Masters Level Modules Ros Ollin School of Education and Professional Development University of Huddersfield

What is masters level? Knowledge and understanding? Abilities?

Knowledge at masters level in programmes of teacher development Knowledge and understanding A systematic understanding of knowledge in area of enquiry Critical awareness of current problems informed by the area of professional practice Originality in the application of knowledge Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the pedagogy of the subject

Abilities at masters level in programmes of teacher development Abilities Critical evaluation of current research and scholarship in the pedagogy of the discipline The evaluation and critiquing of methodologies The ability to deal with complex issues both systematically and creatively The ability to make informed judgements in the absence of complete data Clear communication of conclusions to specialist and non- specialists audiences Self-direction and originality in tackling and solving problems Autonomy in planning and implementing tasks at a professional level Advancement of knowledge and understanding Development of new skills to a high level

Modules at masters level Need to indicate the level in the way they are worded Need to be distinguishable from modules at lower levels

Masters level modules Synopsis Outline syllabus Learning Outcomes Knowledge and Understanding: 1 2 Abilities: 1 2 Summative Assessment: Assessment Tasks: Assessment Criteria: Indicative References

What makes a module ‘masters level? Depth Scope Criticality Underpinning theory Appropriate assessment

What makes a module ‘masters level? Synopsis Outline syllabus Learning Outcomes Knowledge and Understanding: 1 2 Abilities: 1 2 Summative Assessment: Assessment Task(s) : Assessment Criteria: Indicative References

Learning outcomes at masters level? Discuss a range of theories and models of learning Why not? What would indicate masters level? Discusses a range of theories and models of learning from a critical perspective Or Critically analyses a range of theories and models of learning Or Undertakes a systematic critique of a selected theory of learning

Assessment – reliability Standard word count or equivalent Consistency in understanding what ‘m’ level means across delivery team Moderation processes

Assessing at ‘masters’ level Presentation and Scope: Coherence of abstract (as appropriate); addressing the title, focus and aims of the work; range and depth in the use of literature and materials; the presentation of ideas, information and material in a clear and coherent manner in accordance with the MA guidelines; use of the Harvard convention; correct use of appendices. Level of and Critical Understanding and Critical Analysis: Breakdown and examination of issues and inherent relationships between parts; the application of conceptual ideas and theory to professional practice. Methodology (as appropriate): Currency and relevance of the investigation; clear identification of issue(s)/problem(s); clarity and appropriateness of methodology and specific research methods; appropriate treatment, interpretation and reporting of research findings. Synthesis and Evaluation: The enunciation, development and support of a case or argument; the organisation and control over complex material; the critical evaluation of theory/research in the context of professional practice. Module Learning Outcomes: Here the tutor should indicate whether all the module outcomes have been met (any that have not been met should be identified), and should summarise the areas needing further attention (formative assessment) as relevant.