M104 Assignment Brief
| Module code | M104 |
| Module title | Learning Outcomes and Assessment |
| MQF level | 7 |
| ECTS | 5 |
| Lecturer | Dr Simon Caruana |
Task 1
| Task type | Presentation (MS Power point or similar applications) | |
| Task description | Consider one of the syllabi found in the link provided:
https://curriculum.gov.mt/en/Pages/Home.aspx
(Directorate for learning and assessment programmes) You may wish to refer to a school or any other environment or situation (e.g. the challenges brought by the covit-19 pandemic) with which you are familiar to support your argumentations. You might also want to focus on one particular year and go in detail. Presentation The scope of the presentation is to illustrate the material gathered and analysed to be used in the essay. The presentation should around 10 slides. It therefore requires you to FOCUS on the key aspects. In any research, one will always be faced with numerous issues, but you need to determine the more important and focus on those. Formative feedback on the presentations will be given in the appropriate forum. As the feedback will be given before the hand– in date of the written report you are welcome to use this to amend your reports accordingly if you so wish. |
|
| Task weighting | 25% | |
| Task length | 8 – 12 slides | |
Assessment Criteria Rubric for Task 1:
The presentation rubric was set upon two main criteria and the weighting is indicated both as a percentage and out of the marks allocated for this section.
| Title | % Weighting (100 Total) | Out of 25 |
| Relevance of slide material with respect to report | 72% | 18 |
| Slide presentation, layout and formatting | 28% | 7 |
RELEVANCE/LINK to REPORT (18 out of 25)
| 15-18 | All the arguments are clearly laid out and there is a logical flow from one aspect to the next. This is facilitated by an excellent use of the language that make the entire document easy to follow and derive the main issues being discussed. |
| 11-14 | All the arguments are laid out well and in a fairly logical setup. An adequate use of the language generally facilitates the comprehension of the arguments and reasoning posed. |
| 8-10 | Most arguments are clearly laid out and there is a degree of logical flow. The language used is adequate but could have been better in some sections of the document which as a result lack clarity. |
| 4-7 | Not all the arguments are clearly illustrated and in general the document lacks a steady flow from one issue to the next hence making it difficult to follow the discussion. |
| 0-3 | The arguments posed lack clarity and there seems to be no logical build-up from one argument to the next making the entire work lacking in cohesion. The work as a result appears incomplete. |
SLIDE PRESENTATION (7 out of 25)
| 7 | Excellent presentation and a high calibre format adopted portraying a high standard of work. All aspects are neatly presented in a concise form. Diagrams, figures and lists, where used facilitate the reader and do away with unnecessary wording. |
| 5-6 | Presentation and format are of a high standard. The overall structure is very good. Main arguments are given the appropriate coverage. Lists, diagrams, etc., were used judiciously. |
| 4 | A good presentation and overall format. The main arguments are identified, but at times the level of detail is not appropriate. Better (if any) use of diagrams and figures expected. |
| 2-3 | The presentation and format provided is adequate within the required standards at this level of study. The structuring of the content requires refinement. No figures/lists used and/or used inappropriately. |
| 0-1 | Basic presentation. More is expected at this level. No structure given to the content. Hence content is disorganised and below the required standards. Presentation is either too short or too long. |
Task 2
| Task type | Academic Assignment (Essay) |
| Task description | Consider one of the syllabi found in the link provided:
https://curriculum.gov.mt/en/Pages/Home.aspx (Directorate for learning and assessment programmes) NOTE: You have already selected this and summarised your preliminary research in Task 1 (your presentation) Essay For the case selected (in your presentation), you are now to go in more detail. You are to analyse critically the basic issues and discuss the challenges and the opportunities that the implementation of learning outcomes has brought up. As you may have occupied different roles in the teaching profession, you might consider to, look at it as an ‘individual’ teacher in a class, but also from the point of view of a school administrator (e.g. a head of dept., an assistant head, etc.) within the current Maltese educational environment. As outlined in task 1, there are many issues, it is likely that you may decide to select and focus on some learning outcomes. Remember that this is an academic essay and therefore it is important that you justify your choice and argumentations with adequate in-text referencing, not simply a list at the end of the essay. |
| Task weighting | 75% |
| Task length | 2,500 – 3,000 |
Assessment Criteria Rubric for Task 2:
Proposed Assessment Scale and Criteria for Assessment
For the essay portion, the following framework has been devised based on the above table.
