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The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. Read more

The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. The programme combines the expertise of two leading institutions in assessment, the School of Education and CEM (Centre for Evaluation and Monitoring). You will learn to construct and use tests, classroom assessments, interviews, school inspections and more. The programme is 'hands on'; candidates learn about the theory of assessment and the challenges associated with assessment, but there is also a strong focus on providing training into the conducting of assessment. Completion of the programme will enable you to apply for the status of Fellow with the Chartered Institute of Educational Assessors (CIEA).

The programme aims to produce specialists who are well equipped to work in assessment within many areas of education. We want these specialists to have good knowledge and skills and be well prepared for the tasks they undertake. Specifically, the programme aims:

  • To develop knowledge and awareness of the importance and many roles of assessment in education, and to enable students to engage with debate and to reflect on how to meet the challenges of effective educational assessment;
  • To equip students with knowledge, understanding and relevant skills that will help them develop, deliver and analyse assessment at all levels of education, and to facilitate further research and scholarship in this important field.

This programme is also of interest to international students as having effective assessment is a common challenge to any educational system. Looking around the world, we also find that trends in assessment, such as the drive towards assessment for learning and computer-based assessment, are mostly international rather than local phenomena. The techniques and understanding achieved from the MSc in Educational Assessment, for this reason, are relevant to most nations. The intention of the full-time international programme is to bring together students from different nations and educational systems, including the UK system, to demonstrate and explore general issues in a local context. Generic theories and techniques will be taught, but students are encouraged to choose examples from their own educational system when exploring these in assignments and other tasks.

It is, however, realized that studying in a different country includes extra challenges. We therefore run special tutorial groups for international students. This happens every week during term time, and students are taken through a programme designed to enhance and development the academic skills required at a UK university. These tutorials also have a strong social element, providing an opportunity to meet with staff and students on other programmes (the tutorials share many of the sessions with international students from other postgraduate programmes in the School of Education).

Course structure

The programme comprises four x 30 credit taught modules plus a 60 credit dissertation of up to 15,000 words. On a part-time basis, students study two modules per year in both year one and in year two and the dissertation in year three. On a full-time basis, students study all modules and the dissertation within one year.

Core Modules

  • Standardised Tests and Exams (30 credits) – Part-time students must take this module as a pre-requisite to the Judgement-based Assessment module
  • Classroom Assessment (30 credits)
  • Judgement-based Assessment (30 credits)
  • Research Methods in Education (30 credits)
  • MSc Dissertation (60 credits).

Career Opportunities

Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.



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This course is ideal for you if you wish to develop your career in language testing and assessment – whether or not you already have experience in this area – and is the only full-time, face-to-face course in the UK specialising in this area. Read more
This course is ideal for you if you wish to develop your career in language testing and assessment – whether or not you already have experience in this area – and is the only full-time, face-to-face course in the UK specialising in this area.

The cutting-edge theory combined with practical experience will give you the expertise you need, and you will enjoy the opportunity to pursue your research interests in our world-leading research centre in language assessment.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/ma-applied-linguistics-testing-and-assessment

Course detail

• Study a mix of cutting-edge theory and practical real-world applications, building your knowledge and experience of classroom testing, assessing learning outcomes, course evaluation, and institutional tests and exams
• Explore your research interests with CRELLA, our world-renowned Centre for Research in English Language Learning and Assessment; recognised as a leading UK-based centre for research with 100% rating for research impact in the 2014 REF
• Gain from access to the expertise of the English Language and linguistics team with an excellent track record of high-quality teaching
• Benefit from a course which opens up opportunities in organisations, universities and ministries worldwide; to work with exam boards like Cambridge Language Assessment, Edexcel, or Pearson; for an education authority as tests and assessments specialist; or for further doctoral study with CRELLA.

Modules

• Exploring Research: Concepts and Methods
• The Language System
• Statistics in Language Testing
• Principles & Practice in Lang Assessment
• Testing Language Knowledge & Receptive Skills
• Testing Productive and Integrated Skills
• L2 Materials Development
• Professional Practices
• Assessment and Accreditation
• Issues in Second Language Acquisition (SLA)
• Dissertation in Testing and Assessment

Assessment

A range of assessment methods is used throughout the course with the main emphasis on summative assessment but with also some focus on formative assessment. They include: academic papers, oral presentations, test materials and procedures evaluation, production of tasks and tests, in-class tests and examinations and portfolios of practical tasks. Assessments aim to develop independent, critical thinking and serve to reinforce our research culture.

You can expect to produce a critique of theory and current practices, and to evidence your ability to make informed decisions. Feedback plays an important role in the course and you will engage in self-assessment and peer feedback, especially in formative and presentation assessments.

Research Ethics is an integral part of the course and together with training in statistics provides the foundations for the final dissertation: the culmination of the course which entails managing the research project from start to finish.

Careers

Given the highly specialised focus of the course, we anticipate that students will progress onto a position that involves language testing or assessment.

This may involve working with one of the well-known exam boards like Cambridge Language Assessment, Edexcel, or Pearson, or perhaps for an education authority as the specialist on tests and assessments.

