The Perceptions of Middle School Teachers of English on the Learning Outcomes Framework and Continuous Assessment

Authors

DOI:

https://doi.org/10.62695/HJBM3765

Keywords:

Learning Outcomes Framework, Learning Outcomes, Formative Assessment, Continuous Assessment, Phenomenology

Abstract

This research paper investigates how teachers of English teaching in state middle schools around Malta perceive the Learning Outcomes Framework and the introduction of Continuous Assessment. This study identifies the teachers’ opinions on these phenomena and their implications on teaching and learning. Data was collected through qualitative online questionnaires and a semi-structured interview with an Education Officer (EO). This research identified that teachers are aware of the advantages of the Learning Outcomes Framework and Continuous Assessment on learning; however, they also acknowledge the added workload and extra preparation they entail. The data analysis revealed that teachers are familiar with what Continuous Assessment and Formative Assessment imply, yet have difficulty with defining differences. In conclusion, both the number of Learning Outcomes and the teachers’ workload must be reduced.

Author Biography

Linette Chircop Zahra, Institute for Education

Linette Chircop Zahra has been teaching English since 2012 after following a B.A. in English and Psychology at the University of Malta. She has taught English in both middle and secondary state schools around Malta and has witnessed great changes including the introduction of the College Network System, Co-education, a new supporting document and a new assessment system. She enrolled in the Master of Education programme offered by the Institute for Education in 2019. Inspired by all this, she has focused on the supporting document for English that includes the new assessment system that is a combination of continuous assessment (CA) and summative assessment (SA), and how these are affecting teaching and learning.

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Published

16-11-2023

How to Cite

Chircop Zahra, L. (2023). The Perceptions of Middle School Teachers of English on the Learning Outcomes Framework and Continuous Assessment. Malta Journal of Education, 4(2), 23–46. https://doi.org/10.62695/HJBM3765

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