THE INTERNAL QUALITY ASSURANCE POLICY: ASSESSMENT, MODERATION AND DELIVERY PROCEDURES.
We need to systematically review our educational programmes and processes in order to maintain and improve their quality, equity and efficiency.
At FJEI this is achieved through the Assessment of the Teaching staff (Assessment performance Sheet found in DFJ Manual of Policies and Procedures) and the assessment of students (as per module scheme of work sheets).
The Module’s schemes of Work has three sections:
Section 1: the lessons
Section 2: the tests called “chances”
Section 3: the marking scheme.
At times, there might be interaction between modules and as all modules have up to a certain extent the same objectives, different teachers are assessing the same module. This helps us in obtaining a fair mean in the student’s achievement, the teacher’s deliverance and quality of lessons and the equity of the assessments.
For those who do not know how to read and write, they will have to describe the process orally, through pictures and through recordings. Those who know how to read and write will be assessed according to their research, lessons and from the applied work and are able to put it down in writing.
The formative assessment is conducted during the learning process whilst the summative assessment is undertaken only once a module has been concluded and a mean (average) of the different scores is taken.
The assessment is done by all teachers involved, so as to ensure the equity of the assessments.
LEVEL MQF 2:
- A LEVEL 6 (40 – 49%) is obtained by those who aren’t able to read or write but are able to express themselves and explain the projects/lesson verbally.
LEVEL MQF 3:
- A LEVEL 5 (50-59%)is obtained by those who are able to somehow communicate through pictures, recordings, read and write the basics and are able to calculate basics in currency and expenses.
- Levels 4 (60-69%), 3 (70-79%) and 2 (80-89%) depend on the research done, the accuracy of the applied work, the ability to explain the project and the ability to put in writing in proper English and/or Maltese.
- Level 1 (90-100%) is for those students who, besides the above, present a module of excellent quality or exceed the expectations of the modules.
From one’s project/work, one can easily assess the interest and time spent to do the project. The individual projects have to be clear, self explanatory, and one has to be able to present the project in a confident way. The report is to cover every aspect of the project. 5% of the 25% allocated to the report, will be assigned if the report includes a self evaluation. When it comes to team/group projects one has to assess the involvement and respect towards others too.
ASSESSMENT SCALE FOR MQF LEVEL 1 AND 3
FAIR: STILL NEEDS TO BE GUIDED THROUGHOUT THE WHOLE PROCESS (40% @ MQF 1 - 50% - 59% MQF 3)
GOOD: OBJECTIVE REACHED BUT NOT COMPLETELY AUTONOMOUS (44% @ MQF 1 - 60%-69% MQF 3)
VERY GOOD: OBJECTIVES REACHED WITH MINIMUM HELP OF EDUCATORS (47% @ MQF 1 - 70% - 89% MQF 3)
EXCELLENT: OBJECTIVES REACHED THROUGH SELF INITIATIVE, HIGH LEVEL OF AUTONOMY, THE ABILITY TO EVALUATE ONESELF (49% @ MQF 1 - 90% - 100% MQF 3).
N.B. The educator must take into consideration the age of the child and refer any progress covered over the years and report it in the student’s Module Book under “chance”. “Chance” refers to the progress depending also on age even though it’s a repetition of the same topic - e.g. it’s one thing having a 10 year old child working with a tiller (who cannot be left unsupervised and another thing having a 17 year old who has mastered the tilling machine and can be left unsupervised. The same goes for the other modules). The educator must also take into consideration the condition of the child/teenager. There can be an excellent grade even at MQF 2. This is given when the above have been reached according to the ability and condition of the student.
The different projects, the extra curriculum activities and the visits and experiences in Sicily will be added to their portfolio.
During the formative assessment we inform our students (feedback rather than marking) about what they have achieved at a particular point in time and what they need to do to improve on. This can be verbal and if need be written and could be from teacher to student, teaching assistant to a student, student to teacher or student to student.
The Moderation of assessments is divided Into:
Interest @ 30%; Involvement @ 30%; Respect @ 40%; Project @ 35%; Portfolio 35%; Presentation @ 15% and Report @ 25% (5% of which go for self evaluation).
The average of the above will give a clear picture of attitude towards work (module) and people and ability of performance.
The Quality is assured through the external controller and through the results achieved by the student’s progress. If at any stage of the formative assessment and after the different chances given, the percentages aren’t according to the teacher’s expectations, then the individual program has to be either adapted or modified for that particular student. One has also to take into consideration that a student might not be inclined towards any one particular module, but this again will help the teaching staff see where the student’s interest lie. This is a good indicator also for the student when coming to choose a career/job or to further his studies.
This is usually discussed during the morning meetings and reviewed during the assessment meetings every three months.
NON FORMAL EDUCATION
Non formal educational will target those students that have a social, emotional and/or physical condition, and require a tailor made programme to reintegrate in society and are not able to follow the formal program.
1. Non Formal Qualification
The target group for this qualification will be students who wish to follow the modules on a long-term basis, however due to personal limitations they are unable to go into all the details of the chosen modules.
2. Non Formal Award
The target groups for this award are those students who wish to follow Frate Jacoba education institution programme for a short-term and students who are deemed by the institution as not having the potential to attain the formal qualification. Students will be exposed to the modules without being assessed. The certification will be mainly based on experience and soft skills whilst being introduced to the Dar Frate Jacoba lifestyle. At the end of the activity students will be able to perform a basic reflection.
As for the rest everything will follow the Formal assessment procedures.