Some graduates whose background includes language teaching may secure a position within an educational establishment as the authority on course evaluation and assessment.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This course has a strong student-centred focus. This is reflected both in the curriculum content but also in the tailored approach to your studies that you will take as a student on the programme. Read more
This course has a strong student-centred focus. This is reflected both in the curriculum content but also in the tailored approach to your studies that you will take as a student on the programme. You will develop a personal learning journey, with the support of your tutor, suited to your career stage and practice context. This approach will allow you to select the topics that you would like to study and to create a programme that meets your own professional development needs.

How you will be taught

The course is delivered by blended learning to local students and fully online to those studying at a distance. Distance learners will be supported in identifying and learning from opportunities local to them as part of their learning journey on the programme. Programme materials, resources and structured activities will be available through the University’s virtual learning environment, My Dundee, and students will be supported in developing an online portfolio for their assessment materials using a social media platform relevant to their practice context. Opportunities for discussion, sharing and learning with peers will also form part of the programme and each module will provide an opportunity for peer review of practice.

How you will be assessed

Associate Module

Facilitating Learning assessment patch (500 words)
Developing and Evaluating Your Teaching assessment patch (500 words)
Assessment and Feedback assessment patch (500 words)
Fourth Topic Unit choice assessment patch (500 words)
Peer review of teaching commentary patch (500 words)

Final reflexive commentary assessment patch considering the ways in which you have enhanced your practice through study, learning and assessment on the module (1,000 words)

Fellowship Module 1

Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Peer review of teaching commentary patch (500 words)

Final reflexive commentary assessment patch considering the ways in which you have extended your practice through study, learning and assessment on the module (1,000 words) (1,000 words)

Fellowship Module 2

Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Topic Unit assessment patch (500 words)
Peer review of teaching commentary patch (500 words)

Final reflexive commentary assessment patch considering the ways in which you have empowered your practice through study, learning and assessment on the module (1,000 words)

What you will study

You will work with a tutor to develop your personal learning journey through the programme. The course is structured as three modules, each based on the standards required by the UKPSF (2011):

The Associate Module
The Fellowship Module part 1
The Fellowship Module part 2

Each module comprises four Topic Units which provide the curriculum content, and you can choose the Topic Units which best meet the needs of your career stage and practice context. The first module – the Associate Module – is the core module and as such it has partly defined content of three Topic Units:

Facilitating Learning
Developing and Evaluating your Teaching
Assessment and Feedback

plus

a fourth Topic Unit from the list of options.

You then choose your Topic Units for the following two modules – the Fellowship Modules 1 & 2 – to complete your individualised programme. The currently available Topic Units are as follows:

The Flexible Learner (defined content for The Associate Module)
Developing and Evaluating your Teaching (defined content for The Associate Module
Assessment and Feedback (defined content for The Associate Module)
Inter-Professional Learning
Internationalising the Curriculum
Developing as a Supervisor
Leadership in Learning & Teaching
Scholarship of Teaching & Learning (SoTL)
Collaborative Working
Nursing & Midwifery option
Negotiated Study

The Negotiated Study Topic Unit can take the form of:

a project on an agreed topic
a reflective commentary based on experiential learning drawn from engagement with continuing professional development activities
a paper prepared for submission to a teaching & learning journal.

You can also ‘double up’ on a Topic Unit to allow for more in-depth study.

Employability

As a graduate of the programme you will have gained a valuable Masters level qualification that is increasingly viewed as an essential requirement for university staff who teach and/ or support learning. Additionally, you will have gained professional recognition as a Fellow of the Higher Education Academy which is also increasingly seen as a requirement in the higher education sector both in the UK and internationally.

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The MSc in Environmental Assessment and Management (EAM) examines the principles, procedures and methods of EAM against the background of current UK, European and international environmental policy. Read more
The MSc in Environmental Assessment and Management (EAM) examines the principles, procedures and methods of EAM against the background of current UK, European and international environmental policy.

The course covers the complementary roles of natural resource management and planning within core areas of EAM such as Environmental and Social Impact Assessment (ESIA), as well as new and evolving fields such as mitigation banking, climate change adaptation, environmental inequality, ecosystem services, and strategic environmental assessment (SEA) and sustainability appraisal.

The course is accredited by the Royal Institution of Chartered Surveyors (RICS) and the Royal Town Planning Institute (RTPI). On completing the course, students are ideally placed to undertake the exams for the Institute of Environmental Management and Assessment (IEMA) Associate Membership.

Why choose this course?

Staff that teach on the MSc have published widely, including authoring the leading textbooks in Environmental Impact Assessment and Strategic Environmental Assessment . Our teaching is always informed by the latest developments in theory and in practice. The teaching team regularly undertake related applied research and consultancy work with respected environmental consultancies such as ERM, WSP / Parsons Brinckerhoff, and Land Use Consultants, as well as the European Union, UK public sector bodies and NGOs. The course has excellent links with the professional practitioner community. Our contacts from industry provide valuable inputs via guest lecture sessions that serve to bring real-world experience to the programme, in addition to providing the opportunity for you to meet with potential employers.

Potential employers are familiar with the programme content and delivery and regularly approach the course team in search of our graduates. You will have regular opportunities to gain real world experience, ranging from dissertation research with the RSPB, TVERC and consultancies, and applied coursework with Grundon, to voluntary work with the Environmental Information Exchange. Excellent feedback from employers, "Both our environmental and planning teams have recruited graduates from the Oxford Brookes MSc courses. We find that the graduates from these courses have a wide range of interests and are well rounded candidates in terms of their environmental and planning knowledge." - URS

Professional accreditation

The MSc in Environmental Assessment and Management is fully accredited by the Royal Institution of Chartered Surveyors (RICS). This means that on graduation, students can progress to complete the Assessment of Professional Competence programme of RICS in order to become full members.

