to embrace the learning outcomes approach. The recording of these outcomes for reporting purposes, will be performed manually by a cut-off date that is not earlier than fourteen (14) working days and not later than seven (7) working days preceding the end of each term, or the start of the exam period where applicable, and be submitted to the school’s SMT, until such time that an online system would be made available and its use agreed upon with the Union, in which case digital recording and submission of outcomes would replace the manual recording and submission. Provided that, whereas all learners shall receive three feedback reports (one per Term), Year 11 (Form 5) students, shall receive similar feedback reports for the first two terms and the evolved End-of- Secondary Education Certification following completion of the third term.
Teaching, Learning and Assessment. Course development, class preparation, teaching and assessment • E-Learning course design and use of instructional technologies • Coordinating the administrative tasks associated with classes • Interdisciplinary coordination/teaching • Prior learning assessment • Individual assessment of student learning outcomes • Other related activities
Teaching, Learning and Assessment. Course development, class preparation, teaching and assessment Coordinating the administrative tasks associated with classes Interdisciplinary coordination/teaching Prior learning assessment Individual assessment of student learning outcomes Other related activities
Teaching, Learning and Assessment. Candidates, having undertaken Teaching, Learning, and Assessment activities such as those outlined in Article 8.05.04.01, will draw upon peer and administrative observations, course/instructor evaluations (CIEs), and other relevant experiences, to discuss what they have done, what they have learned, and what they plan to do next in the area of Teaching, Learning, and Assessment. Candidates should address what they take to be relevant information drawn from CIEs for all non-moonlight classes for each quarter; information drawn from CIEs for moonlight courses may be included at the candidate’s discretion. (CIEs themselves are not required as part of the Tenure Portfolio although the candidate’s TRC has the right to review them if so desired.)
Teaching, Learning and Assessment. 14.1. Signatories acknowledge assessment as an integral and critical component of teaching and learning. Similarly, assessment should remain intrinsic and complementary to teaching and learning without compromising formal education.
Teaching, Learning and Assessment. The University and its staff will: • Ensure there is the required flexibility in place to deliver a high-quality experience and support students to achieve their learning outcomes in a safe manner. • Deliver high-quality blended learning with a mix of online and face-to-face methods, without large numbers of students in lecture spaces until Covid-19 guidelines allow. • Adapt assessments to cohere with safe social distancing guidelines. Students will: • Apply themselves diligently to their learning activities under the Covid-19 planned approach, engaging fully in online lectures, face-to-face sessions and related tasks. • Complete assessments, seeking guidance and support whenever needed.
Teaching, Learning and Assessment
