Assessment Strategies

The teaching and learning strategies adopted for the programme are varied and determined by the nature of the module content. SNMCI is well equipped and has all the required Montessori materials.

In line with Montessori’s philosophy of learner directed enquiry, learners are encouraged to engage in group work, problem based learning, peer evaluation, discussion, student-led seminars as well as traditional lectures. Learners will be supported in their teaching practice work settings through individual sessions with tutors who will act as mentors, which in turn enables support to be tailored to the individual.

Individual learner strengths and development requirements will be identified in the course of teaching, in order to ensure that the programme learning outcomes are achieved in a learner-centred environment.

The teaching and learning methods for each module are outlined in the individual module descriptors, for more details on each module’s specific assessment modes please see your course handbook on Moodle.

Here are samples of some of the assessment tools used within modules.
Assessment for each module may include but is not limited to these tools.

Peer to Peer teaching is an interactive and vital form of assessment. In the class group learners get the opportunity to hone their communication and teaching skills in a supportive environment. Picking a topic of interest to them the learner can break down the skills and ideas to impart to their class group and assess the levels of success at their mastery. It provides informative and rapid feedback to the learner which they can incorporate in future teaching situations.
Essays are used in many modules as a mode of assessment. Essay writing is a vital communication tool and allows the learner the time and space to research and develop their own ideas on various topics within the course.
Portfolios are used to assess the body of a learners work in an educational setting. Lesson plans, classroom outlines, policies and other materials are combined to give the learner a holistic view on the necessary planning and paperwork that will be necessary to professionally deliver in an early childhood care and education setting.
Reflective logs are a vital element of early childhood care and education practice. Through this assessment mode learners, develop their insight into situations that have occurred allowing them to become familiar with planning and reviewing their experiences as a student and as an educator in order to refine and grow.
Students spend a defined number of hours per academic year in an established classroom or educational setting. Under the supervision of an experienced teacher the learner will be able to hone their skills as a Montessori practitioner and early childhood care and educator. These periods are assessed by the teacher in charge and by mentioning and visits to the setting from tutors from SNMCI.