The course is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Master's programme. Students who wish to progress to Chartered Membership of the RTPI with the MSc EAM must also complete an accredited PG Diploma qualification in spatial planning - please refer to http://www.rtpi.org.uk for further information regarding accreditation.

This course in detail

The MSc course consists of three core modules, three optional modules and a dissertation (representing 180 level 7 credits). The PGDip consists of three core modules and three options (representing 120 level 7 credits).

Please note: as courses are reviewed regularly, the module list you choose from may vary from that shown here.

The core modules:
-Principles of Environmental Assessment and Management (20 credits)
-Procedures and Methods of EIA (double module, 40 credits)

The dissertation element comprises:
-Research Methods (half module, 10 credits)
-Dissertation (50 credits)

One single module generally involves one taught session per week over the 12 weeks of the semester.

Optional modules provide an opportunity for students to widen or deepen their field of study. There are three types of optional module. Recommended Optional Modules are considered to be particularly relevant to the course and include:
-Ecosystem Degradation and Management
-Environmental Management Systems
-GIS and Environmental Modelling
-Strategic Environmental Assessment (SEA)
-Spatial Planning in Action

Alternative Optional Modules are normally selected from an approved list of courses currently running in the university, including Globalisation, Environment and Development; Environmentally Sustainable Business; and International Transport Planning.

Independent Study Module involves individual work on an appropriate topic or set of topics, conducted under supervision and with prior approval of the programme leaders. No more than one independent study unit may be included in a programme.

Teaching and learning

The teaching and learning methods used in the programme reflect the wide variety of topics and techniques associated with EAM. Lectures provide the essential background and knowledge base for each module and workshops, seminars and project work provide opportunities for analysis and synthesis of this information.

The programme will also offer site visits (included in course fees), where appropriate, to provide direct experience of the important issues in environmental assessment and management.

A wide range of staff are involved in teaching on the programme. Most are from the Faculty of Technology, Design and Environment and the Faculty of Health and Life Sciences.

Our contacts from industry provide valuable inputs via guest lecture sessions including speakers from the Institute of Environmental Assessment and Management, regulatory bodies such as the Environment Agency and the Planning Inspectorate, and leading environmental consultancies such as ERM, AECOM, WSP / Parsons Brinckerhoff, and PBA.

These sessions serve to bring real-world experience to the programme, in addition to providing the opportunity for students to meet with potential employers.

A variety of materials and resources, including student experience, is used to provide a varied educational experience and a teaching and learning environment appropriate for graduate students.

The early parts of the programme focus on the background to EAM, particularly on establishing a solid grounding in planning, resource management, and principles of EAM.

Over time, increasing emphasis is placed on the skills required for environmental impact assessment and environmental management, culminating in the preparation of a major environmental impact statement (EIS) project.

Approximately two-thirds of the core-module element of the programme is devoted to environmental assessment, and one-third to environmental management. However, additional training in environmental management can be obtained by the selection of appropriate options.

Advice will be given at Induction on making appropriate choices in relation to students’ interests and intended career paths. The dissertation gives students the opportunity to explore a subject related to EAM in depth, and to integrate the various elements of the programme.

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This online distance learning programme engages critically with major issues in assessment, a highly significant topic for education systems across the world. Read more
This online distance learning programme engages critically with major issues in assessment, a highly significant topic for education systems across the world. It develops skills of assessment in relation to individual learners, to classrooms and schools and to local, national and international systems.

Why this programme

◾You will reflect on and critique theory, cutting-edge research and current policies and practice in assessment and consider the impact of these on social justice.
◾You will have opportunities to collaborate and network with peers from a variety of work contexts and locations, to support critical reflection, peer and self-assessment and effective use of online distance learning.
◾You will consider how research, policy and practice interact in the development of often contested innovations in educational assessment across the globe.
◾The programme blends theory, research, practice and policy and explores the relationships between assessment and the promotion of social justice.
◾You will be taught by academics who have been employed in the development of national policy in assessment and have experience in the practices of classroom education and a commitment to social justice.
◾Teaching staff have considerable experience in international cooperation: in research in assessment, as consultants to a number of governments and in employment by international organisations.

Programme structure

You will take four core and two optional courses across years 1 and 2. In year 3 you complete a piece of independent research, normally in the form of a dissertation. The programme is fully delivered online utilising innovative technologies within a fully supported and interactive learning environment.

Core courses

◾Assessment for improvement, accountability and social justice
◾Assessment for learning and progression
◾Principles and practice of research
◾Principles and theory of assessment for social justice.

Optional courses

◾Curriculum, assessment and pedagogy: International perspectives
◾Curriculum, assessment and pedagogy: Understanding learners
◾Socially just assessment futures in the school context
◾Theoretical underpinning and practical issues in tests and examinations.

Studying online

The learning and teaching on this programme will be supported by distance online learning, delivered via Moodle, the University’s chosen Virtual Learning Environment (VLE). The programme's approach to learning and teaching emphasises the construction and maintenance of an online learning community that is both challenging and supportive. Extensive use is made of electronic resources including e-books, online journals, podcasts and video clips. You will be offered both flexibility and supportive scaffolding via a series of formative learning activities structured around milestone targets for each course.

