1. Masters Level Assessment of Teaching and Learning C r e a t i v i t y without  What should we do?

2. Why this question now? 1)Workforce reform; teaching as a Masters profession 2) Government funding of Masters level CPD (PPD – MTL) 3)The shifting landscape with respect to the relationship between assessment for learning and assessment for accountability 4) It is never a bad time to ask questions about our practice

3. Local observations 17% of participants ESL, 6% dyslexic 2 (secondary) head teachers want to engage their school in M level CPD because their staff are poor communicators, are not generally well educated (outside their subject), are not good learners and cannot model good learning behaviour. Cultures of anti-intellectualism or extreme business?

4. The industry standard assessment for learning x (national + local + school initiatives) + accountability teachers’ time QA M level requirements = 5,000 words Today's Problem Define x where x ~ 5,000 words OR How can engagement with a body of literature be evidenced/ demonstrated through media/processes other than writing?

5. Examples of practice

6. Masters are awarded to students who have demonstrated: i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship; iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; iv conceptual understanding that enables the student: to evaluate critically current research and advanced scholarship in the discipline; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; b demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c continue to advance their knowledge and understanding, and to develop new skills to a high level; d the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development.

7. How can engagement with a body of literature be evidenced/ demonstrated through media/processes other than writing? What is the relation between the assessment approaches and the substantive content Can you engage with a body of literature without reading Is there a difference between thinking from writing and thinking from other modes of presenting learning? What is writing? How can we develop a language of teaching and learning (as is the case for e.g. dance)? Do we know what is good teaching when we see it? Are there any unintended consequences of reducing the amount of writing (career/disseminating)? Does literate thinking have to be demonstrated through writing What are the alternative manifestation of critical thinking Can we differentiate between the evidence for compliance and evidence of criticality Questions raised by whole group

8. Issues and questions from group discussions Value of a variety of assessment strategies – as we do re. learning and teaching. Using artefacts which are a means to address a practice based problem – does not need to be written A means to overcome what teachers perceive as a barrier to engaging in a Masters. –Assessment should be aligned with work based practice –Critiqued video of practice has deepened learning, explanation of practice; might a key/commentary be added to a video to reveal thinking/understanding? –A viva, as in doctorates – already widely used should participants have to show Masters level practice (just re. MTL?); another group thought we should accredit learning not practice. How important is it to articulate one’s practice? Assessment should support dissemination Development of formative assessment, e,g. hotseating – implications for more assessment practice more generally? Don’t forget the cost implications of all this.