| Criterion Title | % Weighting |
| Relevance/Critical Thinking | 50 |
| Clarity of Arguments/Flow | 25 |
| Evidence of Research | 15 |
| Presentation | 10 |
| Total | 100 |
RELEVANCE/CRITICAL THINKING (38 marks out of 75)
| 32-38 | A thorough critical analysis of the issues is observed and handled in an innovative/original fashion. |
| 25-31 | The issues presented are quite relevant and a certain degree of critical analysis was observed. An attempt to discuss them in an innovative way can be observed. |
| 17-24 | The issues raised are fairly relevant and some degree of engaging in a critical discussion with these issues can be identified. The discussion while valid, could have been more original if a more critical approach had been adopted. |
| 10-16 | Only a few issues can be considered relevant to the discussion. Critical analysis is lacking and where done, it lacked depth. |
| 0-9 | Many of the issues raised are completely irrelevant to the context posed suggested that no critical analysis was carried out when going over the arguments themselves. |
CLARITY OF ARGUMENTS/’FLOW’ 18 marks out of 75)
| 15-18 | All the arguments are clearly laid out and there is a logical flow from one aspect to the next. This is facilitated by an excellent use of the language that make the entire document easy to follow and derive the main issues being discussed. |
| 11-14 | All the arguments are laid out well and in a fairly logical setup. An adequate use of the language generally facilitates the comprehension of the arguments and reasoning posed. |
| 8-10 | Most arguments are clearly laid out and there is a degree of logical flow. The language used is adequate but could have been better in some sections of the document which as a result lack clarity. |
| 4-7 | Not all the arguments are clearly illustrated and in general the document lacks a steady flow from one issue to the next hence making it difficult to follow the discussion. |
| 0-3 | The arguments posed lack clarity and there seems to be no logical build-up from one argument to the next making the entire work lacking in cohesion. The work as a result appears incomplete. |
EVIDENCE OF RESEARCH (11 out of 75)
| 10-11 | All the arguments brought up clearly researched and any sources used referenced in an appropriate format (APA 7th Edition) making them easy to track. Very good choice of references – relevant to the issues posed but also the quality of the references themselves (dates recent and ‘academic’ origin e.g. academic journals, books etc.) |
| 8-9 | Arguments brought up are well supported with adequate referencing, done in the appropriate format and inserted at the right position in the document. Most references are of the required ‘academic’ level. |
| 5-7 | Most arguments seem to be properly researched and referenced and referencing done in the required format. Other arguments seem to be less appropriately referenced or not at all. The quality of the references is not always of a high standard. |
| 3-4 | Most arguments are not referenced properly and as a result appear incomplete. Referencing format adopted is not up to the expected (academic) standards. As a result many references are difficult to track. |
| 0-2 | Referencing is lacking in many parts of the documents and where it is present it is inadequate both in terms of format but also in the quality of the reference. |
PRESENTATION (8 out of 75)
| 7-8 | Excellent presentation and a high calibre format adopted portraying a high standard of work. Detail is available where it should be whereas other aspects are neatly presented in a concise form.
Diagrams, figures and lists, where used facilitate the reader and do away with unnecessary wording. |
| 5-6 | Presentation and format are of a high standard. The overall structure is very good. Main arguments are given the appropriate coverage. Lists, diagrams, etc., were used judiciously. |
| 4 | A good presentation and overall format. The main arguments are identified, but at times the level of detail is not appropriate (either too much or too little). Better (if any) use of diagrams and figures could have facilitated the previous point. |
| 2-3 | The presentation and format provided is adequate within the required standards at this level of study. There has been an attempt to structure the content but it requires refinement. Length/word limit seems to have been disregarded. No figures/lists used and/or used inappropriately. |
| 0-1 | Basic presentation. More is expected at this level. No structure given to the content. Hence content is disorganised and below the required standards. Word/length limit not adhered to (either too short or too long) |
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