Career opportunities

This programme addresses needs recognised as significant for local, national and international students, both teachers and policy makers. It will build a network of graduates who have high-level knowledge, skills, and capabilities in assessment. The knowledge, skills and academic and professional standing gained will enable you to contribute effectively to local and national policy making in your own context. You will also be well equipped to undertake further study through doctoral research.

Read less
The MSc in Environmental Assessment and Management (EAM) examines the principles, procedures and methods of EAM against the background of current UK, European and international environmental policy. Read more
The MSc in Environmental Assessment and Management (EAM) examines the principles, procedures and methods of EAM against the background of current UK, European and international environmental policy.

The course covers the complementary roles of natural resource management and planning within core areas of EAM such as Environmental and Social Impact Assessment (ESIA), as well as new and evolving fields such as mitigation banking, climate change adaptation, environmental inequality, ecosystem services, and strategic environmental assessment (SEA) and sustainability appraisal.

The course is accredited by the Royal Institution of Chartered Surveyors (RICS) and the Royal Town Planning Institute (RTPI). On completing the course, students are ideally placed to undertake the exams for the Institute of Environmental Management and Assessment (IEMA) Associate Membership.

Accredited by the Royal Institution of Chartered Surveyors (RICS) and the Royal Town Planning Institute (RTPI)

See the website http://www.brookes.ac.uk/courses/postgraduate/environmental-assessment-and-management/

Why choose this course?

- Staff that teach on the MSc have published widely, including authoring the leading textbooks in Environmental Impact Assessment and Strategic Environmental Assessment

- Our teaching is always informed by the latest developments in theory and in practice. The teaching team regularly undertake related applied research and consultancy work with respected environmental consultancies such as ERM, WSP, and Land Use Consultants, as well as the European Union, UK public sector bodies and NGOs.

- The course has excellent links with the professional practitioner community. Our contacts from industry provide valuable inputs via guest lecture sessions that serve to bring real-world experience to the programme, in addition to providing the opportunity for you to meet with potential employers.

- Potential employers are familiar with the programme content and delivery and regularly approach the course team in search of our graduates

- There are regular opportunities to gain real world experience, ranging from dissertation research placements with the RSPB, TVERC and consultancies, and applied coursework with Grundon, to voluntary work with the Environmental Information Exchange.

- Excellent feedback from employers, "Both our environmental and planning teams have recruited graduates from the Oxford Brookes MSc courses. We find that the graduates from these courses have a wide range of interests and are well rounded candidates in terms of their environmental and planning knowledge." - URS

Professional accreditation

The MSc in Environmental Assessment and Management is fully accredited by the Royal Institution of Chartered Surveyors (RICS). This means that on graduation, students can progress to complete the Assessment of Professional Competence programme of RICS in order to become full members.

The course is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Master's programme. Students who wish to progress to Chartered Membership of the RTPI with the MSc EAM must also complete an accredited PG Diploma qualification in spatial planning - please refer to http://www.rtpi.org.uk for further information regarding accreditation.

Teaching and learning

The teaching and learning methods used in the programme reflect the wide variety of topics and techniques associated with EAM. Lectures provide the essential background and knowledge base for each module and workshops, seminars and project work provide opportunities for analysis and synthesis of this information.

The programme will also offer site visits, where appropriate, to provide direct experience of the important issues in environmental assessment and management.

A wide range of staff are involved in teaching on the programme. Most are from the Faculty of Technology, Design and Environment and the Faculty of Health and Life Sciences.

Our contacts from industry provide valuable inputs via guest lecture sessions including speakers from the Institute of Environmental Assessment and Management, regulatory bodies such as the Environment Agency and the Planning Inspectorate, and leading environmental consultancies such as ERM, URS, WSP and PBA.

These sessions serve to bring real-world experience to the programme, in addition to providing the opportunity for students to meet with potential employers.

A variety of materials and resources, including student experience, is used to provide a varied educational experience and a teaching and learning environment appropriate for graduate students.

The early parts of the programme focus on the background to EAM, particularly on establishing a solid grounding in planning, resource management, and principles of EAM.

Over time, increasing emphasis is placed on the skills required for environmental impact assessment and environmental management, culminating in the preparation of a major environmental impact statement (EIS) project.

Approximately two-thirds of the core-module element of the programme is devoted to environmental assessment, and one-third to environmental management. However, additional training in environmental management can be obtained by the selection of appropriate options.

Advice will be given at Induction on making appropriate choices in relation to students’ interests and intended career paths. The dissertation gives students the opportunity to explore a subject related to EAM in depth, and to integrate the various elements of the programme.

How this course helps you develop

The course develops the skills and knowledge that are in demand in practice and it has an impressive employment record. Potential employers are familiar with the programme content and delivery and regularly approach the course team in search of our graduates.

Careers

The course has been running for 25 years and has an extensive network of nearly 500 alumni, some of whom have achieved partner- and technical director-level appointments in leading consultancies such as ERM, EDP, WSP Environment & Energy, Hyder Consulting, and URS, while others have secured high-level environmental positions within organisations such as the European Commission and the World Bank.

Career destinations include:
- Environmental consultancy, including leading IEMA EIA Quality Mark companies such as ERM, AMEC, Environ UK, Nicholas Pearson Associates, Parsons Brinkerhoff, Pegasus Planning, AECOM, RPS Group, Savills, and Waterman, among many others.

- Environmental managers and EIA / SEA officers with regulatory bodies such as the Environment Agency and SEPA, local authorities, and government departments both in the UK and internationally.

- Officers with non-statutory bodies and non-governmental agencies in Europe and overseas.
A number of graduates have progressed to undertake research degrees (PhD).

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The Educational Assessment MA investigates the purposes and potential uses of formative and summative assessment and the relationship between the two. Read more
The Educational Assessment MA investigates the purposes and potential uses of formative and summative assessment and the relationship between the two. The course provides opportunities to review assessment of learning and assessment for learning, it develops students' understanding of principal concepts in educational testing and encourages critical engagement with policy development in educational assessment.

Degree information

The programme provides students with the opportunity to develop an in-depth understanding of assessment issues, practices and policies both in the UK and internationally. They will join the only MA programme in London affiliated with the Chartered Institute of Educational Assessors (CIEA), benefiting also from fastrack to chartered assessor status, on successful completion of the programme.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits, and either three optional modules (90 credits) and a dissertation (60 credits), or a 30-credit report plus an additional optional module (credits).

Core module - there is just one core module for the MA Educational Assessment:
-Assessment: Issues and Practice

Optional modules include:
-Educational Testing
-Understanding Research
-Perspectives on International Reform of Curriculum and Assessment
-Investigating Research
-Curriculum Design and Development
-Guiding Effective Learning and Teaching
-Assessment for Learning

Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation or a 10,000-word report.

Teaching and learning
Depending on the modules taken, the programme is delivered through face-to-face evening sessions, intensive five day face-to-face daytime sessions, and or on-line. A typical evening face-to-face session consists of two and a half hours of lectures, dialogue, small group discussions, presentations and/or a range of other activities.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as heads of department, deputy heads and head teachers in UK schools, while others are members of staff at awarding organisations and examination boards. Graduates can also be found working as members of staff of ministries of education, researchers and lecturers in universities and PhD students.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for the study of curriculum, teaching and learning and assessment, as well as geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge MA and CPD courses, variously presented in face-to-face, distance learning or mixed mode formats. In addition we offer a first class PhD programme and staff members are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse, as are the students on the MA: students, practising teachers and lecturers, awarding body staff members, policy makers and a rich and diverse range of international students.

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The Master of Functional Behaviour Assessment (Autism Spectrum Disorders) professional program is designed to provide graduates with expertise in application of Functional Behaviour Assessment to the challenging behaviour of individuals with an Autism Spectrum Disorder. Read more

About the program

The Master of Functional Behaviour Assessment (Autism Spectrum Disorders) professional program is designed to provide graduates with expertise in application of Functional Behaviour Assessment to the challenging behaviour of individuals with an Autism Spectrum Disorder. Functional Behaviour Assessment is a specialisation within the fields of Special Education, Behaviour Management, and Psychology. This sub-discipline has been created to remediate the highly challenging behaviour that often occurs in children, adolescents and adults with developmental disability and in particular individuals with an Autism Spectrum Disorder. Those individuals exhibit behaviours which are resistant to generic treatment strategies, thus requiring specialised assessment and intervention. Functional Behaviour Assessment aims to enhance positive social engagement and sound quality of life outcomes in individuals who are not able to be integrated into educational and community contexts due to the severity of their behavioural difficulties.

See the website https://bond.edu.au/program/master-functional-behaviour-assessment-autism-spectrum-disorders

Professional outcomes

The Master of Functional Behaviour Assessment (Autism Spectrum Disorders) is designed for people interested in working with individuals across the age range and functional continuum. Graduates will be prepared, via exposure to professional practicum and applied research experiences, to provide specialised assistance to those individuals with an Autism Spectrum Disorder who also exhibit challenging behaviour within educational and other service provision contexts. The degree has an applied focus to enhance graduates’ capacity to conduct direct, group, and consultative applications of Functional Behaviour Assessment.

Graduates of this program will be practitioners with expertise in applying evidence-based assessment and intervention methods tailored to the particular needs of individuals with an Autism Spectrum Disorder. Further, graduates will gain skills in conducting action-based behavioural research via applicant of client-focused methodology. This program is tailored to professionals working in the field or new graduates interested in developing specialised training in a new and growing sub-discipline.

English language proficiency requirements

As tuition is delivered in English, all students will be required to provide documented evidence of the required level of proficiency in the English language. Read more detailed information on English Language Proficiency Requirements for university study https://bond.edu.au/future-students/study-bond/how-apply/information-international-students/english-language-requirements .

Find out how to apply here https://bond.edu.au/future-students/study-bond/how-apply

See the website https://bond.edu.au/program/master-functional-behaviour-assessment-autism-spectrum-disorders

For contact information see here https://bond.edu.au/program/master-functional-behaviour-assessment-autism-spectrum-disorders

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If you are an experienced graduate teacher and would like to complete a formal qualification to gain Qualified Teacher Status (QTS), which is a requirement for those who wish to teach in state-maintained schools in England and Wales, this route is one of the fastest ways to gain QTS. Read more
If you are an experienced graduate teacher and would like to complete a formal qualification to gain Qualified Teacher Status (QTS), which is a requirement for those who wish to teach in state-maintained schools in England and Wales, this route is one of the fastest ways to gain QTS.

Course overview

The Assessment Only Route to QTS is for experienced teachers, who have been teaching whole classes for a minimum of two years. For entry to the award you will need to have been teaching in at least two schools, normally for at least two years and accross one of the following age ranges: 3-11 (primary), 7-14 (middle) or 11-19 (secondary).

The Assessment Only Route to QTS allows you to demonstrate that you already meet all of the Teacher's Standards for QTS. The assessment period is a maximum of 12 weeks.

We will ask you to present detailed preliminary evidence at interview – then for the final recommendation for QTS we will assess your teaching – normally at the school where you are currently working.

In addition, you will need to pass the professional skills tests in literacy and numeracy before being accepted onto the route. You will also need a current Disclosure and Barring Service certificate and Fitness-To-Teach approval.

Typical applications to this route include people who have taught for more than two years in the independent sector or overseas. The Assessment Only Route to QTS may be possible to undertake if you wish to be assessed while teaching overseas, normally in a British International School.

If you are awarded QTS, the next step is to undertake a year as a newly qualified teacher. This includes a personalised programme of professional support and further assessment against the core professional standards for teachers normally organised by your employing school or local authority.

The University of Sunderland is an accredited provider for the Assessment Only Route to QTS. More details are available from the Department for Education.

Course content

There is no formal teaching on this Assessment Only Route. Assessment takes place in the school where you are employed.
Assessment periods are for a maximum of 12 weeks. We provide an individualised assessment plan to suit your requirements which includes the recommended assessment period. If we consider that a longer period would be beneficial, we will advise you to consider applying for one of our ITT training courses.

Facilities & location

There is no taught element on this route so you will not need to attend the University, but you will be expected to attent an interview, which is normally held at the University.

Employment & careers

This course leads to Qualified Teacher Status which is an essential state requirement for many teaching jobs.

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The demand for trained practitioners in environmental assessment at both the project level (environmental impact assessment (EIA)) and the strategic level (strategic environmental assessment (SEA)), and related environmental management fields continues to grow. Read more
The demand for trained practitioners in environmental assessment at both the project level (environmental impact assessment (EIA)) and the strategic level (strategic environmental assessment (SEA)), and related environmental management fields continues to grow. To meet this demand, the MSc programme in Environmental Impact Assessment and Management provides an opportunity for specialist study in this area. It will provide you with a thorough, stimulating and practical post-graduate education in EIA and related areas.

You will gain:
-An integrated course of studies to equip you to undertake the planning and management tasks associated with the principal stages of environmental assessment.
-Opportunities to pursue particular aspects of environmental assessment, or wider environmental management, in greater depth by a choice of assignments and by undertaking research on an individually selected dissertation topic.

We give you a sound knowledge of the process of EIA and related areas, including planning for environmental change and environmental law, before building upon this with more teaching on the appraisal of projects and auditing. You therefore gain a thorough grounding in environmental assessment procedures and practice, and an introduction to the rapidly growing environmental management field.

We will train you in EIA project management skills that involve the co-ordination of technical specialists, decision-makers and consultees. You will acquire appropriate analytical and communication skills, and flexibility of approach - thus graduating with expertise highly valued by employers.

The MA EIAM is accredited by the Royal Institution of Chartered Surveyors (RICS) under their Environment Specialism. It is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Masters programme.

Aims

The course allows you to gain an understanding of theories and techniques in parallel with developing skills in analytical decision-making, design and management.

The course consists of six core course units, plus one optional course unit which can be chosen from a selection of modules taught within the School of Environment, Education and Development or other related schools across the University. You must also complete a dissertation.

Teaching and learning

Part-time students complete the full-time programme over 27 months. The part-time route is not on a day-release basis and there are no evening or weekend course units available. Therefore if you are considering taking a programme on a part-time basis, you should discuss the requirements with the Programme Director first and check the timetable to ensure that you can attend the compulsory classes. You should also seek approval from your employer to have the relevant time off. Timetabling information is normally available from late August from the Programme Administrator and you will have the opportunity to discuss course unit choices during induction week with the Programme Director.

Coursework and assessment

We assess you through the submission of essays, reports and other work (e.g. workshop assignments), both individually and in groups. Some optional course units may involve examinations.

The taught part of the course (120 credits), is assessed by continuous assessment and formal examinations. Continuous assessment includes essays, reports, posters, oral presentations, and a major project.

A 15,000-word dissertation is prepared on an approved topic, which is discussed and chosen at the beginning of the second semester and a suitable supervisor allocated. Initial work focuses upon an overview of he chosen topic, a literature review and the design of the methodology to be adopted. During the latter part of Semester 2 and the summer vacation, you undertake the necessary research and analysis, culminating in the writing of your dissertation.

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The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice. Read more
The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice.

Assessment is an essential element of any educational process, especially for those preparing for or undertaking clinical roles. Much work has been done in recent years to improve the effectiveness of assessment

Evaluation is a key driver for curriculum change and development, and is a major component of the quality assurance cycle.

This module allows you to gain a clear understanding of assessment and evaluation, and how you can put theory into practice.

Module content

Building on earlier learning about curriculum theory and design, you will develop your understanding of the testing of learning outcomes and objectives, in order to determine if learners have achieved mastery.

The module will explore current methods and directions in assessment of learning in medicine, both formative and summative. Basic assessment theory will be explored, particularly in relation to concepts of validity, reliability and generalisability with particular emphasis on the application to clinical settings. You will be encouraged to be innovative in applying your knowledge and skills to the review of your current practice and to the solution of novel assessment problems.

As a core module for the Certificate in Medical Education accredited by the Higher Education Academy this module contributes in the following ways to meeting the Requirements of the Higher Education Academy:
-Of the five 'areas of activity' described by the HEA, this module will focus particularly on areas 3 and 5 (assessment, integrating scholarship/research into teaching).
-Of the six aspects of 'core knowledge' described by the HEA, this module will focus particularly on areas 2 and 6 (appropriate methods of assessing in the area and at the level of the academic programme, and the implications of quality assurance and quality enhancement for professional practice).
-Of the four 'professional values' described by the HEA, this module will focus particularly on values 1, 3 and 5 (respecting diverse learning communities, incorporating research/scholarship into teaching with a commitment to continuing professional development, and recognising the implications for professional practice of the wider context in which higher education operates).

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This short course is designed for very experienced graduates with substantial successful teaching experience, who currently work as unqualified teachers. Read more
This short course is designed for very experienced graduates with substantial successful teaching experience, who currently work as unqualified teachers. It does not include any training and is only suitable if you are currently working as an unqualified teacher.

Supported by your school or college, the course allows you to demonstrate that you already meet all the QTS standards through assessment of your current teaching. A successful assessment leads to a recommendation for Qualified Teacher Status (QTS)

How will I be assessed?

The assessment takes place in the school or college where you are currently employed. Full support by your employer is essential to ensure the assessments can take place.

The assessment process

The assessment will include:

1. a completed application form, including a personal statement and your teaching timetable
2. a reference from your current employing school or college
3. presentation of comprehensive and detailed evidence to show how you meet the Teachers' Standards for QTS
4. observation and assessment of your teaching in a school
5. evidence of passing the National College for Teaching and Leadership's Professional Skills tests
6. a DBS (formerly CRB) enhanced disclosure clearance and appropriate medical checks.

How long does the assessment take?

The assessment will be completed within a maximum period of 12 weeks. If a longer period or training is required, then an alternative training programme can be advised.

As school observations are required, the assessment can not take place over school holidays. Therefore, assessments will not take place until the Autumn term for any applications made after the Easter period.

Subjects we can support:

Primary education
Applied Information and Communication Technology
Art and Design
Biology
Business Education
Chemistry
Citizenship
Classics
Computer Science
Dance
Design and Technology
Drama
Economics
Engineering
English
Geography
Geology / Earth Science
Health and Social care
History
Information and Communication Technology
Leisure and Tourism
Manufacturing
Mathematics
Media Studies
Modern Languages
Music
Physical Education
Physics
Psychology
Religious Education
Social Science.

For Early Years teaching, see our Early Years Initial Teacher Training (Assessment Only) course.

How to apply

Applications should be made directly to the University via the online application system at http://www.ntu.ac.uk/apply.

Interview

If your application is successful, the initial interview and observation will take place in the school/college where you are currently employed.

You will be required to:
present a portfolio of evidence to meet the Teachers' Standards for QTS
provide original copies of relevant qualifications.

We can advise you of how to complete your portfolio before attending the interview.

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The Qualified Teacher Status (QTS) assessment-only pathway provides a unique opportunity to gain your QTS. It's designed for those who are teaching in schools but who do not have Qualified Teacher Status and is an exciting school-based training programme that is both rewarding and demanding. Read more
The Qualified Teacher Status (QTS) assessment-only pathway provides a unique opportunity to gain your QTS. It's designed for those who are teaching in schools but who do not have Qualified Teacher Status and is an exciting school-based training programme that is both rewarding and demanding.

More about this course

The QTS assessment-only pathway is primarily for practitioners who are teaching in schools or children’s centres but who do not have Qualified Teacher Status. The pathway does not provide any training, so applicants must have several years’ experience in at least two schools and be employed in a school or children’s centre that is willing to support the process of assessment.

Assessment for the course is divided into two phases as follows:

Pre-assessment phase (A):
-Pass the NCTL Professional Skills tests in literacy and numeracy
-Prepare an audit of your teaching experience against the Teaching Standards (2012)

Assessment phase (B):
-Evidence portfolio demonstrating achieving the teaching standards across two key stages

Modular structure

We can only offer this route to achieve QTS in subjects where we already offer PGCE or PGCE by School Direct.

There are two parts to the course.

Part A is the pre-assessment phase. On being accepted on to the pathway, you'll be required to pass the NCTL Professional Skills tests in literacy and numeracy before then preparing an audit of your teaching experience against the Teaching Standards (2012).

You will then attend a tutorial with a university tutor to fully evaluate your experience and identify areas for development during part B, the assessment phase. Please note: you will only proceed to the assessment phase if the tutor considers that the standards for Qualified Teacher Status are achievable within the time frame.

You will then start the formal assessment process (Part B: the assessment phase), which will take place over two consecutive half term periods (either from October to February or from February to June). You will be supported in the school by a more experienced member of staff acting as a mentor.

The university tutor will make three visits to the school during the assessment phase and will be responsible for mentor training and ensuring that the teaching standards are being correctly assessed. At the end of the assessment phase the mentor will complete a final assessment and the candidate will present an evidence portfolio that demonstrates that they have consistently met the teaching standards across two key stages. The university tutor will then consider the evidence and recommend successful applicants for the award of Qualified Teacher Status.

Professional accreditation

On successful completion of the assessment phase the university will recommend the applicant to the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS).

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This short course is designed for very experienced graduates with substantial successful early years teaching experience, who currently work as unqualified teachers. Read more
This short course is designed for very experienced graduates with substantial successful early years teaching experience, who currently work as unqualified teachers. It does not include any training and is only suitable if you are currently working as an unqualified practitioner.

Supported by your employer, the course allows you to demonstrate that you already meet all the Early Years teaching standards through assessment of your current practice. A successful assessment leads to Teachers' Standards (Early Years) Award.

How will I be assessed?

The assessment takes place in the setting where you are currently employed. Full support by your employer is essential to ensure the assessments can take place.

You will gather a portfolio of evidence to demonstrate how you implement each of the Teachers' Standards effectively across the whole age range of 0 - 5 years. You will be expected to demonstrate you have gained experience across a minimum of two early years settings, including Key Stage 1.

The assessment process

The assessment will include:

1. a completed application form, including a personal statement
2. a reference from your current employing setting
3. presentation of comprehensive and detailed evidence to show how you meet the Teachers' Standards (Early Years)
4. observation and assessment of your practice in your setting
5. evidence of passing the National College for Teaching and Leadership's Professional Skills tests
6. a DBS (formerly CRB) enhanced disclosure clearance.

How long does the assessment take?

The assessment will be completed within a maximum period of 12 weeks. If a longer period or training is required, then an alternative training programme can be advised.

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This innovative new course has been designed in response to the General Medical Councils (GMC 2012) policies around the selection, recognition and approval of clinical and educational supervisors in postgraduate medical education settings. Read more
This innovative new course has been designed in response to the General Medical Councils (GMC 2012) policies around the selection, recognition and approval of clinical and educational supervisors in postgraduate medical education settings. It is mapped to relevant GMC Academy of Medical Educator (AoME) and Committee of Postgraduate Dental Deans and Directors (COPDEND) standards for clinical and educational supervisors. (It is anticipated that the course gain AoME recognition.)

The course has a blended learning approach, with interactive on-line learning being supported by four study days over the course of two semesters (typically running from October to June). Assessment strategies have a practical focus but are also designed to foster an informed, critical stance to key issue in Postgraduate Medical and Dental Education.

The first unit focuses on the skill sets of clinical supervisors. You will explore ways to create safe clinical learning environments and the development of your own approaches to clinical teaching. Concepts of reflective practice and communities of practice are critically examined with reference to the ways in which learning is supported in clinical environments. The second unit focuses on educational supervision and leadership. You will examine the changing landscapes of postgraduate training and how you support the development of trainees and trainers. You will analyse current approaches to assessment and appraisal and how they can be maximised to support trainee development and progression. You will also develop a differentiated approach to training, including a focus on managing poor performance.

This postgraduate certificate is being developed as a recognised entry route into our long-standing and popular MA in Medical Education.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/clinical-and-educational-supervision

Why choose this course?

This innovative new distance-learning course has been designed in response to the General Medical Councils (GMC 2012) policies around the selection, recognition and approval of clinical and educational supervisors in postgraduate medical education settings.

The first unit focuses on the skill sets of clinical supervisors. You will explore ways to create safe clinical learning environments and explore ways to develop approaches to clinical teaching in a range of clinical settings. Concepts of reflective practice and communities of practice are critically examined with reference to the ways in which learning is supported in clinical environments.

The second unit focuses on educational supervision. You will examine the changing landscapes of postgraduate training and how you support the development of trainees and trainers. You will analyse current approaches to assessment and appraisal and how they can be maximised to support trainee development and progression. You will also develop a differentiated approach to training, including a focus on managing poor performance.

Modules

• Educational Supervision In Postgraduate Medical And Dental Education (MEC016-6) Compulsory
• Supporting Learning In Clinical Environments (MEC015-6) Compulsory

Assessment

The assessment strategy for this course combines formative and summative elements. Assessment is an integral part of your learning experience and we provide a range of opportunities for you to develop your assessment ideas with your allocated tutor(s). We have designed the assessment strategy to allow you to experience a range of approaches to assessment and make links between your experiences as learners on this course and those of your trainees. For example, you will keep a journal where you record your reflections on course learning experiences, with these being the basis of two reflective narratives submitted for summative assessment. Each of the assessments has been designed to allow you to make strong connections between your learning on the course and your practice as a medical educator. Each unit has three assessment points, linked to the end of blocks of themed learning. The table below summarises the assessment methods used on each unit.

You will be provided with a detailed assessment brief for each task and will have access to a named tutor who can provide guidance and support. Some tasks include opportunities to rehearse assessment activities. You will be provided with written feedback on all summative assessments with guidance on how to improve your performance on similar tasks in future.

Career

This course prepares you for roles as named clinical supervisor and named educational supervisor in line with professional standards and expectations. It also prepares you for educational leadership roles within your own professional context.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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